Teachers’ Dilemma and Subject Breakthrough in School Bullying

DOI

10.2991/icesed-19.2020.82How to use a DOI?

Keywords

School bullying; Bullying prevention; Main responsibility.

Abstract

The basic fact that teachers are victims of school bullying has already existed. The scientific cognition of their survival dilemmas is conducive to building a long-term mechanism to prevent and control school bullying. In order to avoid the plight of school bullying due to social public opinions and their own cognitive limitations, teachers should adhere to the education plan, focus on the education of students' life consciousness; give full play to the teachers' leading roles in anti-school bullying activities; enhance teachers’ psychological qualities and improve their recognition and handling ability for school bullying; attach importance to establishing a good teacher-student relationship to reduce the possibility of school bullying; use teachers as a link to communicate and coordinate family, school and social education. By these, it is necessary to fully ensure that teachers should take the main responsibility of dealing with school bullying and promote teachers to become the terminators of school bullying.

Copyright

© 2020, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Zhao Kang
AU  - Shangming Wang
AU  - Cai Chen
PY  - 2020/01
DA  - 2020/01
TI  - Teachers’ Dilemma and Subject Breakthrough in School Bullying
BT  - Proceedings of the 2019 International Conference on Education Science and Economic Development (ICESED 2019)
PB  - Atlantis Press
SP  - 43
EP  - 49
SN  - 2352-5428
UR  - https://doi.org/10.2991/icesed-19.2020.82
DO  - 10.2991/icesed-19.2020.82
ID  - Kang2020/01
ER  -