Teachers’ Dilemma and Subject Breakthrough in School Bullying
Zhao Kang, Shangming Wang, Cai Chen
Available Online January 2020.
- https://doi.org/10.2991/icesed-19.2020.82How to use a DOI?
- School bullying; Bullying prevention; Main responsibility.
- 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.
- Open Access
- This is an open access article distributed under the CC BY-NC license.
Cite this article
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 - https://doi.org/10.2991/icesed-19.2020.82 ID - Kang2020/01 ER -