Los alumnos de 2° año trabajaron en clase de Inglés sobre el bullying, y realizaron videos y power points. Este es uno de ellos.

1. Mariano Vaca, Victoria Casas Mendez, Axel Curcio Corzo, Sol Hatchadourian,
Aldana del Campo and Camila Biagosch presents:

2.  Bullying in Argentina, and around the world, is a
scourge that each year recorded a larger number of
small victims.
 Violence doesn’t end in the classroom but can be
transferred to the social networks, which is public
humiliation.
 Here is an organization called Bullying Cero
Argentina, which works with this issue.

3.  32% of high school students report having suffered breakage or other
useful items brought to school.
 Verbal abuse (shouting taunts and insults) reaches percentages
between 12% and 14%, depending on the grade.
 10% of students say they have been threatened by a partner.
 8% have been victims of social violence (exclusion).
 7% of them say they have been beaten by their partners.
 And 4.5% said they had been victims of robbery by force or threats.
 And other data are provided by the ECLAC study in 2011:
 37.2% of sixth-grade boys said he was insulted or threatened.
 And 32.4% said it was physically abused.

4. "Bullying kills you, or makes you commite suicide or get you out of school. For a
kid who is aggressive, it almost always comes from the family fostered. Boys are
raised in contexts where exitism is promote, competition, all this to be "leader“
at any cost. But what are the attributes of that leadership? ¿Does the child is a
leader or is a fucking?. Although bullying is not new, now gives
extreme aggression that is.
There are firearms and suicide.
Longer just a violent situation
occurs, but so is its resolution.
The teachers often underestimate
what the kid says attacked.
So, in the end, the victims choose
not to report. They know that they
will not be believed and that
no one will speak in his defense.”

5.  To talk about bullying at school must have a group to
take point a co-worker in particular and to repeat the
harassment of repeated and systematic.
 Identify behaviors of harassment, assemble rules of
coexistence between students, fostering peer
support, design methods of resolving conflicts among
peers, correcting the student against any conduct of
exclusion of a couple, admonish against any aggressive
conduct whether physical or verbal, promote
coexistence, put oversight into recess, assemble a
system so that students can report cases of
harassment, assembly meetings between parents and
teachers, teach students to help a teammate is never a
"squealer" women.

7.  Some experts believe victim to the harassed and
perpetrator the harasser, but in reality, both are
somewhat affected by bullying. The child harassed has
more risk of physical and psychological illnesses such
as depression, school phobia, anxiety, learning
disorders, headache and abdominal pain, among other
symptoms. But he also noted that the harasser may
suffer anxiety disorders, behavioral disorders and low
self-esteem .
In turn, a child can become harassed harasser, and this is
the one with worse prognosis.