Every individual behaves differently. The way a person behaves is considered personal due to the numerous factors that influence their behaviors, which can be the numerous experiences, as well as the different background of the individual. This essay will further examine one of the emerging problematic behaviors in the primary classroom, namely bullying, and the factors that arise from it; and find out how teachers and the school react, as well as examine the theories and approaches used by teachers and the school. Furthermore, we will discuss and analyze the effectiveness of some theories and approaches in order to establish and reflect on which ones are useful and applicable in addressing these behaviors. Say no to plagiarism. Get a tailor-made essay on "Why Violent Video Games Shouldn't Be Banned"? Get an Original Essay IntroductionAs generally defined, behavior refers to a child's conduct, which means that it is their actions, reactions, and functioning that respond to their environment and the events around them. According to the Victorian Department of Education and Training, children's behavior may be their way of seeking and attempting to satisfy needs or express desires. It could also be a sign that their interests are not being met. Similarly, Linda's Book and Theory (1996) presented four goals of misbehavior, which are attention, power, revenge, and failure avoidance, believing that children intentionally misbehave for gratification. This, therefore, adds to a child's difficult behavior. A behavior is considered problematic only when it interferes with the child's daily life and the rights of others, when it harms him and everyone around him, or when it harms the physical environment, disrupting children's learning and their relationships with each other . Other indicators of problematic behavior may include a child's shyness, withdrawal or indifference. Commonly, bullying is one of the problematic behaviors in schools. There are several specific types and forms of bullying identified by the Victorian Department of Education (2019) found on their website at "Bully Stoppers", however there is a new definition of bullying developed and endorsed by all Australian schools. In summary, bullying is an ongoing, intentional, and repetitive abuse of power in a superior-inferior relationship. It can be done verbally, physically or socially and causes harm to one or more people. It can also take place through various platforms which can be obvious or hidden. Therefore, bullying can occur and manifest itself at home, in the classroom or school, or even online. Additionally, bullying remains a significant concern throughout childhood. A recent report by Pole (2019), the Chief Review Officer of the Education Review Office (ERO) in New Zealand, stated that 46% of primary age students reported being bullied in their current school and 61 % of primary-aged students reported witnessing or witnessing bullying (as cited by Swit, 2019). Similar conduct and behavior occurs in everyone, however, teachers are becoming increasingly aware of bullying behaviors in primary schools. Since bullying itself is extremely broad, let's focus specifically on physical bullying. Swit (2019) outlined examples of physical bullying such as being forced to do something against one's will, having one's belongings stolen or destroyed, being hit, pushed, kicked, punched, etc. This type of bullying can also include threats of violence, so it can beeasily detected and observed as physical evidence is exhibited. Awareness and observation of such bullying behaviors by a child in the classroom, on the playground or at home plays a significant role in maintaining everyone's safety, as well as preventing possible harm. The case study of a nine-year-old student presented by Jodie Lodge (2014), a researcher at the Australian Institute of Family Studies, was analysed. In the study, Lodge (2014) reports that “the child lives with his mother and sees his father only on special occasions. The father is known to have a history of antisocial behavior and alcohol abuse. A mother's job affects the consistency and quality of her child's after-school care. The child's mother often reports having problems with the child's behavior at home which often result in physical punishment. Due to the transfers, the child was enrolled in three different schools where he was troublesome and known for physical aggression resulting in injuries, resulting in the child's contempt and indifference towards the rights and feelings of others. The mother was not receptive when contacted and claims the school is being held responsible for her son's behavior." It is clear that the child has had disturbing experiences at home that are a potential cause of the problem behavior exhibited by the child at school. The child intimidates other children and people around him using violence or physical aggression. In the case study, Lodge, J. (2014) identified risk factors which were as follows: family (inconsistent parenting and child rearing, history of antisocial behavior and substance abuse, less family support and relationship); insufficient guidance at home and in the neighborhood leading to exposure to media violence; and severe physical punishment used to forcibly control the child. These factors have led to the child experiencing academic failure due to impulse control issues consistently displaying early behavioral problems. Shields & Cicchetti (2001), as cited by Lodge (2014), explained that a child's experiences of abuse and violence at home are linked to a greater likelihood of bullying. In fact, parenting is one of the considerations on the child's domineering behavior. While Bowers, et. al. (1994) and Stevens, et. al. (2002) indicated that those who bully may come from different family backgrounds, including poor cohesion, expressiveness, social orientation and the like; Bonds & Stoker (2000) also listed some of the family aspects that contribute to bullying behaviors in children. Some of these factors in their list are rejection and negative response from parents, poor care and support system from family, weak relationship between child and parent, physical punishment, inconsistent discipline when parents are irritable and social isolation. family factors are the main influences in the case, it should be noted that not everyone who bullies is influenced by family or parents. Many others actually come from caring, supportive, and happy families (Ball et al., 2008). Wattle Grove Primary School (2020) suggested other factors such as friendship breakdown, strong academic performance or other extracurricular activities, differences in physical appearance, ethnicity, sexual orientation, and being a beginner in a group. Some children display bullying behavior as compensation for their bad experiences and feelings of helplessness, which may be driven by feeling powerful and the authority gained through bullying others. The presence of family and other contributing factors implies that the risk ofviolence and destructive behavior or persistent psychological and behavioral problems is significantly high. Therefore, further assessment is suggested to establish and verify bullying behavior and related risks. Since bullying is identified as a concern in schools and bullying is reported from time to time in schools, it can also be a family issue because these types of problematic behavior are often influenced by families, interactions and relationships with them, as well as from the domestic environment. Lodge (2014) stated that it is necessary to work with families to intervene immediately and prevent the escalation of school bullying into crime-related issues. In the incident, the school engaged and worked side by side with the family of the child who was being bullied. To intervene, they used a specific approach and enumerated steps to manage the child's bullying. The needs of the child and family should be recognized and defined in the management program used to intervene and address the child's bullying behavior. There are four steps listed by Jodie Lodge (2014); first, work with the family to be aware of the child's problems and risk factors; second, evaluate risk and protective factors, their effects and the family's ability to reduce risks; third, establish the key concerns from most important to least important and create a risk reduction management program; and finally, try it and use the plan to be able to address existing problem behavior. This explains why there is a need for assessment and evaluation of the child and his way of behaving in order to intervene in a better and more appropriate way. A thorough assessment of the child and his behavior requires knowledge of his background and identity; therefore the teacher-parent relationship is vital in planning and creating a plan or program to address the child's bullying behavior. This also shows that behavior change in children who are victims of bullying will need more care and encouraging support using selective and targeted approaches that lead to positive solutions. In addition to having a positive solution to stop bullying from recurring, restoring relationships is also one of the best ways to prevent bullying from recurring. the objectives of all Australian schools to respond to bullying identified on one of the government websites. Restoring relationships can be achieved using some intervention methods. 'Bully Stoppers' mentioned Professor Ken Rigby's six intervention methods (2010). These are the traditional disciplinary approach, goal strengthening, mediation, support group method, restorative practice, and shared concern method. Since every bullying behavior is not the same, these approaches can be used to support and help teachers and schools address bullying behavior. One or two approaches may be effective, the others may not. However, in the incident presented above, mediation and the shared concern method were applied in the approach used to intervene and address the child's physical bullying. The traditional disciplinary approach is not suitable to address and intervene in this incident because it involves physical punishment and we can see that the child is already physically aggressive and is living and suffering his own horrible experiences at home. The Royal Children's Hospital (2018) recognized that the use of physical discipline or punishment against achild can be harmful. This is also supported by Marshall (2019), in his article entitled “How to Discipline Without Stress, Punishment or Rewards”, stating that traditional approaches in student discipline are no more successful than in past generations because children enter school having a , different characters and perspectives. Other methods such as support group method, restorative practice, etc. can also be used, but it is always situational because each individual method has its own strong and weak points. Other methods may work in one specific situation while another may not. Additionally, the NSW Department of Education (2019) has developed a whole school anti-bullying approach that includes five evidence-based elements grounded in the Australian Student Wellbeing Framework. The purpose of this approach is to assist schools in implementing and applying it to foster positive relationships and keep students safe and happy, not to emphasize the negativity of bullying behavior or belittle bullies in the school. The five essential elements of the whole school approach to encouraging and promoting positive behavior are: leadership of principals and school leaders, an inclusive environment that welcomes and values ​​diversity, student voice in decision-making, collaborative partnerships with parents and the community, and positive reinforcement and support for all involved. It is very evident that in this approach there is a group effort as the collaborative partnership with parents is one of the main keys in addressing the child's bullying behavior. As mentioned by Lodge (2014), it is good to discuss with parents and involve them in the school's bullying policies and programs. Bonds & Stoker (2000) and Olweus (1993) highlighted that involving parents of victims and bullies encourages direct participation of both parties and those involved (as cited by Lodge, 2014). Another comprehensive whole-school approach in New Zealand is called Positive Behavior for Learning, which clearly educates primary school students to have positive behavior and relationships with each other (Swit, 2020). Therefore, the whole school approach and the fight against bullying at school level is believed to be successful with the active participation and consistent partnership of all parties involved. Swit (2020) attested that preventing bullying behaviors and promoting respectful relationships will be more effective when staff training, bullying prevention programs, and an inclusive school culture are in place. On the part of the child and the teacher, Barbara Coloroso's theory of internal discipline applied in the classroom can also help children reflect on their own behaviors and how they affect others. Hardin (2012), cited by Chambers (n.d.), explained that it teaches students problem solving skills as it builds their internal discipline to think critically about their actions and behaviors and to be able to predict the outcomes of their actions. This theory encourages children to be actively involved in classroom management, from deciding on rules to its application and practice in the classroom and throughout the school. Not only does it emphasize negative behaviors, but it promotes positive behaviors in the classroom as children are aware of their actions and outcomes. This should be considered in classroom management to prevent bullying and other challenging behavior in the classroom. Australian research findings (Whole School Approaches, n.d.) have identified useful means of cultivating positive student behaviors as well as.