INDONESIA - Violence is rapidly growing in Indonesian schools, from 11 percent in 2007 to 39 percent this year. And tragically, teachers play a larger role in the growing ferocity (Kompas.Com, June 5, 2008).

What has gone wrong with these teachers who perpetrate violence against their own students?

The violence is mostly in the form of bullying. Bullying itself actually is a global phenomenon, but the problems become more complicated when the teachers are the perpetrators.

I have a personal experience which happened about 14 years ago when I was a novice teacher. In one of my English classes, I found some of my students talking and giggling among themselves. Instantly -- without asking them why or what they were talking about -- I raised my voice and my anger just burst out. Within seconds, the classroom was filled with silence. At that very moment, I was content and pleased because I could show I had power over them.

However, it turned out in the following meetings that I had just made the biggest mistake ever. Since that unpleasant incident, I could sense the classroom atmosphere had become awkward every time I entered the classroom. It was hard for me and painful for my students. As a result, I could not teach well, and, I believe, they did not learn anything from me.

Reflecting back on the incident, I believe that instead of railing against the students I should have asked myself these questions: Have I given ample attention to each student? Have I made my students feel comfortable with me as the teacher? Have I used affirmative words and phrases while speaking with them? How accessible am I to them? Have I employed an appropriate teaching strategy that meets their diverse interests, needs, and types of intelligence?

Bullying refers to any act or behavior that intimidates or mistreats those who are physically or psychologically weaker than the bullies. This destructive behavior in turn creates a pattern of humiliation, abuse or fear for the victims.

Bullying -- be it committed verbally, physically or psychologically -- ideally should have no place at school. It is a huge threat to learning. No student will ever learn under such a menacing and intimidating environment. Stress, fear and humiliation -- as a result of such an environment -- simply reduces or even hinders learning.

No one would deny the importance of good curriculum design. No one would ever question the vital role of instructional strategies. Yet, a non-threatening environment must first be set up before anything else can be applied in the classroom. Thus creating a healthy and friendly school or classroom environment is a prerequisite to successful learning.

Teachers, unfortunately more often than not, do not realize that what they do or say to their students could create feelings of insecurity. We are probably familiar with the following vignettes.

First, a teacher presents a particular learning material. A student suddenly interrupts, requesting this teacher to explain a point again because he or she does not understand it. This teacher gets very upset and lays the blame on this poor student for not paying attention.

Second, an unprepared teacher feels his or her authority is being challenged by a student who debates or argues the information that he or she is presenting. Not wanting to lose his or her credibility, this teacher utilizes anger as an escape mechanism.

Third, a teacher ridicules a student -- or worse, hits him or her with a wooden ruler -- just because this student cannot answer this teacher's questions.

The teacher's acts described in each vignette can be categorized as bullying because they have the potential to create insecurity among students, and thus prevent them from progressing.

If teachers believe that the ultimate goal of all learning institutions is for learning itself to occur, then there should be nothing wrong with students asking questions, requesting further explanations, or even not being able to answer questions. Teachers should gladly accept this as a sign there is something they need to work on. Besides, students are in a learning process, aren't they? If they already knew everything, they would not need to go to school, would they?

Being reflective, instead of being reactive, is an attitude teachers needs to live out because it simply builds a sense of positive thinking. This attitude, however, really requires teachers to have the courage to look into themselves and to admit that it is not necessarily the students who are to blame when such an incident happens in the classroom.

Positive, affirmative attitudes and remarks communicated to students are constructive. Students will feel warmly welcomed and secure. Psychological security increases their confidence to be fully engaged in the learning process. As a result, learning is likely to occur. Just the reverse, negative energy is destructive.

The writer, a teacher at SMA Kolese De Britto, Yogyakarta, is currently attending a graduate program at Loyola University Chicago, U.S.