This chapter aims to report about the effects of student’s violence in their teachers, spreading awareness since the subject is ‘not’ common enough to be noted nor to be discussed about. Opening the eyes of the reader to the functions of teachers on students and the pointed learners’ role on their educators, moreover we are to elaborate the title, expanding the knowledge on student-teacher relationship, personal intentions, and to have an understanding on the said issue. In a common school setting, families who experiences financial problems sent their children to study at public schools. Public schools tend to be less expensive compared to private schools. As it is a public school, most of the students in the country study here. Teachers on public schools tend to have problems due to having many students.
Due to this, some students don’t get attention from their teachers. Most of the students find favor on the freedom that is accustomed as they enroll in a public school, change of mindset and see themselves enjoying moments and freewill. The priorities of an education institution are most likely to be focused on the students whose parents get to pay fees to send them in the academy. In addition, to enroll in a school used to be a solid hope for a certain future, and at the same time, a privilege to have education.
Today, being a student is at the same time a legal right and duty. It is not based on the pupil or family who wants to enroll but because it is an obligation. Inside the school’s proximity, teachers automatically have the authority to discipline students who shows unruly behaviors inside the vicinity of the school’s rooms and academy; giving earned punishments as a way for the pupil to meditate from the mistakes they have done themselves, for the teachers are expected to give their learners new lessons, help them grow in their sociability and probably guide them on the right path as they also go after the title of “the second parent” whilst the school is named as the students’ second home.
However, while the perfect environment for learning was an offered definition for a school, the familiar words, ‘school violence’ exists. A phrase that refers to students or teachers’ perpetration aiming to harm school members through physical or verbal violence, causing damage to belongings or properties of the school, showing threatening behavior and leaving a psychological injury on the victim. The reality that it happens behind the knowledge of the society sounds like a bitter truth. The known school violence falls on the understanding that it only happens between parties of students as often done.
Student to teacher violence is less noted and at certain times, may be teachers to parent’s cases.According to an article published by the American Psychological Association (APA), 80 percent of teachers surveyed were victimized at school at least once in the current school year or prior year. Violence against teachers is a “national crisis,” says Dr. Dorothy Espelage of the University of Illinois at Urbana-Champaign … And yet, the issue is generally ignored or at least underreported by the media and given inadequate attention by scholars – a deficiency that has widespread implications for school safety, the teaching profession and student learning. (Tim Walker, 2013) The study’s focused on discovering specific reasons for violence occurrence of students towards teachers. Accumulating coping strategies, defense mechanisms, and identifying preventive strategies regarding the subject matter. The threats of delinquent students to teachers are caused by overwhelming and uncontrollable emotions that are affected by several factors, because of that, teachers experiences trauma after the sudden incident.
Using their stories, digging deeper and understanding the differences between what teachers are showing and their stories behind each actions. This study aims to know how teachers cope up on the trauma that bloomed on themselves. The purpose of this study is to identify the reasons why the students are performing violent actions towards teachers, in addition to, this also aims to provide information regarding the respondents’ experiences, preventive strategies, defensive measurements and mental and health conditions before and after the act of violence, regardless of whether they had any prior teaching experience or none. The research subjects were invited to present and discuss proposals from their own experiences about what initial training would be suitable to the circumstances should be like.The family, environment, and friends’ interaction with the individual student affects the emotions and actions of the student, making way for the student to behave differently inside and outside of the house. Students then interact with the teachers during school, the teachers’ presence and performance affects student’s behavior leading to misunderstandings and negative or violent reactions. In the same way, how the educators interact with the student, receiving negative reactions may affect the teacher’s emotions, leading to misinterpretation and negative responses. Despite the fact that violence against teachers’ is an uncommon topic to talk about, aside from periodic circumstances especially in a media, it continually remains as a national-crisis with extensive outcome.
Examples of these violence is classified as impolite manner, harassment, threatening, robbery, property damaged and worst possible cases, is attacking the teacher physically. The Significance of this research is to gain knowledge on the teacher’s experience on their student’s aggression and violent behavior as perceived by classroom teachers who experienced aggression to provide further knowledge and advanced strategies to address these misbehavior inside the classroom.… The result of this research study on teachers’ experience on students’ aggression promotes the need for school districts and preceptor to reinvestigate and address students’ aggression and attempt to comprehend the necessary need for teacher support to maintain authority in the classroom. It is essential to understand that if this matter is not addressed, possibility has it that can lead to more distant disciplinary problems. Massey (2015) Teacher’s Experience’s concerning the Rise in Student’s Aggression Education is perceived as essential catalyst for social alteration within the context of social changes. This phenomenological study has effect for social changes.
It could enhance the atmosphere of schools, nurture positive teacher-students relationships, and thus produce pro social behaviors.