Factors Contributing to Non Violence at Schools

1. Non- Violence in Educational
Setting
Factors Contributing to Non
Violence at Schools
By
M.VIJAYALAKSHMI
Assistant Professor

2. Objectives
At the end of the course the student teacher will
1. Understand the concept of peace education.
2. Understand the dynamics of transformation of
violence into Peace.
3. Understand the nature of conflicts and their
resolution.
4. Imbibe the knowledge, attitudes and skills
needed to achieve and sustain a global culture
of peace.
5. Adopt peace education in the curriculum.

3. Unit - 3:
Non- Violence in Educational Setting
3.1 Factors Contributing to Non Violence at
Schools.
3.2 Violence and Aggression - Perception of
Threat and Aggressive Behavior.
3.3 Rejection and Withdrawal - Measures to
bring about nonviolence in schools Strategies
that can be adopted in school.
3.4 Individuals and long term solutions to
maintain non- violence.

4. Unit - 3:
Non- Violence in Educational Setting
3.1 Factors Contributing to Non
Violence at Schools.

5. School-Based Violence Programs
Four ways to decrease school violence from
an institutional point of view:
1.Parent and community involvement
2.Character education
3.Violence prevention and conflict resolution
curricula
4.Bullying prevention

6. Parent and Community Involvement
Parent involvement encourages a more
constructive learning environment by creating
goals for parents in the home and teachers in the
school that work to enhance both environments
and are consistent in their objectives.
Increased involvement by parents has been
shown to provide better teacher satisfaction,
improved parent understanding of school
policies, better parent-child communication, and
more successful and effective school programs.

7. Character Education
Character education is the notion that schools
have to take a direct role in teaching values to
children.
In elementary school, character education
should achieve three objectives:
1.Promote development away from egocentrism
and excessive individualism and toward
cooperative relationships and mutual respect.
2.Foster the growth of moral agency—the
capacity to think, feel and act morally.

8. 3. Develop in the classroom and in the school a
moral community based on fairness, caring
and participation—such a community being a
moral end in itself as well as a support system
for the character development of each
individual student.

9. There are four processes in the classroom to
achieve these goals:
1.Building self-esteem and a sense of
community
2.Learning to work together and to help others
3.Thinking about the outcomes of one’s
behavior and it s impact on others
4.Learning to make decisions that reflect group
input and are participatory

10. Violence Prevention and Conflict Resolution
Curricula
These approaches teach children to use
alternatives to violence when resolving
interpersonal conflicts.
1.Programs that teach children conflict
resolution strategies
2.Actual conflict resolution teams headed up by
students who patrol the school grounds and
can provide conflict resolution as a way of
reducing tension before the conflict is
reported to the school authorities.

11. 3. Films, role-plays and simulations may be used.
4. Parents might also become involved and
conflict resolution might be extended to
problems in the home.
5. Topics may include, anger management,
learning to identify and express feelings about
others, discussing issues related to racial,
ethnic and gender differences and learning to
cope with stress.

12. Bullying Prevention Programs
Bullying prevention programs are schoolwide
zero-tolerance policies.
The programs include improved adult
supervision
Classroom rules against bullying

13. Positive and negative consequences for
following and violating rules, respectively,
interventions with the bullies and the victims
Meetings with parents of bullies and victims
Regular classroom meetings to discuss ways of
dealing with bullying
Effective programs have significantly reduced
the rate of bullying and have led to much
better school climates

14. Additional Approaches to Decreasing School
Violence
A no-tolerance policy for any sort of a
dangerous weapon
Frequent searches for weapons in lockers and
weapons detection at the school entryway
Suitable activities after school
Programs to give children and adolescents an
opportunity to stay after school under
supervision to improve their scholastic
performance

15. Work in the community through help from the
school
Anti-gang programs and to maintain dress
codes that forbid the use of gang
paraphernalia.
Self-esteem programs for children who suffer
from low self-esteem
Initiate programs to provide services to
children from violent homes and their families

16. Assertiveness training for children
Aggression is an action that enhances the
aggressor while it minimizes and violated the
rights of others
Intent of aggressive behavior is to humiliate and
dominate
Passive behaviors are self-denying and inhibiting,
as a person’s own rights are disregarded and he
or she gives in to demands of others
Assertiveness is a “win-win” behavior in which an
individual can stand up for their own rights in
such a way that the rights of others are not
disregarded

17. The Relationship between Family Deterioration
and School Violence
17% of all homicides in the U. S. occur within a
family situation
When parents use harsh physical means to
discipline their children, children learn that
battering and physical aggression are normal
ways of expressing frustration and resolving
problems

18. Children who demonstrate physically
aggressive and antisocial behaviors and have
developmental and academic problems before
age 9 display more aggressive tendencies as
adults than do individuals who do not
demonstrate early behavioral and educational
problems
It is believed that abuse and neglect by
parents model the way a child is likely to
interact with others

19. Schools are one of the earliest social
situations in which children may feel
vulnerable, inadequate, angry, less intelligent,
ignored and a host of other emotions that
may result in early aggression
Educators must be proactive and demand that
some of the funds spent on school safety
efforts be allocated to support educators’ time
to reflect on the emotional wellbeing of each
student

20. Too often, children who begin to act out in the
classroom are placed in special education
classes and are classified as “Severely
Emotionally Disturbed, following a serious
offense, as the path of least resistance.”
Children who act out do not fare well in
special education classes and can disrupt a
truly disabled population of students
Education must also include the emotional
attributes of moral maturity, such as
conscience, self-respect, empathy and self-
control.

21. School Violence in Rural Communities
It is often thought that rural means nonviolent
and that violence only takes place in the urban
schools and communities with large inner cities,
but the reality is that many school killings have
taken place in small, reasonably affluent
communities with well-regarded schools
It is often thought that poverty is an urban plight,
but rural schools often suffer from extreme
underfunding by poor rural counties that hope to
provide more but lack the tax base to do so

22. In rural communities, people often know one
another over a lifetime
Rural communities have problems with school
violence and often have a more difficult time
dealing with those problems than do urban
schools
Rural communities are often ill equipped for
the people who have different cultures,
religious beliefs, languages and strong ideas
about the seriousness and importance of
education

23. Many of the same programs suggested for
other schools must be implemented
New ways of funding schools must be devised
so that rural schools are not resource-poor
schools

25. Contributing Factors in School Violence
• Home environment – violence at home may
literally beget violence in the child, as parents
who fight each other will exhibit behaviors
that will be imbibed by the child
• Depression – lack of an outlet for a highly
emotional child can lead to depression and
subsequently will manifest itself as violent
behavior

26. • Weapons – the accessibility to and ease of
purchase of weapons makes this a
compounding factor in the spread of violence
• Stress and anxiety – violence can occur when
stress and anxiety are present usually caused
by a lack of an acceptable normative method
of conflict and problem resolution. Constant
stress caused by pressures of school and work
can exacerbate the problem of violence

27. • Media effect- the pervasive appearance of
violence and depictions of violence in movies
and television shows also contribute, as
children tend to imitate what they see on the
television and the big screen
• Group effect – peer pressure and the need for
acceptance within a group, especially if the
group is violence prone, can have an effect on
members becoming violent.

28. • Lack of counseling- lack of counseling and
guidance, albeit also hand in hand with proper
care and affection to individual needs can
make children prone to violence
• No guidance in difficulties- the lack of an
effective way of mentoring a child to deal with
problems and difficulties can lead the child to
become frustrated and therefore express this
in a violent manner.

29. Factors Contributing To Classroom
Bullying and School Violence

31. The World Report on Violence against Children
identifies the main forms of violence as
follows:
• physical and psychological punishment;
• bullying;
• sexual and gender-based violence;
• external violence: effects of gangs, conflict
situations, weapons and fighting.

32. Actions to Stop Violence in Schools
1. Advocate a holistic approach involving
students, school staff, parents and the
community
2. Make your students your partners in
preventing violence
3. Use constructive discipline techniques and
methods
4. Be an active and effective force to stop
bullying

33. 5. Be a positive role model by speaking out
against sexual and gender-based violence
respond to life’s challenges constructively
6. Be an advocate for school safety mechanisms
7. Provide safe and welcoming spaces for
students
8. Learn violence prevention and conflict
resolution skills and teach them to students
9. Recognize violence and discrimination against
students with disabilities, and those from
indigenous, minority and other marginalized
communities

35. Sources are taken from
•Slidesharenet.com
•Web sources