Diapositiva 1

UNIVERSIDAD MAGISTER

FACULTAD DE EDUCACIN LICENCIATURA EN LA ENSEANZA DEL INGLS TESIS PARA OPTAR AL GRADO DE LICENCIATURA EN LA ENSEANZA DEL INGLS

THE EFFECTS OF BULLYING IN THE DEVELOPMENT OF ENGLISH CONVERSATIONAL COMPETENCES IN 5 - 1 GRADER AT ESCUELA SAN BLAS DE MORAVIA, 2015

Eugenia Brenes Mass

notas1

BACKGROUND OF THE PROBLEMCosta Rica has experienced a significant growth in the number of students who have been victims of bullying in elementary and high schools.

Different places, for example: buildings, parks, playgrounds or schools and at different moments, before, during or after school hours, or even on the internet.

JUSTIFICATIONBullying has existed since human beings live in society, (anywhere) the environment. The objective of this behavior is to intimidate, causing physical, social or emotional harm.

The damages it can provoke could have a negative impact.

There are signals of alarm and the first step in order to take actions against bullying is recognizing these signals.

3

PROBLEM STATEMENT

Finding ways to help 5 -1 to learn how to deal with the effects of bullying and assisting them to feel comfortable when they have to express, then the following research question was raised:

What are the effects of bullying in students linguistic competences?

GENERAL OBJECTIVE

To analyze the relationship between hindered conversational competences and bullying in the group 5-1.

SPECIFIC OBJETIVES1.To identify the types of bullying behavior among the students of 5-1 grade. 2.To describe the psychological implications presented in bullied victims. 3.To determine the way that bullying interferes with the development of English conversational competences.4.To implement a prevention protocol for bullying behavior.

SAN BLAS DE MORAVIA ELEMENTARY SCHOOL

EducationSocial and individual process.

Objective of preparing students.

There are other participants.

To preserve its characteristics.

Transforming any situation.

Students also have to understand their duties and rights as part of a social community.

The present research is based on the following learning theoriesThe Natural Approach: Pictures, flashcards, realia.

Communicative Approach: Students develop the target language at their rhythm.

Stephen Krashens Theory: The acquired system The learned system.

Jean Peaget Theory: Systematic study of cognitive development. The most critical factor is the interaction with child peers.

The common European Framework:This study is not on the evaluation of conversational competences.

Emotional competences:Refers to the ability that human beings have to express or release the inner feelings or emotions, to interact constructively with others.

Teaching-Learning Process: Process by which knowledge about a subject is communicated or is transmitted. Process by which we acquire and store certain information, to use it when necessary.

BULLYINGBullying is an aggressive behavior among children,specific characteristics, for example:

it is unwanted, it is repeated or it has the possibility to be repeated for a period of time.

It can involve a potential power imbalance, bully uses his/her power like physical strength, height, personal information in order to control, manipulate or harm others.

Different kinds of bullying: physically, verbally, psychological, cyber bullying.

SOME BEHAVIORS OR PROBLEMS THAT CAN OCCUR EVERY DAY AMONG STUDENTS THAT ARE NOT BULLYINGMutual conflict - disagreement.

Single-episode acts of nastiness or physical aggression.

Social rejection or dislike.

Characteristics: equal conditions - a peer temporary situation - not imbalance of power - vulnerable.

PSYCHOLOGICAL IMPLICATIONS OF BULLYING

Wanting to be left alone, shyness, stomachache, headache, panic attacks, sleeping to much or not being able to sleep, nightmares, negative expectation toward future, decreased self-esteem.

PROTOCOLA set of rules

Legal regulations

Customs

Traditions

Actions

Simple practical tool

Eductional community

Duties

Rights

Responsibilities

TYPE OF INVESTIGATIONApproached from the mixed approach: quantitative and qualitative, from a naturalistic point of view,it is an ethnographic research,used the descriptive method.

This is the most adequate means of evaluating the effects of bullying in the development of English conversational competences.

Subjects The convenience sample of this research is the 5-1 grader.

Children between 10 and 12 years old.

This level has a population of 18 students,11 men and 7 women.

Data collection instruments

Observation

Interview

Open-ended questionnaire: Likert Scale.

VARIABLE 1Types of bullying among the students of 5-1 grade. Operational Definition

For this variable will be used an instrument to the students to allow them to express what types of bullying they suffered.Instrumental Definition

Observation.Interview (items #2, and 3). Surveying the students (items # 2, and 3).

Variable 2Psychological implications among students of group 5-1 Operational Definition

For this variable will be used an instrument to the students to allow them to determine the psychological implications of bullying that they have suffered.

Instrumental Definition

Observation. Interview (item # 6)Surveying the students (items # 2, 3, 9, 10, 11, and 12)

VARIABLE 3Bullied VictimsOperational Definition

For this variable will be used an instrument to the students to know if they are the aggressor or the victim.Instrumental Definition

Observation. Interview (item # 5).Surveying the students (items 4, 9, 10, 11, and 12)

VARIABLE 4Ways that bullying interferes with the development of English conversational competencesOperational Definition

According to the obtained responses from the questionnaire, it will be considered if exists a relationship between bullying and English conversational competences.Instrumental Definition

Observation. Interview (item # 6). Surveying the students (items 9,10, 11, and 12).

ANALYSIS AND INTERPRETATION OF RESULTS

THE OBSERVATIONCould be seen that there were students that mock or make nasty jokes to other classmates. As a result of these actions, these students have lost interest in learning that subject, affecting their grades. Were sad, they did not want to participate in any school activity, sat alone, talk to other students, Go out to recess, complain of headache, feeling bad in generally, Frequently absent from school.

THE INTERVIEWThere are big children bully the small ones by pushing them and making fun of them,provoking poor performing, causing insecurity and do not pay attention in class,when children are afraid of ridicule, they will not want to participate in classes, when teacher asks directly they hesitate and because of the stress the students may not respond correctly.

BULLYING INCIDENCE AMONG THE STUDENTS IN THE SCHOOL (1)

KNOWLEDGE THE STUDENTS HAVE ABOUT THE MEANING OF THE WORD BULLYING (2)

KNOWLEDGE THE STUDENTS HAVE ABOUT THE DIFFERENT TYPES OF BULLYING (3)

DIFFERENCE BETWEEN BULLYING AND PROBLEMS THAT CAN OCCUR EVERY DAY (4)

FREQUENCY OF JOKES THAT OCCURS WHEN STUDENTS ARE IN ENGLISH LESSONS (5)

FEAR OF BEING REJECTED BY PEERS WHEN SPEAK ENGLISH (6)

RUDE COMMENTS DURING THE ENGLISH LESSONS (7)

CONCLUSIONS

1 Among the population of 5-1 grader occurs different types of bullying, such as physical and psychological bullying.

2 Students confuse conflict situations that can occur sporadically in the everyday life with bullying behavior, which has specific characteristics.

3. Students have suffered psychological implications that have been reflected in their school performance due to bullying.

4.When the students have to express in English, the jokes toward the victims increase and it inhibits the oral expression of the students.

5.The identified aggressors of the 5-1 grade were victims of aggression in their homes or neighborhoods.

6.Sometimes, students do not understand what they are being taught, because their conversational skills are affected by constant harassment.

7.Some students are greatly affected when they suffer from bullying while others do not.

RECOMMENDATIONS

Avoid bullying behavior through teaching and reinforcing values among students such as respect, tolerance.

2. Must guide students in the time of conflict, explaining the specific characteristics of bullying.

Children who have suffered from bullying should be treated by specialists in the field.

4. Applying individually the oral test in order to prevent that the victims down their qualifications for fear to express.

5. When bullying behavior is detected, the teacher should start by giving guidance first to the offended.

6. A tutor no aggressor, with greater mastery of the subject will be assigned to the students that are victims of bullying, this way they can learn better and also they will foster their confidence and self-esteem.

7. The aid must be personalized and focused on how the students handles their emotions.

PROPOSAL OF A PREVENTION PROTOCOL FOR BULLYING BEHAVIOR

General Objective

To design a Protocol for prevention of bullying in 5-1 group in Escuela San Blas de Moravia.

COST OF THE PROPOSALItemAmountUnit costs (colones)Total costs(colones)Total costs (dolars)Printed protocol15203000.56Observation sheets80208001.50A large 3 ring binder250001000018,58Total1110020.08Rate exchangeAccording toBCCR (538 colones)Date: November 20, 2015.

SPECIFIC OBJECTIVES1. To develop a strategic protocol plan available in the institution with a group of actions applicable in cases of bullying.

2.To define possible solutions or action plans in case of each type of bullying found in the group 5-1.

3.To determine the types of harassment that happens in the group 5-1 through observation.

FIRST STEP: IDENTIFYING BULLYING BEHAVIOR

1. It is very important to identify if a situation is a peer temporary situation or bullying and its negative consequences (loss of self-esteem, confidence, depression, anxiety, phobia towards the school).

2. It is important to know what measures should be taken for a rapid and effective intervention, including all the students involve in the problem.

SECOND STEP: TO COMMUNICATE A situation of bullying to the guiding teacher it could be by the same student, parents or other person.

The guiding teacher is the right person for doing the research among the students, gathering the necessary information in order to take actions and analyze if it is an isolated peer situation or bullying.

The investigation begins interviewing all the students involved in the situation.

THRID STEP: TAKING ACTIONSThe guiding teacher should take into account the duties and rights of the students and the regulations that are in the institutional rules. Measures of correctionTo the victims:1. Change group or section.2. Supervision and monitoring between the aggressor and the victim to avoid similar situations.3. Recommendation of specialized care, psychologist, therapist.

To the aggressors:1. Opening of disciplinary proceedings conducted due process to determine the appropriate penalties.2. Take awareness of their actions and the consequences of those actions.3. Inquiry into the possible causes of the aggressive behavior through interviews.4. It should encourage a process of mediation between the students involved.

Thank you very much! God bless you!