UNIVERSIDAD MAGISTER FACULTAD DE EDUCACIÓN

CARRERA DE LICENCIATURA EN ENSEÑANZA DE INGLÉS

MEMORIA DE SEMINARIO DE GRADUACIÓN PARA OPTAR AL GRADO DE

LICENCIATURA EN LA ENSEÑANZA DEL INGLÉS A DESCRIPTIVE STUDY OF THE BULLYING PROBLEM AT THE PROFESSIONAL TECHNICAL GRANADILLA HIGH SCHOOL, 2014.

LICDA. GUADALUPE BRENES SOLANO

LICDA. SONIA ORTIZ CORTES

2014

TABLE DE CONTENTS

Examining board……………………………………………………………………………..….……….. v Advisory committee …………………………………………………………………………….……..… vi Sworn declaration ….…………………………………………………………………………….……… vii Dedication ………………………………………………………………………………………………... x Acknowledgement ……………………………………………………………………………………..... xi Letter from the institution..…………………………………………………….………………………… xii Preface …………………………………………………………………………………………………… xiv CHAPTER I INTRODUCTION ………………………………………………………. 1 1.1 Background of the problem ………………………………………………………………….. 2 1.2 Justification of the problem ………………………………………………………………….. 3 1.3 State of the problem …………………………………………………………………………. 3 1.4 General Objective …………………………………………………………………………….. 3 1.5 Research question ………………………………………………………………………….... 3 1.6 Specific Objectives …………………………………………………………………………… 4 1.7 Variables ………………………………………………………………………………………. 5 1.8 Scope ………………………………………………………………………………………….. 5 1.9 Limitations ……………………………………………………………………………………... 5 CHAPTER II INSTITUTIONAL FRAMEWORK ……………………….....……..… 7 2.1 Institutional framework ……………………………………………………………………….. 8 2.1.1 Location ……… ………………………………………………………………………… 9 2.1.2 Population ……………………………………………………………...………………….. 9 2.1.3 Vision …………………………………………………………………...…………………... 10 2.1.4 Mission …………………………………………………………………………………….…... 10 2.2 Theoretical framework ……………………………………………………………….….. 11 2.2.1 The natural approach……………………………………………………………………...... 11 2.2.2 Theory of language of the natural approach ………………………………………….. 11 2.2.3 Design of the natural approach ……………. ………………………….…………….......... 12 2.2.4 The syllabus of the natural approach ………………………………………………… 12 2.2.5 Type of learning and teaching activities ……………….. ………………………………… 13 2.2.6 The role of the students ……………………………………………………………………. 13 2.2.7 The role of the teacher ………………….………………………………………………........ 14 2.2.8 The role of materials ………. ……………………………………………………………...... 14 2.2.9 English teaching for hearing impairment students ……………………………………….. 14 2.2.10 Advantages and disadvantages of the natural approach ………………………………… 15 2.2.11 Communicative learning teaching ………………………………………………………….. 15 2.2.12 Background of the communicative approach ……………………………………………… 15 2.2.13 Communicative syllabus …………………………………………………………………….. 17 2.2.14 English for specific purposes ……………………………………………………………….. 18 2.2.15 Methodology of the communicative approach …………………………………………….. 19 2.2.16 The role of the learner ……………………………………………………………………….. 19 2.2.17 The role of the teacher ………………………………………………………………………. 20 2.2.18 The role of instructional materials ………………………………………………………….. 20 2.2.19 Text-based materials of the communicative approach …………………………………… 20 2.2.20 Procedures of the communicative approach ……………………………………………… 21 2.2.21 Advantages and disadvantages of the communicative approach ……………………… 21 2.2.22 The total physical respond method ………………………………………………………… 21 2.2.23 Theory of language and learning …………………………………………………………... 22 ii

2.2.24 Advantage and disadvantage of the total physical respond ……………………………. 24 2.2.25 The silent method …………………………………………………………………………… 24 2.2.26 Advantages and disadvantages of the silent method …………………………… 27 2.2.27 The audio-lingual method ………………………………………………………….. 28 2.2.28 Theory of language of the audiolingual method ……………………………………….. 28 2.2.29 Theory of learning of the audiolingual method ………………………………………… 29 2.2.30 Types of activities ………………………………………………………………………….. 30 2.2.31 The role of the learner ………………………………………………………………………. 30 2.2.32 The role of the teacher ……………………………………………………………………… 30 2.2.33 The roles of materials ………………………………………………………………………. 30 2.2.34 The cooperative method …………………………………………………………………… 31 2.2.35 Theory of language ………………………………………………………………………… 32 2.2.36 Theory of learning …………………………………………………………………………… 32 2.2.37 Design ……………………………………………………………………………………….. 33 2.2.38 The role of the learner ……………………………………………………………………. 33 2.2.39 The role of the teacher …………………………………………………………………….. 33 2.2.40 Procedure ………………………………………………………………………………… 34 2.2.41 Advantages and disadvantage of the cooperative method ……………………………. 34 CHAPTER III METHODOLOGICAL FRAMEWORK ……………………………….…. 35 3.1 Research definitions ………………………………………………………………….…… 36 3.2 Type of research …………………………………………………………………………..….. 36 3.3.1 Variable definition …………………….……………………………………………………... 37 3.3.2 Questionnaire definition ……………………………………………………………………. 38 3.3.3 The interview definition ……………………..……………………………………………….. 38 3.4.1 Population selection ……………………………………………………………………...... 39 3.4.2 Sources of information ……………………………………………………………………… 39 3.4.3 Determining sample design ………………………………………………………………. 39 3.5 Variable definitions …………………………………………………………………………… 40 CHAPTER IV ANALYSIS AND INTERPRETATION OF THE RESULTS …… 49 4.1 Survey to the student ………………….………………………………………………........ 51 4.2 Charts graphs ……………………………..…………………………………………………. 52 CHAPTER V CONCLUSIONS AND RECOMMENDATIONS ……………………….. 62 5.1 Conclusions …………………………………………………………………………………… 63 5.2 Cost of the research ………………………….……………………………………………… 64 5.3 Recommendations ……………………………………………………………………………. 65 CHAPTER VI PROPOSAL OF A WORKSHOP TO PREVENT BULLYING.… 67 BIBLIOGRAPHY ………………………………………………………………...….... 76 ANNEXES ……………………………………………………………………………... 79

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LIST OF CHARTS

Chart N°1 Gender of the interview students …………………………………………..………. 52 Chart N°2 Scholarship of the interview ……………………………..…………………………. 53 Chart N°3 Friends at school ……………………………………………………….. 54 Chart N°4 Relationship with classmates ……………………………………………..……… 55 Chart N°5 Knowledge about bullying ………………………………………………………….. 56 Chart N°6 Victims of bullying ……………… …………………………………………………. 57 Chart N°7 Bullying places …………………….. ……………………………………………….. 58 Chart N°8 Asking for help ………………………………………….…………………………. 59 Chart N°9 Helping the victims ……………………………………………….………………. 60 Chart N°10 Classification of registered students ……………………………………..………. 10 Chart N°11 Cost of the research …………………………………………………………………. 64 Chart N°12 Cost of the workshop ……………………………………………………….. 75

LIST OF GRAPHS

Graph N°1 Gender of the interview students …………………………………………..………. 52 Graph N°2 Scholarship of the interview ……………………………..…………………………. 53 Graph N°3 Friends at school ……………………………………………………….. 54 Graph N°4 Relationship with classmates ……………………………………………..……… 55 Graph N°5 Knowledge about bullying ………………………………………………………….. 56 Graph N°6 Victims of bullying ……………… …………………………………………………. 57 Graph N°7 Bullying places …………………….. ……………………………………………….. 58 Graph N°8 Asking for help ………………………………………….…………………………. 59 Graph N°9 Helping the victims ……………………………………………….………………. 60

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TRIBUNAL EXAMINADOR Esta Memoria es aprobada por el Tribunal Examinador de la Facultad de Educación,

como requisito para optar al grado en la Licenciatura en la Enseñanza del Inglés.

San José, a los quince días del mes de mayo del dos mil catorce.

___________________________________

Máster. Martín Vianey Nuñez Arguedas

Presidente

____________________________

Máster. Vivian González Trejos

Directora Académica

_______________________

Lic. Nick Paul Bolaños Astua

Profesor Lector

v

COMITÉ ASESOR El Trabajo Final de Graduación es aprobado por el Comité Asesor de la Facultad de

Educación, como requisito para optar al Grado de Licenciatura en la Enseñanza de

Inglés. San José, a los quince días del mes de mayo del dos mil catorce.

____________________________

Máster Vivian González Trejos

Rectora

________________________________

Lic. Paul Nick Bolaños Astua

Profesor de Seminario de Graduación

________________________________

Máster Martín Vianey Nuñez Arguedas

Lector interno

vi

DECLARACIÓN JURADA Nosotras, Guadalupe Brenes Solano y Sonia Ortiz Cortes, estudiantes de la

Universidad Magíster, declaramos bajo fe del juramento y conscientes de la

responsabilidad penal de éste, que somos las autoras intelectuales del Trabajo Final

de Graduación intitulado: “A DESCRIPTIVE STUDY OF THE BULLYING PROBLEMS AT THE PROFESSIONAL TECHNICAL GRANADILLA HIGH SCHOOL” por lo que liberamos a la Universidad de cualquier responsabilidad.

San José, a los quince días del mes de Mayo del dos mil catorce. _________________ _______________ Cédula: 3-0236-0105 Cédula: 1-417-193

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UNIVERSIDAD MAGISTER DIRECCIÒN ACADÈMICA

CESIÓN DE DERECHOS DE AUTOR

Yo, Guadalupe Brenes Solano, cédula 3-0236-0105, en caso de tener dificultades en

la elaboración y presentación de este trabajo por diferentes circunstancias cedo los

derechos de autor a la estudiante Sonia Ortiz Cortés, cédula para la Memoria de

Seminario de Graduación intitulada “A DESCRIPTIVE STUDY OF THE BULLYING PROBLEM AT THE PROFESSIONAL TECHNICAL GRANADILLA HIGH SCHOOL”

______________

Firma responsable

Ced. 3-0236-0105

viii

UNIVERSIDAD MAGISTER DIRECCIÒN ACADÈMICA

CESIÓN DE DERECHOS DE AUTOR Yo, Sonia Ortiz Cortes, cédula , en caso de tener dificultades en la elaboración y

presentación de este trabajo por diferentes circunstancias cedo los derechos de autor

a la estudiante Guadalupe Brenes Solano , cédula 3-02360105 para la Memoria de

Seminario de Graduación intitulada “A DESCRIPTIVE STUDY OF THE BULLYING PROBLEM AT THE PROFESSIONAL TECHNICAL GRANADILLA HIGH SCHOOL”.

______________

Firma responsable

Ced. 1-417-193

ix

DEDICATION

We want to dedicate this Memory to our Father God, our Lord Jesus Christ, and the

Holy Spirit, without their grace and favor, this work would have been impossible. We

would like to thank to the Magister Vivian González Trejos, Professor Martín Vianey

Núnez, and Professor Nick Paul Bolaños for their patience and support. Thanks to

our families for their constant encouragement, we love you.

Sonia Ortiz

Guadalupe Brenes

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ACKNOWLEDGMENT

I am very thankful to my Father God, my Lord Jesus Christ, my sweet Lord the Holy

Spirit to fulfill their purposes on me; to my children Randall, Brenda, and Katherine

Soto for their patience and consideration; to my friends Olga Quiros, and Guadalupe

Brenes for their contribution in the development of this research.

So teach us to number our days, that we may apply our hearts unto wisdom.

Psalm 90:12

And let the beauty of the Lord our God be upon us, and establish thou the work of our

hands upon us, yea, the work of our hands establish thou it.

Psalm 90:17

Sonia Ortiz Cortés

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ACKNOWLEDGMENT

Thanks to my Almighty God who makes possible this achievement.

I am deeply grateful to my daughters Gina and Paola for their contribution and

tolerance during this academic research, to my son Ariel and my husband Enrique for

being a greatest support in my life.

To my 2 years old grandson, Joao. My little angel, who is my inspiration and

motivation.

To my mother, who has being a loving person and a greatest example of

perseverance

To my friend Johan who always support my study.

Finally, my gratitude to the Principal Vivian Gonzalez and the Professors Nick

Bolaños and Vianey Nuñez, who guide me during this process and for the

ir support and patience. Thanks to everybody.

Guadalupe. Brenes

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Señores Universidad Magister Estimados señores: Mediante la presente el suscrito Ing. Armando Quesada Saba, en calidad de director

del CTP de Granadilla, autorizo a los estudiantes Guadalupe Brenes Solano, cédula

Nº 3-0236-0105 y Sonia Ortiz Cortes, cédula Nº 1-417-193 , para que realicen su

trabajo final de graduación, intitulado “A DESCRIPTIVE STUDY OF THE BULLYING PROBLEM AT THE PROFESSIONAL TECHNICAL GRANADILLA HIGH SCHOOL” Queda bajo la responsabilidad de los estudiantes el uso que se sirva dar a la Información y datos obtenidos. Se extiende la presente a solicitud de los interesados a los 19 días del mes de Noviembre del 2013 Atentamente, _______________________ Ing. Armando Quesada Saba Director

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PREFACE

Bullying is an old problem that has affected different societies along the history. But

now it has turned in a public health problem due to the increasing number of people

who have been killed as possible victims of bullying. Experts believe these

individuals were threatened, injured, persecuted, or bullied by others and that was the

way they took revenge from their enemies. They think that bullying could be the

motivation for committing these crimes. Therefore, bullying is being considered a

precipitating factor in homicide and suicide cases.

Another aspect to take into account in this issue is the wrong perception of what

bullying means. Many students do not have a clear perception of what bullying is and

this prevents them from reporting to teachers or parents when it occurs. Also, even

teachers reject this practice; they do not always know that it is happening.

The responsibility to fight against bullying should be a priority in schools and it should

be shared and involve teachers, parents, and authorities. They should be willing to

intervene when it is necessary and support prevention efforts on the establishment of

programs to prevent it. Schools should have access to information about anti-bullying

measures to be implemented when bullying happens.

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CHAPTER I

INTRODUCTION

1.1 BACKGROUND OF THE PROBLEM

Bullying is the use of force to impose domination over others in a repeated and

habitual way. Bullying has always existed. But, as it became more prevalent; it began

to call the attention from researchers who wanted to know more about this aggressive

behavior.

The first study of bullying took place in the mid-1970s by Olweus, a researcher

professor of Psychology. He created a prevention program which was very useful in

reducing school bullying. Olweus, N (2009)

His contribution fight against this problem encourages other professionals to conduct

research and extend the meaning of bullying. During the 18th and 19th centuries

bullying was considered a normal part of childhood and this violent behavior was

accepted as an innocent misbehavior among children. An example of this happened

at King´s Boarding School in the U. K. when some older classmates killed a twelve-

year old boy and the crime was seen as a normal misadventure among boys. In1862,

Times Magazine reported a soldier death due to bullying. And it was when the term

bullying was publicly recognized. Times Magazine become the first voice in pointing

out bullying as a terrible behavior with bad consequences, and not a normal practice,

like many people thought.

Today, people view bullying in a way different from what it was many years ago.

Identifying the term took many years because of the problems it presents. However,

researchers like Owleus made the understanding of bullying possible and now

teachers are aware of this reality and they can help to stop it. From this point on,

bullying could be a difficult situation to track due to the growth of technology but

authorities must continue making laws and taking appropriate actions to prevent

bullying in schools in order to make them a safer place for students.

2

1.2 JUSTIFICATION OF THE PROBLEM This project pretends to show the way to prevent bullying in high school and to

consider bullying as a responsible of parents, teachers, students, schools

administrators and the entire community. It is necessary to implement and develop

strategies to reduce bulling before it becomes aggressive and antisocial behaviors.

The main purpose of bullies is to gain power in the campus; they escalate violent

behaviors and develop methods for humiliating their victims. Bullying is increasing

hurting and injuring people, victims of bullying have to know that there are many ways

to stop it and asking for help immediately is essential.

1.3 STATE OF THE PROBLEM Everybody knows that bullying is a serious problem that affects many societies,

certainly this is a kind of misbehavior that is considered a social problem because it is

caused by peer pressure and most of the time occurs in educated institutions. Many

students are afraid to go to schools because this is a kind or persecution or threat of

bodily that clearly ends in harm or even in death. The victims of bullying are

psychological and emotionally affected and many times it involves the entire family.

We must consider the magnitude of this social problem because of the negative

consequences in a student behavior.

1.4 GENERAL OBJECTIVE

To elaborate a study about effective techniques and resources in regarding to bullying

in High School that allows students react and respond appropriately when they are

being victimized by bullies helping them in the prevention of negative consequences

1.5 RESEARCH QUESTIONS

• What is the meaning of the concept “bullying”?

3

• What are the types of bullying?

• Why is bullying a social problem?

• What kind of problems does bullying cause?

• What should the victim do?

• Which are the organizations or groups that gives any help or assistance to the

victims?

• What is the role of the web site in bullying?

• What is the role of peers in bullying?

• How a bullied person is affected psychologically?

• What is the role of the family to help a member who is affected by this

problem?

• How can a professor or a teacher detect this problem in an institution?

• Why do not the victims talk about this problem?

• Which are the reasons because a person is being victimized?

1.6 SPECIFIC OBJECTIVES

• To identify different types of bullying at the Professional Technical Granadilla

High School.

• To describe the effects of bullying in relation to the school work at the

Professional Technical Granadilla High School.

• To define the reasons why students are victimized at the Professional

Technical Granadilla High School.

• To distinguish factors that influence students to become bullies at the

Professional Technical Granadilla High School.

4

• To determine the percentage of students that reported as victims in order to

estimate the impact.

• To propose an anti-bullying workshop to prevent bullying at the Professional

Technical Granadilla High School

1.7 VARIABLES

• Types of bullying

• Psychological and physical Bullying effects

• Characteristics of the victimized students

• Factors that influence an aggressive behaviour

• Behavioral patterns of bullies students

1.8 SCOPE

The aim of this investigation is to point out a lack of contents in the curriculum of

issues about bullying. This lack of spaces and information may prevent students to

recognize when they are being bullied and how they can face the problem and ask for

help. This effort is directed to make professors of Professional Technical Granadilla

get aware of the seriousness of this problem, encourage them to be part of the

solution and support any attempts to overcome this wrong behavior among the

students.

Another purpose is to provide the students not only with tools to protect themselves

but also with the space to talk about it and promote a good school environment.

1.9 LIMITATIONS One of the most relevant limitations is that students do not like to talk about bullying,

even if they are being victimized, and the CTP of Granadilla is not the exception.

Besides of that, in this High School there are many students and many of them have

5

not gotten to integrate themselves into their community, that means they stay alone

without the socialization that could help them to express themselves more about the

problem.

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CHAPTER II

THEORETICAL FRAMEWORK

2. 1. INSTITUTIONAL FRAMEWORK El Liceo de Granadilla was founded in 1997 and it came to consolidate an aspiration

of the neighbors who since many years ago wanted to have a high school to attend

third cycle of basic education and fourth cycle of diversified education. The desire of

these people came come true when Hacienda Bijagua S. A. Donated to the

Development Association of Granadilla a land to build the secondary school.

Sometime later, a ceremony to celebrate the beginning of the construction took place.

Some important people such as the deputy José Antonio Álvarez Desanti and others

personalities were invited. In 2002, Mr. Erick Roy Jiménez offered a hectare to

expand the land and give the students a bigger place to study and have fun.

Three years later, the government of Japan gives the amount of $ 92.129.000 to built

a gymnastic to practice sports. The money was delivered by Mrs. Ileana Teran and

The Curridabat Foundation. In January 12th, 2006 the first stone for the construction

of the gym was placed. The ambassador of Japan said that it was a manifestation of

solidarity not only to the students but also to the community of Granadilla.

In 2006, the Ministry of Education resolve to change the modality of the high school

and it become a technical college. The decision was made to give the young people

of the community opportunities to develop their skills in different technological areas,

so they could have an open way into the labor market.

Since this institution was founded in 1977 the number of the student has increased

and the physical plant has grown. It is formed by an administrative area, three

pavilions classrooms for academic and special subjects, some of them are: Social

studies, Sciences, French, Mathematics, Educational Computer labs, Music,

education, Religious Education, Fine arts, and English. In the third cycle of the basic

general education the institution offers a variety of exploration workshops, among

them are: Tourism, Information and communication technologies, modern office, fine

8

arts, working leather, Environmental education, Conversational English, etc. When

students finish the school, they get a degree in the specialty they choose. There are

twelve workshop and five specialties.

2.1.1 LOCATION It is located in Granadilla Norte, the second district of Curridabat city of the province

of San Jose; from the residential Monteran, two hundred meters North of road to

Concepcion of Tres Rios.

2.1.2 POPULATION There is overpopulation in the Professional Technical Granadilla High School

nowadays there are 1.510 students although its capacity is 1.200. Due to this

situation, there are not enough classrooms for all the professors.

Besides, the community of Granadilla is not integrated with the high school and this

educational institution does not participate in activities of the neighborhood. Crime

drugs and vandalism are present in this community; therefore the location of this high

school becomes in a dangerous place, not adequate for living.

Students are exposed to this violence, these ways of living are mirrored in the

behavior of the students, and they really live daily violence situations in the

neighborhood and many times at home. In the surrounding of the Professional

Technical Granadilla High School, and of course students imitate these patterns of

violence inside the high school.

In the last years, vandalism has increased in the high school. For instance, the

stealing of cellular phones, even from the professors, has become a frequent

problem. Sometimes, some guys force their classmates to deliver their money or

their food. Some months ago, some professors found that their cars had been

damaged.

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All these facts indicate the necessity to establish programs to prevent a problematic

behavior among students and propitiate a safer school environment.

TABLE 1. CLASSIFICATION OF REGISTERED STUDENTS IN 2013

LEVELS

GROUPS

TOTAL

7º. 11 440

8º. 9 360

9º. 6 230

10º. 6 215

11º. 5 143

12º. 4 122

Source : Professional Technical Granadilla High School

2.1.3 VISSION The CTP of Granadilla is and will be the best alternative for the youth of the

community.

2.1.4 MISION The Professional Technical Granadilla High School is an educational institution that

fulfills the third cycle of basic education and the fourth cycle of diversified education.

They promote the improvement of the quality of education and ensure that all

students have equal opportunities, and school success.

At this institution students acquire scientific and technological skills, attitudes, values

and tool that support their full development, also a balance between cognitive,

emotional and environmental balance and prepares them to continue their university

studies or to join the workforce

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2.2 THEORICAL FRAMEWORK 2.2.1 THE NATURAL APPROACH

The natural approach was developed by Trace Terrel and Stephen Krashen, starting

in 1977. It came to have a wide influence on the United States and other countries.

This approach is considered traditional and related to The Natural Method by the

authors; for that reason, some people assume that they are synonymous, but there

are important differences between them.

For instance, both methods are based on the naturalistic principles of language

acquisition, however, the natural approach places less emphasis on teacher

monologues, direct repetition, and formal questions and answers, and there is an

emphasis in exposure rather than in practice, maximizing the opportunities for

learners to be emotionally prepared for learning, enhancing a prolonged period of

attention for learners to listen before they start producing language. The Natural

method focuses on the central role of comprehension which links it to other

approaches with the same emphasis.

2.2.2 THEORY OF LANGUAGE OF THE NATURAL APPROACH

For Krashen and Terrell, communication is the primary function of language and they

reject methods in which grammar is the central component of language and even they

give little attention to a theory of language. They see language as a vehicle for

communicating meaning and messages and state that acquisition can take place only

when people understand messages in the target language and they feel that a

grammatical structure does not require explicit analysis by the language teacher, by

the language learners, and by the language teaching materials. Richard, J (2008).

About the theory of language, the design and procedures of the natural approach are

based on the following tenets:

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• Language acquisition (an unconscious process developed through using language meaningfully) is different from language

• Learning (consciously learning) and language acquisition is the only way competence in a second language occurs. (The acquisition/learning hypothesis).

• Conscious learning operates only as a monitor that checks the output of what has been acquired. (The monitor hypothesis).

• Grammatical structures are acquired in a predictable order and it does little good to try to learn them in another order. (The natural order hypothesis).

• People acquired language best from messages that are just slightly beyond their current competence. (The input hypothesis).

• The learner´s emotional state can act as a filter that blocks input necessary to acquisition. (The affective filter hypotheses.

The implications of these hypotheses are the following:

2.2.3 DESIGN OF THE NATURAL APPROACH

Richard J, (2008) affirms that two main objectives of natural approach are:

• It is designed to help beginners become intermediates by developing basic communication skills.

• It is designed to depend on learners’ needs and their particular interests.

2.2.4 THE SYLLABUS OF THE NATURAL APPROACH Even though the natural approach is new when we talk about second language

acquisition, it shares many features with older traditional approaches. The main target

is the ability to communicate with native speakers of the target language. The natural

approach pretends that students in beginning states is able to talk about themselves

and their families, but of course is not necessary grammatical accuracy.

The authors list some typical goals for language courses based on an assessment of

needs of the students to determine the situations and topics in which they will use the

target language. Students do not have to acquire a certain group of structures or

forms because the idea is that they deal with a particular set of topics in a given

situation. Besides, since the natural approach is designed to develop basic

communication

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skills they do not organize the activities of the class around a grammatical syllabus

because grammatical structure is automatically provided in the input. Richard

J,(2008)

2.2.5 TYPES OF LEARNING AND TEACHING ACTIVITIES

The Natural Approach is a method that emphasizes on teaching with a

comprehensible content that means teachers must use things, objects or pictures and

many meaningful resources to the students. Many times, teacher requires a higher

level for a language production and of course that only causes stress in learners, in

this method the learners can produce when they are ready to be talking, when they

feel comfortable with a new language acquisition, and that will be later when they

have listened many times the new words. To get such goal, teachers must repeat

many times the unfamiliar vocabulary, talk slowly, and go gradual from easy to most

complicated activities and from yes or no question, one word answer to most

elaborated answers. A very comprehensible input that permits to reduce students

stress and make feel comfortable because this method is functional with beginners

and they do not have enough vocabulary, then Krashen and Terrel recommend

lessons focus on control activities with simple answers and familiar techniques based

on pairs and groups works, with many pictures, charts and a total physical response;

all activities that implies movements, gestures and mimic and others.

2.2.6 THE ROLE OF THE STUDENTS Learners decide what to talk and when to talk and the linguistic pattern they have to

use, in that way they can get the intermediate phase throw games, point to pictures,

and as production activities at the end they will be able to give opinions and solve

problems. According to Richard, J (2008) the responsibilities of the Learners in the

natural approach method are:

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• The activities have to be related the needs of the students. • Take active roles with comprehensible input putting emphasis the

conversational area. • Decide the appropriated time to produce the new language. • Decide with the teacher the amount of time to be devoted to learn

grammar and the way to monitored themselves.

2.2.7 THE ROLE OF THE TEACHER The natural Approach demands teachers center roles, because they are the primary

source that provide the knowledge and generate meaningful input. For that reason,

they have to give the necessary verbal and no-verbal clues in order to learners

interpret the input but it is important not correct mistakes of the student.

To get the new learning stage , students need to feel comfortable so teachers must

create a friendly atmosphere, it is necessary an affective and dynamic teacher that

provide many king of activities in all size groups with many materials created

according to needs of students.

2.2.8 THE ROLE OF MATERIALS According to Krasshen and Terrel, p. these materials responds to the real world of

the students and not from textbooks, the purpose of the material is provide second

language –Brochures, schedules, maps and books have to be used according to the

student´s level, it is recommended a syllabus of topics and situations .

2.2.9 PROCEDURES OF THE NATURAL APPROACH The most important function in this approach is to introduce the new vocabulary with

activities that provide comprehensible input and create opportunities for students oral

production. In this method, several techniques and activities are taken from different

methods; this variety of activities should provoke the required response with a

comprehensible input. “It is imperative, in this method, that teachers provide

comprehensible input at all times.The use of visuals (graphs, charts, pictures, objects,

14

objects, realia), gestures, demonstrations, and motherese / parentese (slower

speech, simpler language repetition, rephrasing, clear enunciation) is required”

Hunt, K (2011). Pag.72

2.2.10 ADVANTAGES AND DISADVANTAGES OF THE NATURAL APPROACH Bullies often make fun of their classmates, especially if they make mistakes, or bother

them in different ways. In an English class, this sometimes happens. Maybe, the

teacher could let aside the difficulties caused by this behavior and use it as a tool to

promote partnership, respect, solidarity, and good habits in general and combat

bullying. On the other hand, in this method, the teacher should speak on the language

meta. And this is difficult to apply in a classroom where bullying is a problem because

the teacher has to correct the bullies and help the victims at the same time, so it is

likely that the teacher speaks in the native language to deal with bullies in order to

correct them and also to help victims. All this affects the learning process. Besides,

the Natural Approach works in groups of few students and in our country the number

of students in a class is big, especially in public schools.

2.2.11 COMMUNICATIVE LEARNING TEACHING 2.2.12 BACKGROUND OF THE COMMUNICATIVE APPROACH

Richard, J (2006) p.6,in the last 50 years, language teaching has suffered many

changes in regards to the ideas about syllabus design and methodology. The trends

resulting from this process have been grouped into three phases:

Phase 1: Traditional approach

Phase 2: Classic communication teaching

Phase 3: Current communicative teaching

15

In traditional approaches to language teaching, grammatical competition was a

priority of language proficiency. Grammar was learned through direct instruction and

through a methodology based on the use of repetitive practice and drilling. The

students would be able to induce rules of grammar. When the basic command of the

language was established, the four skills were introduced. Some techniques often

employed were memorization of dialogues, question-and-answer practice,

substitution drills, and various forms of guided speaking and writing practice. Correct

pronunciation and accuracy as well as mastery of grammar were important since the

beginning stages of language learning because errors could become part of learner´s

speech. In the 1970s, the older approaches were left aside because it was

considered that learning ability implicated more than grammatical competence. What

was needed to use language communicatively was communicative competence

Richard J, (2006).p.9, This concept involved knowing what to say and how to say it

according to the situation, the participant and their roles and intentions. This

information was not included in traditional grammatical and vocabulary syllabus and

teaching methods.

This method promoted a great enthusiasm in the 1970s and 1980s, and language

teachers soon began to adequate their teaching, syllabus and classroom materials,

and grammar was no longer the primary point. It was considered that a syllabus

should point out the following aspects of language use to develop the communicative

competence of learners. These aspects guided to new proposals for a communicative

syllabus and the ESP movement .Richard, J (2008).

• As detailed a consideration as possible of the purposes for which the

learner wishes to acquire the target language; for example, using English for business purposes, in the hotel industry, or for travel.

• Some idea of the setting in which they will want to use the target language; for example, in an office, on an airplane, or in a store.

• The socially defined role the learners will assume in the target language, as well as the role of their interlocutors; for example, as a traveler, as a salesperson talking to clients, or as a student in a school.

• The communicative events in which the learners will participate: everyday situations, vocational or professional situations, academic situations, and so on; for example, making telephone calls, engaging in casual

16

conversation, or taking part in a meeting. • The language functions involved in those events or what the learner will be

able to do with or through the language; for example, making introductions, giving explanations, or describing plans.

• The notions or concepts involved, or what the learner will need to be able to talk about; for example, leisure, finance, history, religion.

• The skills involved in the “knitting together” of discourse: discourse and rhetorical skills; for example, storytelling, giving an effective business presentation.

• The variety or varieties of the target language that will be needed, such as American, Australian, or British English, and the levels in the spoken and written language which the learners will need to reach.

• The grammatical content that will be needed. • The lexical content, or vocabulary, that will be needed. Richard, J (2008).p.9.

2.2.13 COMMUNICATIVE SYLLABUS

Richard, (2008) says that a traditional language syllabus usually specified the

vocabulary students needed to learn and the grammatical items they should know,

normally graded across levels from beginner to advanced learners.

But new communicative syllabus types were designed by recommendations of CTL.

Some of them were:

• A skills-based syllabus: this recommendation is based on the use of the four skills

of reading, writing, listening, and speaking and breaks each skill down into its

components. However, a recommendation of CLT emphasized an integrated skills

approach to the teaching of the skill because in real life they occur together, then, in

teaching they should also be linked:

• A functional syllabus: this is based on the function the students should be able to

carry out in the language. Some of these functions are likes and dislikes, giving

directions, offering and accepting apologies, giving advice and giving explanations.

Communicative competence is considered as mastery of the function needed for

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communication along a range of situations. Vocabulary and grammar are selected

according to the functions being taught. These kinds of syllabus were often used for

speaking and listening courses. Other syllabus types were also proposed, an

example of this is a notional syllabus. This was based on the content and notions a

student would need to communicative. Another one was a task syllabus that pointed

out the tasks and activities learners should carry out in the classroom. Nevertheless,

a syllabus should identify all the components of a language, considering this, the first

adopted communicative syllabus of classic CLT was Threshold Level. It defined the

level of proficiency students needed to acquire to cross the threshold and begin

communications. From this point on, the threshold specifies topics, functions,

notions, situations, grammar, and vocabulary

2.2.14 ENGLISH FOR SPECIFIC PURPOSES

Recommendations of Communicative Language Teaching also acknowledged that

many students needed English to use it in specific occupational and educational

areas. Then, they needed specific kinds of language and communicative skills for

particular roles, rather than to master on more general English. This guided to the

discipline of needs of analysis in order to verify the kinds of communication students

would need to dominate if they were in specific occupational and educational roles

and the language features of particular areas.

The focus of needs analysis is to identify the specific characteristics of a language

when it is used for determined rather than general objectives. According to Richards

(2006). P.12, such differences might include:

• Differences in vocabulary choice • Differences in grammar • Differences in the kinds of texts commonly occurring • Differences in functions • Differences in the need for particular skills

ESP courses are an important tool for many people today.

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2.2.15 METHODOLOGY OF THE COMMUNICATIVE APPROACH

It was affirmed that learners learn a language through the process of communicating

in it, and that gives them a better opportunity for learning than through a grammar-

based approach. The author Richard J. (2006) p.12, talks about some principles of

communicative language teaching methodology:

• Differences in vocabulary choice • Differences in grammar • Differences in the kinds of texts commonly occurring • Differences in functions • Differences in the need for particular skills • With the application of these principles in the classroom, new • Techniques and activities, • New roles for teachers and students in the classroom were

needed. • Activities that required learners to negotiate meaning and to

interact were better in this methodology.

2.2.16 THE ROLE OF THE LEARNER The emphasis in communicative learning teaching on the process of communicative

guides to different roles for learners from those found in traditional second language

classrooms, there is a recognition that the learners bring preconceptions of what

teaching and learning should be like. When the class is not what they have taught

this can guide to learners to confusion and resentment. Sometimes, there is no text,

grammar rules are not presented, students interact primarily with each other than with

the teacher, and correction of errors may be absent. In the same way, the cooperative

approach to learning emphasized in communicative language teaching may be

unfamiliar to learners. Methodologists suggest that learners learn to see that failed

communication is a mutual responsibility and not the fail of speaker. Likewise,

successful communication is a reciprocal achievement.

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2.2.17 THE ROLE OF THE TEACHER Breen and Candlen said that the teacher has two main roles: the first is to facilitate

the process between all the participants in the classroom, and between these

participants and the various activities and texts. The second role is to act as

independent participants within the learning-teaching group. These roles involve

some secondary roles for the teacher such as an organizer of resources and as a

resource himself, a guide within the classroom procedures and activities, and to be a

researcher and a learner to contribute to the process.

2.2.18 THE ROLE OF INSTRUCTIONAL MATERIALS In the Communicative Learning Teaching, materials are viewed as a way of improving

the quality of classroom interaction and language use. Materials have the first role of

promoting communicative language use. Practitioners consider three kinds of

materials used in CLT and classify these into text-based, task-based, and realia.

2.2.19 TEXT-BASED MATERIALS OF THE COMMUNICATIVE APPROACH There are many textbooks designed to guide and assist Communicative Learning

Teaching. Their tables of content often point out a kind of grading and sequencing of

language practice similar to those in structurally organized texts. Some of these are

written based on a structural syllabus that show some changes to justify their

assertions to be based on a communicative approach. There are many games, role

plays, simulations and task-based communication activities that have been prepared

to sustain CLT teaching classes. Some of these are exercise handbooks, cue cards,

activity cards, pair-communication practice materials, and student-interaction practice

booklets. Some proponents of CLT have recommended the use of authentic

materials in the classroom.

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These can be signs, magazines, advertisements, and newspapers, and other

materials such as maps, pictures, symbols, graphs and charts.

2.2.20 PROCEDURES OF THE COMMUNICATIVE APPROACH

Communicative principles can be used to the teaching of any skills, at any level.

Teaching and management procedures associated with Communicative Language

Teaching are also similar to those observed in classes taught and based in Structural-

Situational and Audio-lingual principles Common procedures can be reinterpreted,

new materials are introduced with dialogues, controlled practice of the grammatical

patterns is made, and freer activities are provided. Pair and group work is

recommended to stimulate students to use and practice functions and forms.

2.2.21 ADVANTAGES AND DISADVANTAGES OF THE COMMUNICATIVE APPROACH

This method based on communication cannot be individually, the production of

language in pairs or groups in the classroom being an advantage because work in

groups help students to have self-confidence and learn to respect themselves.

Teachers promote values and in that way avoid bullying in the classroom. Besides of

that, students have active roles, interacting with their classmates and professors

expressing their ideas, feelings, and desires in different situations. This task helps

them to understand that learning is a process where all of them have to cooperate.

The understanding of this condition can improve the relationship among the learners

and avoid bullying in some way.

2.2.22 THE TOTAL PHYSICAL RESPOND METHOD Total physical respond is a language teaching method structured around the

coordination of speech and actions. It tries to teach language through physical

activity. It was developed by James Asher, a professor of psychology at San José

21

State University, California. Asher perceives successful adult second language

learning as a parallel process to child first language acquisition. He affirms that

speech directed to young children consists first of commands, which children respond

to physically before they begin to produce verbal responses. He thinks that adults

should retake the processes by which children acquire their native language. He

gives special importance to the role of affective factors in language learning. He

believes that a method that includes game-like movements reduces learners stress

and provide positive attitude in the learner, which stimulates learning. “These

methods based on the principle that people learn better when they are involved

physically as well as mental” Hunt, K (2011).p.61.

2.2.23 THEORY OF LANGUAGE AND LEARNING For Asher, the verb, and specially the verb in the imperative, is the central linguistic

motive around which language use and leaning is organized. He supports the idea

that the more intensively a memory connection is traced, the stronger the memory

association will be and the more likely it will be recalled. Asher has constructed ideas

of what he feels facilitate or inhibit foreign language learning.

These are his hypotheses:

• There exists a specific innate bio-program for language learning, which

defines an optimal path for first and second language development. • Brain lateralization defines different learning functions in the left and

right-brain hemispheres. • Stress intervenes between the act of learning and what is to be learned,

the lower the stress, the greater learning. • Asher ´s Total Physical Response is a Natural Method. He views three

processes as central: • Children develop listening competence before they develop the ability

to speak. • Children’s ability in listening comprehension is acquired because

children are required to respond physically to spoken language in the form of parental commands

• Once a foundation in listening comprehension has been established, speech evolves naturally and effortlessly. Richard, J ( 2008) p.74

22

According to Asher parallel to the process of first language learning, the foreign

language learner should first internalize a cognitive map of the target language

through listening exercises. These exercises should be accompanied by physical

movement. Productive skills and speech should come later. Asher fundament these

ideas on his belief in the existence in the human brain of a bio program for language,

which establish an optimal order for first and second language learning.

The general objectives of Total Physical Response are: to teach oral proficiency at a

beginning level, comprehension is a mean to an end, and to teach basic speaking

skills. The type of syllabus used can be deduced from an analysis of the types of

exercises employed in Total Physical Response classes. This approach makes use of

a sentence-based syllabus, with grammatical and lexical criteria and grammar is

taught inductively. Asher recommends that a fixed number of items can be introduced

at a time, to simplify differentiation and assimilation. In Total Physical Response

imperative drills are the major classroom activity. They are used to stimulate physical

activity on the part of the learners. Activities such as role-plays are centered on very

day situations. The role of the learner in this method is basically to listen and respond

to commands given by the teacher. Learners should recognize and respond and

respond to new combination of previous taught knowledge and produce new

combination by their own. They are expected to evaluate and monitor their own

progress. And, as a natural method, students decide when they are ready to speak.

The role of the professor is very active because he guides the action of the students.

Is the teacher who decides the content, present the models, select the materials, and

lead the interactions. The teacher is responsible to provide the best kind of exposure

to language in order to help the students to internalize the basic rules of the

language. Learners are allowed to develop their oral abilities at their own natural

pace. Teacher should interact with the students following the examples of parents. At

the beginning teachers correct very little. Later on, fewer mistakes during the speech

are tolerated.

23

Equally, In a Total Physical Respond course the use of text is not common.

Nevertheless, in later learning stages the use of material is often. Useful material is

pictures, slides, and word charts. The author affirms that Total Physical Respond

conforms a useful set of techniques that can be used in association to other methods,

and practitioners attend this recommendation acknowledging its compatibility with

other approaches.

2.2.24 ADVANTAGES AND DISADVANTAGES OF THE TOTAL PHYSICAL RESPOND In this method the environment can be fun and the activities could motivate the

students to be active and not to have time to bother other classmates and improve

the relationship among them. This method is designed to work with few students.

Applying this in a large class is not recommended.

2.2.25 THE SILENT METHOD This method was introduced by Caleb Gattegno in 1972. For him, human mind is an

active agent able to construct their own inner process for learning. Gattegno applies

to the learning the use of colorful rods elaborated by G. Cuisenaire, a European

professor, who used them to teach mathematics. The hypothesis underlying this

method postulates some conditions that make learning easier: The use of physical

objects helps make association in the learning process; the learner discovers

knowledge rather than remembers or repeats ideas. Resolution of problems related to

the contents is introduced.

The Silent Method consists on encouraging the use of language by the learners; in

this way, interaction with the teacher is reduced. The learning is oriented to the

resolution of problems, creativity, and discovery. The learning of language is seen as

a personal growing process. The teacher uses material such as colorful rods

accompanied with graphics to create different learning to teach pronunciation. Thus,

24

the second language is acquired while the students manipulate the rods and consult

The graphics. The teacher stays in silence the majority of the time. The lack of

explanation helps students to get their own conclusions, to make generalization, and

formulate their necessary rules.

The objectives of the Silent Way are to help the students to get oral and aural facility

and near-native fluency in the target language, besides, a correct pronunciation and

domain of the prosodic elements of the language. According to Gattegno, the

following kinds of objectives are appropriate for a language course at a high school.

Students should be able to correctly and easily answer questions about themselves,

their education, their family, travel, and daily events; speak with a good accent; give

either a written or an oral description of a picture, including the existing relationships

that concern space, time and numbers; answer general questions about the culture

and the literature of the native speakers of the target language; perform adequately in

the following areas: spelling, grammar (production rather than explanation), reading

comprehension, and writing Richard, J. (2008 ).p.84

The Silent Way has a structural syllabus. The lessons are planned around

grammatical items. Details about the selection and arrangement of grammatical and

lexical items are not given. However language items are introduced according to their

grammatical complexity and their relationship with the previous knowledge. In this

method, learners must develop independence, autonomy, and responsibility. They

must depend on their own resources and use the knowledge of their own language to

open up some things in a new language. There is an absence of correction from the

teacher which guides the students to correct themselves and one another. They must

learn to work cooperatively to get better results.

The most demanding aspect for the teacher in the Silent Method is that they have to

be silent the most of the time. Teachers are exhorted to resist their long-standing

commitment to model, remodel, assist, and direct desired student responses

25

(Richard, 2008). P. 85 “The teacher models once, and the students are then given the

opportunity to work together to try to reproduce what has been modeled” Hunt, K.

(2011 Pag. 66).

While the students work, teacher monitors their interactions with each other and may

even leave the room. Some of the techniques used in this method by teachers are

gestures, charts, and manipulative such as a pantomimes and puppeteer to evoke

and shape students responses. As Richard (2008) says, the Silent Way teacher, like

the complete dramatist, writes the script, chooses the props, sets the mood, models

the actions, designates the players, and is critic for the performance. The materials

used in this method consist of a set of colored rods, color-coded pronunciation and

vocabulary wall charts, a pointer, and reading writing exercises. The material is

designed to be manipulated by students as well as by the teacher, and it facilitates

language learning by direct association.

Students use colored rods to link words and structures with the meaning, in this way,

they avoid to translate into the native language. The rods are used to improve

inventiveness, activity, and interest in forming communicative utterances in class

while students achieve more complex linguistic structures. The silent way lesson has

a standard format. The class might work on sounds, phrases, and sentences

prepared on the Fidel chart. After pointing a symbol on the chart, the teacher models

the corresponding sounds. Next, the teacher silently points to individual symbols and

combination of words, and controls the students’ utterances. The teacher says a

word and students guess the sequence of symbols that shape the word. Stress,

phrasing, and intonation are indicated with a pointer.

When practice with sounds of the language, sentences, patterns, structure and

vocabulary finishes, the teacher models a word and students experiment with the

word and express its acceptability. If the response is not correct, the teacher

26

reshapes the word and another student shows the correct model. When the structure

is understood, the teacher provides a situation and students practice the structure

manipulating the rods. The structural theme may vary using the rods and charts.

In sum, this method shows features that characterize the traditional methods such as

a strong focus on accurate repetition of sentences. The teacher models the

sentences and leads elicitation exercises to provoke communication. The innovations

of the methods consist on the manner in which classroom activities are organized, the

indirect role of the teacher in monitoring learners work, and the materials used.

2.2.26 ADVANTAGES AND DISADVANTAGES OF THE SILENT METHOD Not all the people learn in the same way and this is one advantage because this

method seems to be very good for students that present some specific characteristics

such as discipline and interest. However, there are disadvantages due to these

characteristics are not common among our students. Most of them are lazy. They do

not want to learn or do anything. They even do not want to think. They just want to

talk rest or stand up constantly. They are not prepared to be responsible about their

work. Another disadvantage is the indiscipline of the students, some groups are

bigger and sometimes there are 40 or 45 students in a class, which make it too

difficult to work in groups. Also, some students need to be encouraged by the teacher

and in this method; the professor must try to be apart of course it is so hard because

of such bigger groups One more advantage is that this is an excellent proposal for a

kind of student that can be good at math, but in learning and teaching professors

should consider the abilities and differences of all the students, so that they have to

apply the appropriate techniques to help learners to learn and not to stick to a specific

method, but grasp the goodness of all of them.

Another advantage is that the Silent Method contributes to the methodology of group

work and the student´s production. Nowadays students learn contents only to get

good grades in tests; they are not interested in producing. Also, this approach allows

27

the student goes from simple to complex structures; therefore, there is self confidence

to produce the new language and to get an effective communication. Learners with

inner criteria is what we need in our classrooms, they will be excellent professionals

in the future because they are able to solve problems.

2.2.27 THE AUDIO-LINGUAL METHOD

This program was developed because of a need of interpreter or translators during

the Second World War. During that time there was necessary to develop some

programs, one characteristic for this method is that text books are not necessary,

working with small groups and very well motivated and a intense contact with the new

language emphasizing in intense oral pronunciation, this method required too much

practice. One important aspect the author Richard, J (2008) p.52 refers is about the

obstacles to acquire a foreign language; problems of learning a foreign language

were attributed to the conflict of different of different structural systems; for example,

differences between the grammatical and phonological patterns of the native

language.

In 1957 was necessary to teach English according to the scientific advances and the

idea is that too much practice makes perfection. Really this was a functional method

because was accepted by many colleges and universities in North America and

Canada and today it is used.

2.2.28 THEORY OF LANGUAGE OF THE AUDIOLINGUAL METHOD Teaching with grammar is very important because it was necessary to comprehend

texts . The author Richard (2008) p. 55 writes about language as a structured system

with the following characteristics.

• Elements in language were thought of as being lin-early produce in a

structured way • Language samples could be exhaustively described at any

28

• structural level of description phonetic, phonemic, morphological etc.

• Linguistic levels were thought of systems within systems that is, as being pyramidally structured.

Phonological and grammar systems of language constitute the organization of

language and by application the unit of production and comprehension. First of all the

language is spoken and later is written, being the speech the priority in language

teaching. Language is speech not written, it is as set of habits. Learn with analogies

and learn with linguistic and cultural aspects is also part of this method. One objective

of this method is include training in listening and comprehension, accurate

pronunciation, recognition of speech symbols and in early stages emphasizing

pronunciation when reading and written are introducing, students have learn to say

orally.

2.2.29 THEORY OF LEARNING OF THE AUDIOLINGUAL METHOD This is a behavioral psychology, based on the human behavior; there have to be a

positive reaction in students with a self – satisfaction to acquire the new language and

focus on speeches, learning with analogies and explanation rules. The author

Richard, (2008)p.57 presents some learning principles of this method.

• Foreign language learning is a process based on mechanical habit

information, to form good habits it is necessary to give good responses instead of making mistakes.

• Language acquisition is more effective when oral skills are developed before the written skills.

• Learn with analogies because these provide generalizations and discrimination and the explanations of the rules are given before the students have practiced.

• The meaning that the words of a language can be learned only in a linguistic and cultural context.

Some objectives that the audio-lingual method present are:

• Training in listening comprehension • Accurate pronunciation

29

• Recognition of speech symbols

In this method is necessary to present the reading and writing techniques and then

write what they have learned to say it orally. At higher level, more complex will be

reading and writing.

2.2.30 TYPES OF ACTIVITIES The activities are audio-lingual practices emphasized in dialogues for repetitions and

memorization, correct pronunciation, stress, rhythm, and intonation. The use of

multimedia is necessary to develop a cyber communication. “It is necessary then to recognize the social role of the computer in order to support the view that computers can be

used to facilitate learning through language interaction” Borges, V. ( 2006). p. 33

2.2.31 THE ROLE OF THE LEARNER

In Audio lingualism learners are creative with some control in contents and set the

style of learning, also the students react to stimulus. They learn in a new formal

verbal behavior because many times just listen to the teacher but do not understand

what they are repeating.

2.2.32 THE ROLE OF THE TEACHER

The teacher plays a central role, he is a model, active, teacher motivates and correct

students, give several practices, there have to be interaction between the teacher and

the learner. Get individual student assistant, teach the use of structure through

pattern practice; guide the student in choosing and learning vocabulary; teach short

stories and other literary forms.

2.2.33 THE ROLES OF MATERIALS Because this method emphasizes in the oral way, the text books are no

30

recommendable; however the teacher can follow a lesson with a teacher book .The

teacher can use audiovisual equipment. It is necessary a language laboratory to work

the listening and speaking areas; in this way, students can practice repeating

sentences and playing dialogues.

The method audio-lingual has many advantages; first of all, it seems to be an

attractive way to learn because learners have the opportunity to study with

technology. Then, working in oral way instead starting with grammar patterns is

motivated to the students. Equally, this method gives the students the opportunity to

choose the contents and this would be related to the reality that they live all days.

There is one advantage. For example the method emphasizes in the oral way and

many students do not like oral practices because they think that will expose them to

the ridicule and of course this limits their participation.

2.2.34 THE COOPERATIVE METHOD The Cooperative Method is as Fathman and Kessler affirm (1993) p.12 an approach

that involves small, heterogeneous teams, usually of four or five members, working

together toward group tasks in which each member is individually accountable for part

of an outcome that cannot be completed unless the members work together; in other

words, the group members are positively independent.

This is a method in which teaching strategies are applied to a small group of students

of different levels of ability. A variety of activities are used to help students to

understand the subject. Each student is responsible for learning and for helping their

classmates to learn.

Some things CL sought to do are the following:

• Raise the achievement of all students, including those who are gifted

or academically handicapped.

31

• Help the teacher build positive relationship among students • Give students the experiences they need for healthy social,

psychological, and cognitive development • Replace the competitive organizational structure of most classrooms

and schools with a team -based, high-performance organizational structure. (Johnson, Johnson, and Holubec (1994).p.2

2.2.35 THEORY OF LANGUAGE

Cooperative language learning is based on some premises about the nature of

language and language learning, these premises are the following

• Premise 1 the author holds that all normal children growing up in a

normal environment learn to talk. • Premise 2 is that most/speech is organized as conversation. • Premise 3 is that conversation operates according to a certain agreed-

upon set of cooperative rules or maxims. • Premise 4 is that one learns how these cooperative maxims are realized

in one native language through casual, every day conversational interactions.

• Premise 5 is that one learns how the maxims are realized in a second language through participation in cooperatively structured interactional activities. Richards, (2008).p.193

2.2.36 THEORY OF LEARNING The central premise of CLL is that learners develop communicative competence in a

language by conversing in structured situations. Then, CLL have proposed some

interactive structures that are optimal for learning a new language. Also, this method

seeks to develop critical thinking skills from the students. Besides, Cooperative

learning emphasizes cooperation rather than competition and this is an important

dimension of CLL that offers some advantages to CLL students in a CLL classroom:

§ Increased frequency and variety of second language practice

through different types of interactions § Possibility for development or use of language in ways that support

cognitive development and increase language skills

32

• Opportunities to include a greater variety of curricular materials to stimulate language as well as concept learning.

• Freedom for teacher to master new professional skills, particularly those emphasizing communication.

• Opportunities for students to act as resources for each other, thus assuming a more active role in their language. Mc Groarty. (1998). P.195

2.2.37 DESIGN The overall objectives of this method are to develop critical thinking and to develop

communicative competence through socially interactive activities. CLL uses, in

content classes ESP, the four skills, grammar, pronunciation and vocabulary. Some

learning and teaching activities are formal cooperative learning groups informal

cooperative learning groups, and cooperative based groups. The nature and

organization of group work require a structural of program carefully designed to

promote interaction among the learners.

2.2.38 THE ROLE OF THE LEARNER

As a member of a group, they have to work cooperatively on tasks with the other

members. So, they have to learn teamwork skills. They become directors of their own

learning. They have to learn to plan, monitor, and evaluate their own learning. They

have to practice actively in the process.

2.2.39 THE ROLE OF THE TEACHER

The role of the teacher is different from the role of the teacher in traditional lessons.

The teacher has to create a highly structured and well-organized learning

environment in the classroom, assigning students to groups and roles, and selecting

materials and time Richards, J.(2001.). p.199.The teacher is a facilitator of learning

and he should move around the class helping students. They have to provide

question to challenge critical thinking.

33

According to Harel (1992) p.169, they assist students with the learning tasks, and

they give few commands, imposing less disciplinary control.

Moreover, they may also have to restructure lessons to facilitate the students to work

on them cooperatively. Materials used should create important opportunities for

students to work cooperatively. Materials used for other types of lessons are useful

but variations are required.

2.2.40 PROCEDURE The procedures work in the following way (Richard, 2008).p. 200.

• The teacher assigns students to pairs with at least one good reader in

each pair. • Student A describe what she or he is planning to write to student B,

who listens carefully, probes with a set of questions, and outlines the ideas of student A. Student B givers the written outline to student A.

• This procedure is reversed, with student B describing what she or he is going to write and student A listening and completing an outline of the ideas of student B, which is given to student B.

• The students individually research the material they need for their composition, keeping an eye for material useful to their partner.

• The students work together to write the first paragraph of each composition to ensure that they both have a clear start on their composition.

• The students write their composition individually. • When the students have completed their compositions, they proofread

their compositions, making correction in capitalization, punctuation, spelling, language usage, and other aspects of writing the teacher specifies. Students also give each other suggestions for revision.

• The students revise their compositions. • The students then reread their compositions and sign their names to

indicate that each composition is error free.

2.2.41 ADVANTAGES AND DISADVANTAGES OF THE COOPERATIVE METHOD Some of the advantages are that the students develop interpersonal skills, self-

sufficiency, participation, and sharing responsibility for the achievements. And the

main disadvantage is the negative attitude of some students who do not have good

teamwork skills.

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CHAPTER III

METHODOLOGICAL FRAMEWORK

3.1 RESEARCH DEFINITIONS

Kothari, C (2004) p.11 defines research as a scientific and systematic search for

pertinent information on a specific topic is an art of scientific investigation. Redman

and Mory define research as a systematized effort to gain new knowledge.

For The Advanced Learners Dictionary of Current English research is ¨a careful

investigation or inquiry especially through search for new facts in any branch for

knowledge¨. Dr. Slesinger and Mr. Stephenson in the Encyclopedia of Social

Sciences define research as ¨the manipulation of things, concepts, and symbols from

the purpose of generalizing to extend, correct or verify knowledge whether that

knowledge through objective and systematic method of finding solutions to a problem

in search

3.2 TYPE OF RESEARCH

According to Hernandez, S. 2003, (p.4), there are two types of researches: the

quantitative and the qualitative studies. The quantitative research takes into account

the numeric data of the research to be analyzed in order to answer the research

questions and the hypothesis previously stated. This type of research trusts in the

numeric measure and statistic and suggests relationship between variables. In

contrast, the qualitative research is related to the collection of data through

observation and description. On the other hand, Kothari (2004) p.3 affirms that a

quantitative research is based on the measurements of quantity or amount. It is

applicable to phenomena that can be expressed in terms of quantity. Qualitative is

concerned with qualitative phenomena. This type of research aims to discovering the

underlying motives and desires using in depth interview for the purpose. Besides,

qualitative research is a generic term for investigative methodologies described as

ethnographic, naturalistic, anthropological, fields, participant observer research. This

differs from

36

quantitative research which attempts to gather data by objective methods to provide

information about relations, comparisons and predictions and attempt to remove the

investigator from the investigation Smith, (1987). P.16 this investigation is based in

the qualitative research. This is related to qualitative experience;, one example of this,

is when the investigation is associated to the human behavior or the way that people

react toward specific circumstances.

Miguel Martinez, (1998) p. 14, affirms that the qualitative method is distinguished by

the following characteristics. It is descriptive, inductive, phenomenological, holistic,

ecological, structural and systematic, humanistic, flexible and emphasizes more the

validity that the replicability of research results. Descriptive research is considered

the best method for collecting information to describe what really exist. Bickman and

Rog (1998)p.15 say that description studies can answer questions such as “what is”

or “what was”.

3.3.1 VARIABLE DEFINITION

A variable is any factor, trait, or condition that can exist in differing amounts or types;

a characteristic, number, or quantity that increases or decreases over time, or takes

different values in different situations.

Two basic types are (1) Independent variable: that can take different values and can

cause corresponding changes in other variables, and (2) Dependent variable: that

can take different values only in response to an independent variable. Business

Dictionary, (2010).

Also, a variable is any aspect that can vary or change as part of the interaction within

the theory. According to Merriam-Webster dictionary it is ¨a quantity that may take on

any of a set of values or something that is variable¨. National Services and Learning

(2013) p.22, affirms that the following are the major types of variables defined by

37

quantitative researchers. Qualitative researchers do not defined variables:

• Independent variable: a variable that is selected or controlled by the

researcher, to determine its relationship to the observed outcome of the researcher.

• Dependent variable: the variable being measured as an outcome. • Intervening variables: a hypothetical concept that attempts to

explain the relationship between the dependent and independent variable.

• Moderator variable: a variable that is related to the direction or strength o the relationship between the dependent and independent variable.

3.3.2 CUESTIONNAIRE DEFINITION A questionnaire consists of a number of questions printed or typed in a definite order,

or a form, or set of form (Kothari, 2004).p.95. Another definition of questionnaire is a

mean of eliciting the feelings, beliefs, experiences, perceptions, or attitudes of some

sample of individuals. As a data collecting instrument, it could be structured or

unstructured…The questionnaire is most frequently a very concise, preplanned set of

questions designed to yield specific information to meet a particular need for research

information about a pertinent topic. The research information is attained from

respondents normally from a related interest area. The dictionary definition gives a

clearer definition: A questionnaire is a written or printed form used in gathering

information on some subject or subjects consisting of a list of questions to be

submitted to one or more persons. James, P(1997). P.142

3.3.3 THE INTERVIEW DEFINITION

An interview is a method of collection data and consists in a person asking questions

generally face-to-face contact to other persons or persons¨ Kothary, (2004). p.100).

There are many definitions; for example, Hernandez, S (1998) p.33, wrote that the

interview is a social interaction that is designed to collect data. The researchers ask

questions to people to provide relevant input, establishing a dialogue where one

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party seeks to gather information and the other part is the source of information.

3.4 POPULATION AND SOURCES OF INFORMATION

3.4.1 POPULATION AND SELECTION

Population is the total collection of elements and sample as a part of a population that

is selected according to some rules and statistics¨ Kothari, (2004). P.122

The CTP of Granadilla High School populations are 440 students from 7th grade and

360 from 8th grade. From 800 students 20 of them men and woman of each level will

be the sample. These human resources will be taking to account to answer

questionnaires and give the main information for this research. They are a very good

representation of this population due to most of the times the victims of bulling belong

to these levels.

3.4.2 SOURCES OF INFORMATION

The information will be taken from the population of CTP de Granadilla,

questionnaires applies to students among twelve, thirteen and fourteen years old

whose will be the main source. Equally, some interview will be applied to teacher. The

secondary source will be academic books, and formal pieces of research, magazines,

essays and sources consulted by internet.

3.4.3 DETERMINING SAMPLE DESIGN There will be selected the judgment sampling because this searching is qualitative

and pretends to get information about beliefs, attitudes and behaviors of the students

of CTP de Granadilla in relation to bullying . Kotary, C (2004).p.135 “Judgment

sampling is used quite frequently in qualitative research where the desire happens to

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to be develop hypotheses rather than to generalize to larger populations”.

3.5 VARIABLE DEFINITIONS 3.5.1 SPECIFIC OBJECTIVE N°1. To identify different types of bullying at the

Professional Technical Granadilla High School.

VARIABLE No 1. Types of bullying

CONCEPTUAL DEFINITION. Nowadays there are different types of bullying and

these have cultural, technological and psychological connotation among others. The

following are some examples presented by Mullin, N. (2009) p.4.

• Cyber bullying or online bullying is a term used to refer to bullying

over electronic media. Cyber bullying is willful and involves recurring or repeated harm inflicted through electronic text. Cyber bullying can be as simple as continuing to send e-mail to someone who has said they want no further contact with the sender. Cyber bullies may also include threats, "putdowns" or hate-motivated speech. Cyber bullies may publish the personal contact information of their victims. They may attempt to assume the identity of a victim for the purpose of publishing material in their name that defames or ridicules them.

• Physical bullying includes any physical contact that would hurt or injure a person like hitting, kicking, punching, etc. Taking something that belongs to someone else and destroying it would also be considered a type of physical bullying. For example, if someone was walking down the street and someone came up to them and shoved them to the ground that would be physical bullying. In elementary and middle schools, 30.5% of all bullying is physical.

• Verbal bullying is name-calling, making offensive remarks, or joking about a person's religion, gender, ethnicity, socioeconomic status, or the way they look.

• For example, if there was a group of kids who made fun of another kid because

• He couldn't run as fast as everyone else, it would be an example of verbal bullying. 46.5% of all bullying in schools is the verbal type. Verbal aggression is when a bully teases someone. It can also include a bully making verbal threats of violence or aggression against someone's personal property.

• Indirect bullying includes spreading rumors or stories about someone, telling others about something that was told to you in private, and excluding others

• from groups. An example would be if you started a rumor that a boy

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in your class likes playing with dolls, and if the reason that you made up the story was because you thought it was funny.

• This would be indirect bullying. Indirect bullying accounts for 18.5% of all bullying.

• Social alienation is when a bully excludes someone from a group on purpose. It also includes a bully spreading rumors, and also making fun of someone by pointing out their differences.

• Intimidation is when a bully threatens someone else and frightens. Mullin, N. (2009)

OPERATIONAL DEFINITION. For this variable will be used an instrument to the

students to allow them to express types of bullying suffered by them in the High

School. The items No.1, 2, 3, 4 and 5 of the students’ survey will determine their

perspective about type of bullying.

INSTRUMENTAL DEFINITION. According to the responses obtained from the

questionnaires, it will be deemed that exist appropriate knowledge about types of

bullying if the results show a positive evaluation by 100% of respondents

3.5.2 SPECIFIC OBJECTIVE No 2. To describe the effects of bullying in relation to

the school work at The Professional Technical Granadilla High School.

• VARIABLE No 1. Psychological and physical Bullying effects

CONCEPTUAL DEFINITION. According to stopbulling.gov bullying is a violent social

problem that can affect negatively to those who are linked to it in some ways such as

those who are bullied, those who are bullies, and those who witness the attack.

Bullying can cause serious damages on mental health, substances use, and suicide.

Parents and teachers must talk to children about this bad behavior. According to

Mullin, N. (2009.).p.3, some of the negative effects that children who are bullied can

suffer are the following:

• Depression • Anxiety

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• Have low self-esteem • Feeling Of Sadness • Have nightmares • Changes In Sleeping And Eating Problems • Loss Of Interest In Activities They Before Enjoy • Lack quality friendships at school • Decreased School Participation • Be less well accepted by peers

Children who bully can continue with the destructive behavior into adulthood and are

more likely to:

• Abuse of alcohol and other drugs • Get into fighters • Vandalism property • Have criminal convictions • Be abusive in their relationships. Mullin, N. (2009). p.3.

The witnesses of bully are more likely to:

• Have increased use of tobacco, alcohol and other drugs • Have mental health problems, include depression and anxiety • Feel fearful to act and guilty for not acting. Mullin, N. (2009). P.4

There is a relationship between bullying and suicide. Even bullying alone is not the

cause because the reasons why a person may be at risk of suicide are very

complicated. But, it can make an unsupportive situation worse. So, the risk can

increase if people affected do not receive support from their parents, teachers, or

friends. This is a social responsibility. Besides, when bullying continues and schools

do not take action, the environment and culture of the institution can suffer from

negative changes as the following:

• The developing an environment of fear • Students facing difficulty of learning • Students facing insecurity • Students perceiving that school authorities cannot have control and do

nothing to change the situation Mullin, N. (2009). p.4.

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OPERATIONAL DEFINITION. According to the responses obtained from the

questionnaires, it will be deemed that exist appropriate knowledge about bullying

effects if the results show a positive evaluation by 90% of respondents to allow them

to express types of bullying effects by them in the High School. The items No.8 of the

students survey will determine their perspective about bullying effects.

INSTRUMENTAL DEFINITION. For this variable will be used an instrument to the

students

3.5.3 SPECIFIC OBJECTIVE No 3. To define the reasons because of students are

victimized at the Professional Technical Granadilla High School.

VARIABLE No 1. Characteristics of the victimized students

CONCEPTUAL DEFINITION. There are some reasons because of students are

victimized; for instance, the victims show some characteristics that make them are

considered different from the rest of the group. The bullying problem is more

frequently among younger age groups age. Approximately fifty per cent of

adolescents have been bullied some time but this percentage decrease when they

get older. Generally, more girls than boys suffer psychological types of bullying such

as being called names and being socially excluded. On the other hand, boys report

more physical types of bullying for instance being forced to hand over their

possessions, or being victims for violence. People from minority ethnic groups are

insulted and rejected. There is no an important relationship between religion and

bullying. However, young people whose religion is very important report more verbal

attack than others. Students with special education needs are vulnerable to bullying.

Similarly, people with disabilities are more likely to be bullied. Social position is other

factor related to bullying, majority in private institutions where those socially

disadvantaged are despised and excluded from the rest of the group.

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In some cases people who change school suffer from bullying because they are

considered the new one. However, others who are being bullied escape bullying

when they change school. So, changing school has different implication for different

students.

The Olweous program (2009) p.3, affirms there are two types of victims: the passive

and the provocative victim. Some of their characterizers are:

Passive victim

• Be quiet, cautious, and sensitive • Be insecure, have little confidence • Be physically weaker(boys) • Be afraid of getting hurt • Develop earlier (girls) • Find it easier to associate with adults than peers

Provocative victim tends to:

• Be hyperactive • Be hot-temper • Be clumsy and immature • Be difficulty reading social signal • May have reading and written problems • Behave in ways that may cause irritation and tension • Displays characteristics of both passive victims and bullies

Moreover, children who are obese or those who are both gay, lesbian, bisexual, or

questioned their sexual identity suffer a higher risk of being bullied.

OPERATIONAL DEFINITION. According to the responses obtained from the

questionnaires, it will be deemed that exist appropriate knowledge about types of

bullying if the results show a positive evaluation by 100% of respondents

INSTRUMENTAL DEFINITION. For this variable will be used an instrument to the

students to allow them to express the reasons why they are bullying victimized in the

High School. The items No. 7 and 12 of the students survey will determine their

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perspective about Bullying Victimized

3.5.4 SPECIFIC OBJECTIVE No 4. To distinguish factors that influence students to

become bullies

VARIABLE No 1. Behavioral patterns of bullies students

VARIABLE No 2. Factors that influence an aggressive behavior

CONCEPTUAL DEFINITION. Anyone can bully. Bullying can occur in and out of

school and students, teenagers that do not attend school, and many times adults can

be involved in this kind of behaviour. Bullying is a learned behaviour that can be

replaced with more positive behaviour. Recent research suggests that boys and girls

engage in bullying at about the same rate, although the type of bullying behaviour can

differ. About thirty percent of children in a school bully twenty percent of the other

children (Focus on Bullying: A Prevention Program for Elementary School

Communities, pages 6-13). Bullying can start at an early age, even among 2-3 year

olds. If, left unchecked, it will get worse as the child gets older. It is important for

parents to act as early as possible. To understand more about who bullies and why,

refer to the BC Ministry of Education’s guides, helping our kids live violence free: A

parent’s guide (for students in grades K.) Really, there is no, one single cause of

factor for bullying. In fact, it is the interaction of several social and emotional contexts,

The author Susan M. Swearer, S. (2011). PP. 5,6,7, writes about some social factors

that influence bullied students

• Social religious, different from the normative group • Low socioeconomic status • Poor or deficit in social skills • Superior social skills • Sexual orientation • The use of drugs • Delinquency • Low academic achievements • School climate

45

• Classroom characteristics • Teacher attitudes • Grades level

However, most of the time an important influence as learning negative pattern

behavior starts at home. Many times there are temperamental traits that have been

reinforced at home such as aggressiveness, and this could be the cause to become a

bully. Children whose parents show an aggressive behaviour or a permissive attitude

can influence aggressive tendencies in their children behaviour. However there are

external factor that have a great influence.

“Aggressive children are more likely to find aggressive playmates that reinforce their behavior, increasing the potential bully's confidence and enabling the pattern to emerge. Sometimes, these peers may even assume the roles of "henchmen," who do the bully's "dirty work" as the bully directs them and looks on”. Susan, Swearer, ( 2011. P.4 )

OPERATIONAL DEFINITION. According to the responses obtained from the

questionnaires, it will be deemed that exist appropriate knowledge about bullied

students if the results show a positive evaluation by 90% of respondents

INSTRUMENTAL DEFINITION. For this variable will be used an instrument to the

students to allow them to express bullied students in the High School. The items

No.1, 16 and 19, of the students’ survey will determine their perspective about bullied

students.

3.5.5 SPECIFIC OBJECTIVE No 5. To determine the percentage of students that

reported as victims in order to estimate the impact.

VARIABLE No 1. Students victims of bullying

Students who are bullied may lose interest in school, have trouble concentrating, or

do poorly academically; they can develop physical symptoms such as headaches,

46

stomach pains or sleeping problems. They may be afraid to go to school, or ride the

school bus because many of these bullying situations occur on the school bus.

Generally, bullied students lose confidence in themselves; as a result, they may

experience depression, low self-esteem and even have suicidal thoughts. Equally,

students who witness bullying actions may also be affected. They may feel guilty for

not helping, and most of the time they are fearful because they could be possible

victims. All of this may progressively change the group or classroom attitudes and

norms in insensitive behaviour without taking actions. Then students whose are

victims of bullying feel the need to report such aggression, they need supporting to

deal with bullying; therefore, it is necessary to keep open ways for communication to

persuade students to report such behavioral conditions. In the Professional Technical

Granadilla High School as in many other high schools it is necessary to implement

prevention policies that help students recognize different types of bullying and the

importance to report incidents and the students who are bullies

They must know that this is as very good way to prevent this aggression and

minimize the impact of bullying in the high school. Also the safety of student is

essential in order to get positive respond from them it is required to initiate an

adequate investigation process that make students to feel comfortable when report

incidents confidently.

OPERATIONAL DEFINITION. According to the responses obtained from the

questionnaires, it will be deemed that exist appropriate knowledge about victims of

bullying if the results show a positive evaluation by 94% of respondents

INSTRUMENTAL DEFINITION. For this variable will be used an instrument to the

students to allow them to express students victims of bullying in the High School. The

items No.12 of the students survey will determine their perspective about victims of

bullying.

3.6 INFORMATION PROCESSING. This research is a qualitative study related to

the qualitative expressions of the students. It is descriptive because this is the best

47

method for collecting information to describe what really exist. For gathering this

information two questionnaires were applied to the students in an interview face to

face contact with them, 19 students from 8th grade, both men and women, were

selected for the interview.

This is qualitative research the information gathered was about their belief, attitudes,

and behavior respect to bullying. Excel and Power were used to process the

information which was reflected in charts and graphs

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CHAPTER IV

ANALYSIS AND INTERPRETATION OF THE RESULTS

INTRODUCTION

Anyone can be affected by bullying anytime and anywhere. Today, bullying is more

present in schools and high schools than years before due to many factors especially

related to technologies like cell phones, social networks, internet, and others. When

students suffer from bullying, they can be affected in many ways. For example, they

may lose sleep or feel sick and may want to skip school or even be thinking about

committing suicide. They may even have developed a feeling of hopelessness and

helplessness.

Teachers can help establish a supportive and safe school climate where all students

are accepted. Educators must know how to respond when bullying happens in order

to protect all the students and permit their learning and growing process. It’s

important that teachers learn what bullying is and what it is not, because Bullying

consists of using force, threat, or coercion in order to abuse, intimidate, or

aggressively impose domination over other people. Sometimes behaviors that look

like bullying are just personal feeling and motions however; the response strategies of

the students may be different. There are several warning signs that some students

might be involved in bullying and might be at risk for getting involved.

One of the first steps to preventing bullying is by establishing a safe school climate.

Not only students, but also teachers and administrative staff should be educated

about bullying. Parents and young people should be engaged in the creation of a

positive school climate. Being able to talk with students about bullying in a wise way

can be a real help to construct the kind of society that can make progress from the

basis of respect and equality. When bullying happens, it is necessary to respond to it.

No reaction at all can make it worse. Working to establish rules and policies to help

the school community to have a clear understanding of the expectations around

bullying can provoke that bullying cases decrease enormously. What you learn in

school through modeling influences is what kind of adult you become as well as what

50

kind of society will be in the future.

4.1 SURVEY TO THE STUDENTS

A questionnaire consists of a number of questions printed or typed in a definite order

on a form or set of forms. The questionnaire is mailed to respondents who are

expected to read and understand the questions and write down the reply in the space

meant for the purpose in the questionnaire itself. The respondents have to answer the

questions on their own. Kothary, (2004). A questionnaire was applied to nineteen students from the eighth groups of The

Professional Technical Granadilla High School, which are a total of three- hundred-

sixty students. The questioner is divided in two parts, which consist of questions

about personal information that help to build the file of the students and questions

that throws information about bullying.

51

4.2 CHARTS AND GRAPHS CHART NO. 1 GENDER OF THE INTERVIEWED STUDENTS ____________________________________________________________________ GENDER NUMBER OF STUDENTS PERCENTAGE ____________________________________________________________________ Male 10 53 Female 9 47 __________________________________________________________________ Source: Brenes, Guadalupe. Ortiz,Sonia. 2014 GRAPH NO. 1 GENDER OF THE INTERVIEWED STUDENTS

Source: Chart No 1 These results collected from the students interviewed can demonstrate that fifty-three

percent of the interviewed students were boys and forty- three percent of them were

girls, this graph represents a very equitable percentage for each group, male and

female and of course there will be gender equality in opinions. Besides, the interviews

reflected that their ages are between thirteen and fourteen years, which means that

teenagers have basically the same age and are a homogeneous group, and therefore,

bullying does not come from older teenagers towards younger ones. Most of these

interviewed students manifested that they have kept very good relationships with their

relatives at home; this aspect was easily demonstrated in the previous interview that

was mentioned, only fifteen percent of them have reflected that they did not keep a

good relationship with their parents and siblings as they would like. It seems to be that

most of these teenagers do not have to deal with conflictive family issues

52

CHART 2. SCHOLARSHIP OF THE INTERVIEWED STUDENTS ANSWERS NUMBER OF STUDENTS PERCENTAGE Yes 7 36,84 No 12 63,15 Source: Brenes Guadalupe. Ortiz Sonia. 20014 GRAPH 2. SCHOLARSHIP OF THE INTERVIEWED STUDENTS

Source: Chart No 2

This research has demonstrated that students from the Granadilla Technical High

School have low economic resources; certainly, their parents are not

professionals. Their parents have jobs such as taxi drivers, bakers, chefs,

waitresses and people who work in security and construction sites; as well, almost

all of their mothers work as housekeepers, therefore just fathers gives economical

support to the entire family, which is never enough to give teenagers what they

need to focus on studying. In this graph is easily observed that although they have

a simple and regular lifestyle, many of them do not have any kind of

economicalhelp from the government Thus, thirty-seven percentages of students

is considered a high amount of people that have food grant in the high school.

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This situation is beneficial to these teenagers because they are given at least one

meal in school and that meal is sometimes the only meal they can get during the

day. As an illustration of this situation, many students do not carry money to the

high school, just snacks and some of them represented as the minimum part carry

neither money nor snack. At the same time, those who take money at the school

have to keep in mind bus tickets and that to be deducted from the total amount

ranging from 600 to 2,000 colons, which must be enough to spend during the

whole day. Our research showed that teenagers from the Professional Technical

Granadilla High School survive with little money if they have some, but it is a fact

that poverty is part of their daily life.

CHART 3. FRIENDS AT THE HIGH SCHOOL ANSWERS NUMBER OF STUDENTS Percentage

______________________________________________________________ Yes 18 94,73

No 1 5,26

______________________________________________________________ Source: Brenes, Guadalupe. Ortiz,Sonia. 20014

GRAPH 3. FRIENDS AT THE HIGH SCHOOL

Source: Chart No 3

At the same time, there is a higher number of students with friends at the high

school; which means they keep very good relationship with classmates; therefore,

they feel socially accepted. Only 5 percent do not have friends at the High School.

54

However although some students do not have friends, they interact with other

classmates and most of the time they are never alone; somehow they socialize,

even though they can not call their classmates friends.

CHART 4. THE RELATIONSHIP WITH CLASSMATES.

OPINION NUMBER OF STUDENTS PERCENTAGES

______________________________________________________________ Good 15 78,94

Bad 0 0 Regular 4 21,05 Source: Brenes, Guadalupe. Ortiz,Sonia. 20014 GRAPH 4. RELATIONSHIP WITH CLASSMATES.

Source: Chart No 4 The result of this graph evidences that the majority of the students keep good

relationships at the school, and this is really important for them; moreover, they

keep a good relationship with classmates and the entire personal of the institution

have an advantage because that makes them feel comfortable rising their self-

esteem and feeling welcome at the school. Therefore, as a result of students in

such conditions, normally they would like to go to the high school. All these

aspects can influence positively their behavior and there will be advantages such

as a friendly environment at the school. An environment where teenagers have

good relationships with their partners not only reduces the possibilities of facing

bullying but also reinforces the support and respect from classmates that

55

teenagers can get if someone tries to mistreat them. Teenagers that feel

supported by their classmates can face bullying with more strength and

confidence, thus, reducing the chances of being bullied again.

CHART 5. KNOWLEDGE ABOUT BULLYING.

ANSWERS NUMBER OF STUDENTS PERCENTAGE

Yes 19 100

No 0 0

Source: Brenes Guadalupe. Ortiz Sonia. 20014.

GRAPH 5: KNOWLEDGE ABOUT BULLYING.

Source: Chart No 5

Absolutely, the graph shows that all the students know what bullying is, and almost all

of them express that they know different types of bullying, for example, they refer to

the psychological, physical, verbal an cyber- bullying. Likewise they assure that many

of these types of bullying are given in the high school. However, the information

gotten previously from the first questioner was not similar to the data shown in this

graph. Students needed a brief explanation in regarding to the concept of bullying.

Today, the concept of bullying is widely understood due to the television debates shows and the increasing use of social networks and technology in general as well as

the unfortunate cases of bullying in other countries. Nevertheless, most of the

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students do not know exactly which actions are considered bullying; they only know

as the bullying concept those evident aggressive behaviors that have resulted in

even the death of the bullied teenager.

The concept of bullying since it is a topic that should be discussed since primary

school because incidents of bullying may sometimes occur since then. Really, it is

beneficial that students understand the concept of bullying and get examples of

bullying actions.

CHART 6. VICTIMS OF BULLYING.

ANSWERS NUMBER OF STUDENTS PERCENTAGE

Yes 17 89,47

No 2 10,52 Source: Brenes Guadalupe. Ortiz Sonia. 20014 GRAPH 6. VICTIMS OF BULLYING.

Source: Chart No 6

These results clearly suggest that we face a high level of bullying at the CTP de

Granadilla. Really, 89,47% is a big amount of students that are being victims of

bullying. The interview evidenced that almost 50% of these teenagers have

nicknames. Also, the 89 % of them consider men as the aggressors and of course

most of the time women are victims. Sometimes students like their nicknames but

other times, students are called names they do not like. Some other times, they are

57

said phrases that are offensive or are intended to make the student feel bad. In the

case of women, the Costa Rican society still has some features of a chauvinistic

society. This leads to men verbally offend their female classmates to demonstrate

their superiority. Because of the appointed family situation, female students usually

do not have high self-esteem causing them to feel less confident

CHART 7. THE MOST COMMON PLACES WHERE BULLYING SITUATIONS OCCURRED. _________________________________________________________________ PLACES AMOUNTS PERCENTAGES ________________________________________________________________ Classroom 7 14,58 Entrance 4 8,33 Bathrooms 6 12,50 Leaving 10 20,83 Pavilions 6 12,50 Bus 6 12,50 Cafeteria 9 18,75 Source: Brenes Guadalupe. Ortiz Sonia. 20014

GRAPH 7. THE MOST COMMON PLACES WHERE BULLYING SITUATIONS OCCURRED.

Source: Chart No 7 This graph shows the most common places where bullying occurred, the graph

confirms that bullying cases are common at the leaving of the high school, specifically

at the fence because of the big amount of the students that gather there ; the same

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thing happen at the cafeteria and inside the classroom where teachers should take

care of them. A relevant aspect that we must take into account is that verbal, physical

and psychological bullying occurs in those places, bullying on the web or on the

phone are not common inside the high school.

In brief, bullying most likely occurs in places where students can crowd and therefore,

where it is almost impossible for teachers to identify bullying actions or offensive

phrases. Most of the time students take advantage of the crowded places and at the

end of the school hours to bully their classmates because it is more difficult for an

adult to protect them or because adults are no longer around.

CHART 8. ASKING FOR HELP __________________________________________________________________ ANSWERS NUMBER OF STUDENTS PERCENTAGES Yes 18 94,73

No 1 5,26

__________________________________________________________________ Source: Brenes Guadalupe. Ortiz Sonia. 20014

GRAPH 8 . ASKING FOR HELP

Source: Chart No 8

As the graph evidences there is 94,73% that know where to ask for help and only

5,26% do not know where to go to ask for help, and most of them know someone to

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whom they can trust in case of being victim of bullying. In other words, students

have receive enough information about the theme but sometimes they feel

uncomfortable and shy when they have to talk about this. The main problem is that

students worry about the consequences of telling someone that they are being

bullied. They may think that their problems may increase rather than disappear. They

believe that if they ask for help, their classmates may attack them more.

TABLE 9. HELPING FOR THE VICTIMS OF BULLYING. __________________________________________________________________ OPINION AMOUNT PERCENTAGES Yes 17 89,47

No 2 10,52

__________________________________________________________________ Source: Brenes Guadalupe. Ortiz Sonia. 20014 GRAPH 9. HELPING FOR THE VICTIMS OF BULLYING.

Source: Chart No 9 According to the information shown in the graph almost 100 percent of people help

bullied teenagers. It is rarely difficult that students do not get help when they are in a

60

situation of risk. It is probable that the people that do not help a bullied student may

be another classmate or friend who does not have the strength or the knowledge to

help the bullied student.

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CHAPTER V

CONCLUSIONS AND RECOMMENDATIONS

5.1 CONCLUSIONS Variable. 1 Types of bullying. Based on the research carried out, we can conclude

that bullying takes different forms because it can have a have cultural, technological and

psychological connotation. Among the different types of bullying, the most frequent are

cyber bullying or online bullying, physical bullying, Verbal bullying, indirect bullying,

social alienation and intimidation. But even though there are different types of bullying,

none is less harmful than the other. All kinds of bullying are aggressive and can cause

the victim serious problems.

Variable 2. Bullying effects . Bullying is never harmless and therefore, the impact it

can cause among their victims varies among the following bullying effects:

depression, anxiety, have low self-esteem, feeling of sadness, have nightmares,

changes in sleeping and eating problems, loss of interest in activities they before

enjoy, lack quality friendships at school, decreased school participation, drop out

school, be less well accepted by peers. While on the other hand, the bullying effects

among the bullies can be categorized as abuse of alcohol and other drugs, get into

fighters, vandalism property, drop out school, have criminal convictions, be abusive in

their relationships, perpetuating aggressive relationships. Bullying does not only

affects victims and bullies but also the witnesses of bullying acts, who end up

suffering from increased use of tobacco, alcohol and other drugs, mental health

problems, depression and anxiety, absences, fear to act and guilt for not acting. The

school in general also deals with a fearful environment, learning difficulties, student

insecurity and authority questioning.

Variable 3. Victimized student. Anybody can suffer from bullying; however,

students that are more likely to be victimized are: girls over boys, minority ethnic

groups, students who belong to a particular religion, obese students, or those whose

sexual identity differs from the standard. Victims can be categorized between passive

or provocative victims, being the first ones, those whose behavior does not provoke

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bullying and the last ones, those whose behavior sometimes is annoying or irritating

to others specific age to start being a bully. Children can become bullies since they

are two or three years old because bullying is a learned behavior. As a result, since

bullying is learned, positive behavior can also be learned and it can be reinforced so

that it finally replaces bullying.

Variable 4. Among the most common factors that contribute to bullying behavior,

we can mention: aggressiveness at home, coming from parents or relatives,

permissive attitude from parents towards aggressive behavior from kids, as well as

finding a supportive classmate who is aggressive too. It is a fact that violence causes

more violence, and that is what happens to bullying.

Variable 5. Students victims of bullying: Most students who have suffered from

bullying know where to go and ask for help, and who to talk to, but they do not go.

They do not look for help or talk to someone about. They do not know why. Also, the

ones that witness acts of bullying know where to ask for help but do not report those

acts. Having students not ask for help, bullying is likely to continue and therefore, it

can increase causing more serious consequences.

5.2. CHART No 10. COSTS OF THE RESEARCH

ITEM AMOUNT UNIT COSTS (COLONS)

TOTAL COSTS (COLONS)

Professional service hours

100 hours 6.000 600.000

Office Appliances 3000 copies 15,00 45,000

Food and transportation

- 50.000

50.000

Total

695.000

Source: Brenes Guadalupe. Ortiz Sonia. 20014

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5.3 RECOMMENDATIONS Variable 1. Types of bullying. If there is a positive, friendly, and trusting

relationship with the class, each student and the teacher are very good in preventing

any kind of school bullying. It is easier for students to accept criticism if they feel

appreciated and liked. Also, teachers should also be aware of their behavior because

they are models for students who respect them and their classroom rules. Indeed,

teachers should promote values such as respect, tolerance and friendliness to

propitiate not only a better classroom climate but also a respectful environment in the

school to combat the different types of bullying.

Variable 2. Bullying effects. Students involved in bullying behavior should be

referred to appropriate professional people such as a nurse, counselor, school

psychologist, or a social worker to prevent negative effects. Adults at the school

should be aware of the extent of bullying problems at the school. It is important to

learn the proper ways to address bullying and be prepared.

Variable 3. Victimized students. In other countries, the statistics of suicide of

people who have been victims of bullying is alarming. Therefore, it is necessary to

make this issue a priority and people should join to stop bullying. Parents, school, and

teachers should keep the line of communication open and encourage kids to

denounce. Also, teachers should be given the skills to intervene concisely and

appropriately. Whenever a student feels threatened, do not ignore him or her and

assure the student the help he or she needs. It is necessary to get a greater support

for students who are bullied, and stronger and more effective interventions for

students who bully.

Train teachers and staff on the school to know how to manage troublesome situations

caused by bullying. When they intervene in a bullying problem, they should remain

calm. They should refuse to argue with other students. They should model the

respectful behavior they expect from other students.

65

Work with the community to send a unified message against bullying. People involved

in bullying situations should be listened with an open mind and assumptions should

not be made.

Variable 4. Among the most common factors. Creating a bullying reported system

to establish a climate in which bullying is not acceptable may help bullies to realize

that their behavior is inappropriate. To illustrate, the implementation of a bully hot line

will be a winning strategy for preventing it in the high school. Having a Facebook

account, chat, or a phone number advertised to all, with the guarantee that the person

who answers is there to help will be a valuable tool against bullying.

Variable 5. Students victims of bullying. Look for the implementation of prevention

programs to reduce school bullying. Students should be encouraged to get involved in

school, to join clubs like sports, drama, dance, choir, or music. In the same way, they

should get involved outside the school, like in a community youth group, in order to

socialize and make new friends. Thus, they will no longer feel lonely and they may

have confidence that will grow and help them to have a better life.

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CHAPTER VI

PROPOSAL WORKSHOP TO PREVENT BULLYING

CONTENTS

6.1 Preface ………………………………………………………………………….. 69 6.2 General objectives ………………………………………………………………. 70 6.3 Specific objectives ………………………………………………………………. 70 6.4.1 Proposal development …………………………………………………………. 71 6.4.2 Justification ……………………………………………………………………… 72 6.4.3 Proposal purpose ………………………………………………………………. 72 6.4.4 Plan description of the proposal ………………………………………………. 72 6.4.5 Action plan of the anti-bullying workshop ……………………………………. 73 6.4.6 Objectives, learning activities …………………………………………………. 74 6.5 Costs of the proposal …………………………………………………………... 75

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6.1 PREFACE

Students from The Professional Technical Granadilla High School need to be inform

about bullying and its negative consequences, they require the necessary tools to

face bullying situations and to be sure that high school authorities have the control to

change these conditions. Learners have a great necessity to be guided in how to

develop effective techniques that allows an appropriated reaction toward bullying

circumstances.

Students who are bullied, those who are bullies, and those who witness the attack

can show serious damages on mental health and since this is a social problem, the

high school has the responsibility to take actions and give supporting to the students,

teachers and parents to avoid negative changes in the environment and culture of the

institutions.

.

Based on the results of this works, it is necessary the implementation of an anti-

bullying workshop and it is proposed during five hours a day during a week to cover

the entire groups of the eighth grades.

The workshop framework is the Following: its modality is informative and interactive

with the complete participation of the students not only in groups but also individually.

Technology, human resources and different materials are necessary to develop this

workshop and it is based on movies about the topic, short videos about examples of

different kinds of bullying; small talks and recommendations from professionals in the

area; active participation of the students to evaluate listening and comprehension

and pretends the students identify different kinds of bullying and everything related to

the topic

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6.2 GENERAL OBJECTIVES The objective describe what do the students expect from this workshop, what they are

going to get at the end of the workshop. The specific objectives are derivate from the

general objectives, to get these objective at the end of the workshop assure the

successful of this and its main purpose.

• To give the students the necessary tools that allow them to prevent and face

bullying situations

• To notify the learners main aspects about bullying through a workshop

6.3 SPECIFIC OBJECTIVES

• To be inform of specific details related to bullying

• To identify differen70t types of bullying

• To identify the negative behavioral consequences of bullying

• To describe the main characteristics of a bullied person

• To provide examples of bullying

• To determine strategies to face bullying

• To get information about the process to denounce bullying situation

• To know about different people places where the victims can ask for help

• To recognize the legal implication and responsibilities for those who are bullies

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6.4 PROPOSAL DEVELOPMENT

During a half –day professional will development a workshop for all students from the

eight level based on strategies that permit respond positively against bullying

6.5 JUSTIFICATION

Nowadays bullying is a common miss behavior showed by some students in many

schools. Therefore, it is necessary to look for some strategies that help victims to

identify the causes and effects of this behaviour in order to respond adequately and

equally, to get information about legal implications.

Workshops are cheaper, practical and short training courses which can be given to

many students at the same time. Workshops are efficient and have the benefits of

using technology to support teaching and learning, generally these are interactive

courses that include free speeches from a team of professionals. In this way, students

will have the opportunity to learn techniques and put in practice skills to respond to

this behaviour..

An anti-bullying workshop can change a hostile climate in the high school and is the

best option to instruct many students just in few times. The technological methods

with audiovisual material, human resources and interactive activities make these

types of courses as very attractive ways used to give information to many students

taking account their needs as in the case of bullying.

6.6 PROPOSAL PURPOSE

This proposal pretend to send an important message to the students that they must

understand that perhaps we can not eliminate bullying in our high schools, but it is

possible to prevent or diminish it. Bullies have stop and think that words and actions

can hurt seriously psychologically and physically. In this workshop. the students will

get enough information about bullying, and to find out the best

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way to deal with it. Besides, workshop students will get tools to take actions against

bullying and understand the responsibility of everybody to help each other and

denounce the bullying situation in the high school.

Note: the following information in regarding to the proposal of an anti-bullying

workshop ;such as planning and development, will be written in Spanish due to this

work shop will be available to be apply at the CTP Granadilla

6.7 DESCRIPCIÓN DEL PLAN DE LA PROPUESTA

6.7.1 Personal a cargo del desarrollo del Taller:

• Personal de la Red Nacional de violencia intrafamiliar

• Oficiales de policías de la comandancia de Curridabat

• Personal del PANI

6.7.2 MATERIALES

• Video Beam

• Brochures

• Marcadores

• Papel periódico

• Material fotocopiado

• Recurso humano

• Computadora

6.7.3 MODALIDAD DEL TALLER

• Interactivo

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• Charlas

• Videos ilustrativos e informativos

• Ejercicios de lectura y compresión

• Elaboración de murales

• Representaciones teatrales

• Participación orales voluntarias basadas en discusiones y lluvias de ideas

6.8 PLAN DE ACCIÓN DEL TALLER DE ANTI-BULLYING

• Presentación de una reflexión

• Discusión sobre el tema de la reflexión por medio de participación

voluntaria

• Palabras del señor Director .

• Presentación del personal profesional a cargo de la conducción y

desarrollo del taller.

• Proyección de un video animado sobre el bullying

• Evaluación de la comprensión del contenido del video por medio de una

lluvia de ideas

• Participación de un psicólogo con una charla sobre los valores y el respeto

hacia uno mismo y hacia los demás

• Participación de dos oficiales de la policía actuación representación de

algunos casos de bullying

• Participación de los estudiantes con una interpretación de las

representaciones

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• Video informativo sobre diferentes tipos de bullyin Comprensión del video

por medio de cuestionario y actividades escritas

• Discusión grupal de las respuestas obtenidas

• Hora del receso para un refrigerio ( galletas y jugos)

• Presentación informativa en power point acerca de características del

agresor y de la victima; como enfrentar el bullying;

• Charla a cargo de un representante del PANI protección integral de las

personas, información sobre la ley penal juvenil y la correccional de

menores con respecto al tema y adonde y solicitar ayuda y come denunciar

casos de bullying.

• Discusión en grupos sobre el contenido de un brochure acerca del tema

como identificar el bullying,

• En grupos pequeños preparación y representación de una situación de

bullying ante los demás compañeros

• Elaboración de un mural con técnicas y recomendaciones sobre “como

prever el bullying”; “porque no me gustaría que me hicieran bullying”.

6.9. OBJETIVOS DE APRENDIZAJE Y CRITERIOS DE EVALUACIÓN Los objetivos informar sobre detalles específicos relacionados al tema e identificar

los diferentes tipos de bullying se logran con la evaluación del contenido de las

charlas y los videos por medio de ejercicios de de comprensión las charlas.

• Reconocer las consecuencias del bullying así como las características

de las víctimas y reconocer ejemplos de las situaciones de bullying se

logran a través de algunas de las charlas y representaciones teatrales

del taller

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• Reconocer estrategias y recomendaciones para enfrentar el bullying se

logra por medio de los murales realizados por los alumnos

• Identificar las implicaciones legales así como el proceso y la forma y

donde pedir ayuda o realizar una denuncia en caso de ser víctima del

bullying es obtenido por medio de las recomendaciones de los expertos

de las charlas

CHART No. 11. COST OF THE WORKSHOP

MATERIAL DIDÁCTICO CANTIDAD ( unidades)

COSTO ECONÓMICO ( colones)

Papel de construcción 20 1,790

Marcadores permanentes 400 490

Lapiceros 400 440

fotocopias 400 18,00

Sub-total 1,220 415. 000

Galletas 500 83.020

Jugos 500 112,500

Sub-total 1000 205,510

Total 620, 520

Source: Brenes Guadalupe. Ortiz Sonia. 20014

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BIBLIOGRAPHY

BIBLIOGRAPHY Larsen, Diane. 2008. “Technique and Principles in Language Teaching” Oxford University Press. C.A, Department of Education. 2003. “Bullying Frequently Asked Questions”. Wwwcodegov/ls/ssbully faq.asp Kothary,C 2004.”Research Methodology, Methods and Techniques”. University of Rajasthan. Jaipur India Olweus.Nancy,L 2009. Bullying Prevention Program Institute Ministry of Education, 2003. “ Call it Safe”. A parent guide for dealing with bullying in elementary schools BCCPAC . British Columbia Krashen, Stephen.2009 “Principles and Practice in Second Language Acquisition” University of Southern California Saville, Muriel. 2006. “Introducing Second Language Acquisition” University of Arizona Brown, Douglas.2000. “Principles of Learning and teaching” . San Francisco State University.. Bratt, Christina. 1976. “Teaching English as a Second Language Techniques and procedures”. University of Pittsburgh. Cambridge, Massachusetts. Cook, Vivian .1996. “Second Language Learning and Language Teaching”. Oxford University Press

Richard, Jack. 2006 – 2008. Communicative Language Teaching today. Cambridge Press

Beckman, Leonard . 1998. Handbook of Applied Social Research Methods. Rog-Editors.

Swearer ,Susan. 1191. Risk factors for and Outcomes of Bullying and Victimization. University of Nebraska - Lincoln Dept of Education . Bullying Frequently Asked Questions. California Department of Education. Sacramento. www.cde.ca.gov/ls/ss/se/bullyfaq.asp . October 13, 2013. Hernandez,Roberto. 2003. Metodologia de la Investigación. Mejico. D F Gomez Barrantes

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Hunt, A. 2002. Methodology in Language Teaching.Cambridge University Press. Mullin, Nancy.2009. Conceptual Definition of Bullying. Prevention Program in the United States WEB REFERENCES Octavio, Barros. 20011. http://www.InstantCheckmate.com. Public Records. Chastain, Kenneth. 1971. “The Development of Modern Language Skills: Theory to Practice” (Philadelphia: Center for Curriculum Development. http://www.antibullying.net/knowledge/questionone.htm http://www.seattlearchdiocese.org/Assets/Athletics/3201_BullyingQandA.pdfhttp://w ww.kidpower.orghttp://www.commonsensemedia.org/blog/parents-top-10-cyberbullying- http://www.bullyingstatistics.org/content/school-bullying-statistics.htmlstatistics.htmluestions/library/article/bullying-questions-answers/

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ANNEXES

80

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QUESTIONARY

MI COLEGIO

1. ¿Sabe usted que es el bullying?

1.( ) No 2.( ) Si. Explique ______________________________________

2. ¿Conoce usted algún tipo de bullying? 1. ( ) No 2. ( ) Si. Menciónelos___________________________________

3. ¿Cree usted que se dan casos de bullying en este colegio? 1.( ) Si 2. ( ) No

4. ¿Conoce usted algún caso de bullying? 1.( ) Si 2. ( ) No

5. ¿Es o ha sido usted víctima de bullying? 1.( ) No 2. ( ) Si. ¿Lo comento? _________________________

6. ¿Tiene usted algún apodo? 1.( ) Si 2. ( ) No

7. ¿Quiénes cree usted que son más agresores? 1.( ) Hombres 2. ( ) Mujeres 8. ¿Adónde cree usted que se dan más situaciones de bullying? 1.( ) En la soda 2. ( ) En el aula 3. ( ) A la entrada de clases 4. ( ) En los otros baños 5.( ) A la salida de clases 6.( ) En el bus de colegio G7 ( ) Otro__________________

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9. ¿Ha sido usted víctima del bullying por mensaje de texto o por redes sociales? A.( ) Si B. ( ) No

10. ¿Sabe dónde solicitar ayuda en caso de ser víctima de bullying? 1.( ) Si 2. ( ) No

11. ¿Conoce alguna persona de confianza para comentarle si usted está siendo víctima del bullying? 1.( ) Si 2. ( ) No

12. ¿Defendería usted a un chico o chica que este siendo víctima de bullying ? 1.( ) No 2. ( ) Si ¿Por qué?______________________________________________________

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INFORMACIÓN PERSONAL

1. Sexo: Masculino ( ) Femenino ( ) 2. Edad: ___________

3. Lugar donde vive: _______________________________________________________________ 4. ¿Con quién vive? _______________________________________________________________ 5. ¿Cuántas personas viven en su casa? ______________________________ 6. ¿Cómo es su relación con su familia? 1.( ) Buena 2.( ) Regular 3.( ) Mala 7. La casa donde vive es: 1.Propia ( ) 2.Alquilada ( ) 3.Prestada ( ) 8. ¿En qué trabaja su papá ? ______________________________________________________________ 9. ¿En que trabaja su mamá? ______________________________________________________________

10. ¿Reciben algún tipo de beca económica o alimenticia? 1.( ) IMAS 2.( ) Municipalidad 3.( ) Iglesia 4.( ) Comunidad 5.( ) Otro_____________________

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11. ¿Tiene algún tipo de beca escolar? 1. No ( ) 2. Si ( ) Otra? ____________________________

12. Al colegio lleva: 1. ( ) Merienda 2. ( ) Dinero 3. ( ) Nada

13. En caso de llevar dinero, ¿Cuánto lleva? 1.( ) 100 a 500 2.( ) 600 a 1000 3.( ) I, 100 a 2,000 4.( ) Más de 2,000 14. ¿Qué tipo de música le gusta? __________________________________________

15. Indique que hace en su tiempo libre_______________________________________ 1.( ) Salir con sus amigos 2.( ) Enviar mensajes de texto 3.( ) Hablar por teléfono 4.( ) Ver televisión 5.( ) Navegar por internet 6.( ) Trabajar 7.( ) Otro.________________________

16. ¿Tiene amigos (as) en el colegio? 1. ( ) No 2.( ) Si. Cuantos? ____________________

17. ¿Cómo es su relación con sus amigos o compañeros? 1.( ) Buena 2.( ) Mala 3.( ) Regular

19. ¿Le gusta hablar en público? 1.( ) Si 2.( ) No

20. Su relación con los docentes es: 1. ( ) Buena 2. ( ) Mala 3. ( ) Regular

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21. Su relación con los compañeros es: 1. ( ) Buena 2. ( ) Mala 3. ( ) Regular

22. ¿Le gusta estudiar? 1. ( ) Si 2.( ) No

23. ¿Le gusta asistir al colegio? 1. ( ) Si 2. ( ) No

24. El ambiente en el aula le parece: 1. ( ) Bueno 2. ( ) Malo 3. ( ) Regular

25. El ambiente en los recreos le parece: 1. ( ) Bueno 2. ( ) Malo 3. ( ) Regular

26. ¿Cuál es su materia favorita? ________________________________

27. ¿Cuál es la materia que menos le gusta?__________________________

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DIRECCIO

N

ASISTENTE DE DIRECCION

AGENTES DE

SEGURIDAD Y

CONSERJES

AUXILIARES ADMINISTRA

TIVAS OFICINIS

TA

COORDINACIÓN EMPRES

COORDINACIÓN TÉCNICA

ESPECIALIDADES TÉCNICAS

TALLERES EXPLORATORI

ÁREA TÉCNICA

COORDINACIÓN

ACADÉMICA

ÁREA ACADÉMI

CONSEJO DE PROFE

COMITÉ DE

COMITÉ DE EVALUACI

COMITÉ DE

SERVICIO

COMUNAL

BIBLIOTEC

A COMITÉS INSTITUCIONALES

DEPARTAMENTOS ESPECIALI

TRIBUNAL ELECTORAL

ESTUDIANTIL

COMITÉ EJECUTIVO

ASAMBLE DE REPRESENTATES

SECCIONES

PROFESOR ASESOR

PROFESOR ASESOR

PROFESOR ASESOR

PROFESORES

JUNTA ADMINISTRATIV

COMITÉ DE PADRES Y MADRES DE FAMILIA

ORGANIGRAMA

87

PHYSICAL STRUCTURE

PHOTOS OF THE CTP GRANADILLA

88

89

STUDENTS FROM THE EIGHTH GRADES OF THE PROFESSIONAL TECHNICAL OF GRANADILLA

90

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