Even though there are a number of manners in which both girls and boys practice bullying, a large degree of the ways may be identical, and they can both be victims or perpetrators of bullying. In addition, bullying can be carried out by the school system and teachers themselves (Wessler 6). There is a natural difference in authority in the school system that may easily prompt to covert or subtle exclusion, humiliation, or abuse, even while upholding explicit responsibility for anti-bullying policies. Moreover, anti-bullying programs are established to both train peer arbitrators in dispute resolution and intervention techniques, and teach students to cooperate, as a way of peer support. This paper is a review of the book, The Respectful School: How Educators and Students Can Conquer Hate and Harassment, by Stephen L. Wessler. In the book, The Respectful School: How Educators and Students Can Conquer Hate and Harassment, the writer’s purpose is to highlight the way in which words can cause harm, both physically and emotionally. The writer also intends to illustrate how words can be used to heal. Stephen L. Wessler achieves this purpose by giving instances of how words have been employed to cause harm to individuals and also talks about the activities instructors can engage in to establish a sincerely respectful setting which develops positive relations among students and the institution staff members. The writer uses his understanding as a director of the Center for the Prevention of Hate Violence and a state prosecutor supervising hate crime enforcement to realize his purpose (Wessler 23). Wessler associates his knowledge of young victims and the promising tales of strategies that have lessened harassment, highlighting how instructors can both enlighten and provide security for learners via synchronized endeavors, for example, reacting to the impacts of terrorist activities and associated prejudice; learning adequate intervention techniques; dealing with perpetrators and their crimes; modeling civility; developing broad anti-harassment policies; cooperating with student victims and their parents; and establishing student peer leader programs. The author also achieves his purpose by urging the readers to bear in mind that everyone needs to look after the compassion and courage of young individuals so as to establish encouraging learning communities. The narrative is both convincing and comprehensive. This is because the book offers an extremely sensible initial point for learning institutions. In addition, it is evident that instructors become frustrated when they know they cannot do enough on their own to deal with the tradition of hate and violence that is present in learning institutions. The book is written like a policy book that provides a substantial picture of how respectful learning institutions can be developed. The author’s point of view is to highlight the way in which words can cause harm both physically and emotionally, and how they can be used as a healing tool. The point of view of the author is divided into the ‘what’ part and the ‘how’ part. The ‘what’ part informs the reader of the reasons why harassment, bias, and violence are an issue. In my view, this part is essential as it clearly depicts how minor bullying can extremely rapidly rise to a significant violent behavior. The ‘
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Name: Instructor: Course: Date: Prejudice Reduction in Education Many studies propose that a large number of normal school children do not have the capacity to assess student-on-student victimization or school-based violence as not being acceptable or as negatively as much as adults usually do, and nay get pleasure from it, and thus may not have a reason to prevent or stop it…
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2 pages (500 words)Book Report/Review
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