HELPING STUDENTS

COPE WITH CAMPUS

BULLYING THROUGH
INTENSIFYING PEER
SUPPORT SYSTEM
By:
NORMAN R. GALABO
SHS Master Teacher I
Optaciano Hilay NHS
Davao City
RATIONALE
Context and Rationale
 School as a learning environment is not
exempted with bullying.
 Bullying is prevalent in the classroom.
 Bullying affects morale of students.
 Low self-esteem of students
 Low scores in written works and
performance tasks
 It exists even in the senior high school
 It must be addressed
Bullying Statistics
One out of Two Filipino
school children are bullied.
50% of Filipino students are
being bullied in school

(Ancho & Park, 2013).

Law
 Republic Act No. 10627 otherwise
known as Anti-bullying Act of 2013
that bullying refers to “ any
slanderous act or statement of
accusation that causes the victim
emotional distress like directing foul
language or profanity at the target,
name-calling, tormenting and
commenting negatively on victim’s
looks, clothes and body”.
Orders
 DepED Order No. 40, s. 2012 - Child
Protection Policy
 DepED Order No. 55, s. 2013 -
Implementing Rules and Guidelines
of Republic Act No. 10627
Otherwise Known as the Anti-
Bullying Act of 2013
Action Research Objectives

 To help bullied students cope with

campus bullying through
intensifying peer support system.
 To provide an alternative
solution/intervention about campus
bullying
Target Beneficiaries

Students
Subject Teachers
Section Advisers
Guidance Advocates
School Administrators
Anchor Theory
 the theory of peer support system of Smith,
Ananiadou, & Cowie (2001).
 Peer-support system helps reduce school bullying.
This method includes: cooperative group work in
the classroom; circle time in which the class
addresses relationship issues, including anger,
fighting, and bullying; circle of friends who provide
support team of peers to work with a vulnerable
student; befriending, in which a student or
students are assigned to “be with” or “befriend” a
peer; Schoolwatch, a program in which students
elect a committee of peers who propose and
implement anti-bullying activities.
 ACTION
RESEARCH
QUESTIONS
1. What are the experiences of
Grade 11 students about
campus bullying?
2. How does peer – support system
help bullied students cope with
bullying in the school?
3. What insights and realizations
can be generated from this
study?
 PROPOSED
INTERVENTION
Peer Support System
 Itis an appropriate, practical, coping
strategy of bullied students.
 “A BOWL OF POSITIVITY”
 One way of making a positive
learning environment through good,
positive, encouraging words and
thoughts given by peers, friends and
classmates of bullied students.
The Mechanics/Steps
 Lista couple of positive words, phrases,
quotes or hashtags in a colored/art
papers.
 Put them inside a fish bowl.
 Before every start of the class, let one
student draw one from the bowl. Let
him/her share about the chosen
words/phrases for about two minutes.
 A limit of five students will be observed.
The Mechanics/Steps
 After the sharing of thoughts, recite the five
chosen words/phrases and make them the
class mantra or motto of the day.
 If applicable, relate the motto to their
experiences during class discussions.
 Before ending the class, recite again the
positive words for the students to
remember.
 Do this regularly so that it becomes a habit,
and surely positivity will create an impact
not only to victims but even to bullies.
METHOD
Methodology
Simple qualitative case design
In-depth interview, observations,
anecdotal records
Purposive sampling technique
Observe anonymity of the
participants, seek parental
consent and approval from the
authorities
Methodology
 Transcription of data and thematic
analysis
 Baseline/Endline data – First Semester
and Second Semester Math Scores
(WW &PT)
 Reports of Bullying from July 2017 to
February 2018
 No statistical needed, just merely
comparison of scores or incident
cases.
RESULTS
Campus Bullying Experiences

Verbal Abuse –
Name Calling
Property Damage
Social Discrimination
Essential Themes Thematic Statements
They called me “kokok”, “brown rabbit” “agta”, and “ongoy”
I was called “horse”, “bat”, “monkey” and “monster”.

Verbal Abuse They would call me “kapayas”.

They told me that I am ugly, bald and dull.
Sometimes, I heard discouraging remarks from my classmates like I am not
good and my brain is empty.
They had thrown away my bag with my valuables inside into the tab of
water.
There was an instance that my food was taken from me.
Property Damage My school books were stolen and sometimes thrown away into the garbage
bin or up in the broken ceiling of our classroom.
My schoolbag was stolen from me.
My notebook was stolen and was thrown into the garbage bin.
Nobody wanted me to be part of the group activity.
I feel discriminated in the classroom.
Social They ignored me with their conversations.
Discrimination When I answer in class discussions, my classmates laughed at me.
Whenever I tried to join their conversations, they would tell me to “stop
talking and just stay on your seat.”
The Helpfulness of Peer Support System

Reports of bullying in the

classroom decreases. (Table 2)
Students’ scores in written work
and performance tasks
increase due to boosted self-
confidence and motivation.
(Table 3)
 Table 2
Number of Bullying
Inclusive Dates Remarks
Reports
July 2017 to October 2017 10 Reported, Acted,
(base-line data) Resolved
November 2017 to March 2018 4 Reported, Acted,
(end-line data) Resolved

Table 3
Student Written Work Performance Tasks
Pseudonym (Scores) (Scores)
June 2017 – November 2017 June 2017 – November 2017 –
October 2017 – March 2018 October 2017 March 2018
Precious
20 out of 100 55 out of 100 40 out of 100 65 out of 100

Joy
35 out of 100 60 out of 100 47 out of 100 60 out of 100

Great
25 out of 100 50 out of 100 35 out of 100 55 out of 100
Insights and Realizations
campus bullying leads to
emotional distress and low self-
esteem;
bullies should be sensitive to
others’ emotions; and
bullying should be avoided in
the school.
 Essential Themes Thematic Statements
Low confidence strikes me because of bullying.
Campus bullying leads to
I feel emotionally hurt whenever they tease me.
emotional distress and
I can no longer actively participate in the class because I am
low self-esteem.
afraid to be bullied.
Bully students should realize that to be a victim of bullying is
Bullies should be not a joke.
sensitive to others’ It is not easy to be bullied because it really hurts deep inside.
emotions. Being a victim of bullying, we also have feelings because we
are human too.
Bullying is no good.
Bullying should be In school, bullying should be minimized if not avoided.
avoided in the school. Bullying cases should never be ignored no matter how simple
the case may be.
 Concluding Remarks
 Bullying, if ignored, may create emotional and
psychological effects on the part of the students.
 intensifying peer-support system in the classroom
and even in the entire school through “A Bowl of
Positivity” is a good alternative solution, if not the
best, because it makes the classroom more positive,
motivating and conducive environment for learning.
 This intervention may help students feel their
worthiness, importance and value as a person.
Positivity or optimism may surely create an impact on
students’ attitude and performance in their
academic endeavors.
My Reflection as a Teacher
 I realized that teachers play a vital role in the
classroom especially in making it as a home or an
environment where students are protected from
any forms of harm physically, emotionally and
psychologically.
 Sometimes, I ignore reports on bullying because I
considered them as disturbance and disruption in
my class. However, conducting this action
research, I realized that I am wrong. My failure to
response to bullying inside the classroom may be
the possible reason of students not performing
well in their academic endeavor.
 Most importantly, addressing campus bullying is a
call of reviving our values formation.
THANK
YOU