EVIDENCE 4
CRITICAL INCIDENT
The aim of this fourth evidence is to analyze a critical incident and establish the action to be carried out as a teacher following the Protocol of prevention, detection and intervention against cyberbullying between peers of the Department of Education.
While carrying out this evidence, I have been working on some Teacher's Digital Competence, such as:
- Ethical and digital citizenship, as I have promoted a responsible, safe and healthy use of digital technologies, as well as promoted digital inclusion.
Professional development, as I have made an educational research using digital technologies and made a reflective practice on professional activity related to digital technologies, concretely related to cyberbullying.
SITUATION
ANALYSIS OF THE CRITICAL INCIDENT
To begin with, I have analyzed the situation in order to develop a good action plan. The analysis includes how I think Eric is feeling, the types of cyberbullying their classmates are using and, finally, the detection indicators that Eric's teacher could have figured out.
ERIC'S FEELINGS
In the first place, I think that Eric may have been feeling too embarrassed or ashamed to talk to his family or to his teachers about what was going on. This could be because he does not want their loved ones to think the same as his classmates.
Moreover, he is probably feeling impotent, as he may not know what to do against the bullies and to stop them. He may also be feeling hated for being himself. And, as a consequence, while listening to what bullies tell him, he may feel idiot or stupid, just because it is what others tell him he is. The first time, it probably caused little effect on him, but after several times, it obviously affects the child negatively.
TYPES OF CYBERBULLYING
Eric's classmates have been using text messages to constantly tease him. They have also edited a photo anonymously and sent it directly to Eric.
DETECTION INDICATORS
Eric's teacher could have figured out what was going on for several reasons. Firstly, regarding to physical indicators, Eric was probably presenting psychosomatics disruptions, such as stomachache or headache, caused by the preoccupation he might have been feeling. Moreover, Eric probably had been expressing himself with difficulties lately.
Furthermore, Eric's teacher should have also observed conduction indicators, such as seeing how Eric is alone the whole time, that he does not have friends or that his classmates reject him. Therefore, he might be self-isolated from the other kids and does not want to go to school.
In this concrete case, the indicators related to the use of digital technologies could have also been detected by the teacher. Eric may be constantly alerted for his phone, upset or depressed after using a digital device or show sudden changes in his behavior after receiving text message.
Talking about the emotional indicators, Eric's teacher could have appreciated insecurity, anxiety, sudden humor changes, little assertiveness and avoiding relationships with others.
Finally, regarding the attitudes of Eric's classmates, the teacher could have noticed how they have been teasing him, sending him text messages, ignoring him and also avoid sitting or playing with him.
ESTABLISHMENT OF THE ACTIONS
Furthermore, I have prepared a detailed proposal on how to act from the moment parents arrive at the school and meet me as Eric's teacher at the playground. To do so more realistic, I have recorded an audio and uploaded it in Soundcloud. Clicking the following image, you will be able to listen to it.
CONCLUSIONS (E4)
Dealing with cyberbullying situations is something that we will have to face in our futures for sure. Having developed this evidence, I feel more informed about how to act in such situations and I also feel more confident.
In conclusion, I find this evidence very useful, as tackling cyberbullying cases, having to talk to the victim's family and trying to solve the whole situation, is not an easy task and we should be prepared for it.