School shootings and other violent incidents occurring in publish high schools over the past decade have brought the perennial problem of abusive bullies to the public's attention and are no longer looked upon as acceptable (or even tolerable) youthful or adolescent behavior. "Break The Bully Cycle: Intervention Techniques & Activities to Create a Respectful School Community" by SiriNam S. Khalsa (Inclusion Coach and Mentor Teacher for the Springfield School District, Massachusetts) is an instructional manual for classroom teachers, building and district administrators, and school staff personnel seeking to crate and maintain a school environment free of violence and abuse. A compendium of research-based advice for containing and dealing with the pervasive problem of bullying behavior, "Break The Bully Cycle" presents possible reasons students become violent, what the early warning signs are, as well as strategies and tactics to use with potentially violent students. The object of "Break The Bully Cycle" is to help not only the victims of bullying, but through behavioral changes, help the bullies as well. Simply stated, if there had been access to instructional manual such as "Break The Bully Cycle", there well may have never been a Columbine.

The problem of bullying in public schools is endemic and universal. If unchecked and undealt with, the consequensses can become catastrophic -- even lethal to students, teachers, and staff. "Break the Bully Cycle: Intervention Techniques & Activities to Create a Respectful School Community" by SiriNam S. Khalsa ( a dedicated teacher with more than twenty years of experience in working with a diverse population of children) is a compilation of the tools a teacher will need to recognize and deal with bullying behavior in the classroom, on playground, or anywhere else at school. "Break the Bully Cycle" shows how to create a secure and safe school for all students, offers insight into why some students become violent, how to become aware of the early warning signs associated with bullies, and useful strategies for dealing with potentially violent students. Very highly recommended reading for all educators, "Break the Bully Cycle" will enable teachers and school staff members to help not only the victims of bullies, but the bullies themselves.

Sikh teacher's book on bullying may help many parents, teachers

MASSACHUSETTS: Khalsa brings out A Springfield educator SiriNam S. Khalsa has authored a book "Break the Bully Cycle: Intervention Techniques and Activities to Create a Respectful School Community". Khalsa is a Professional Development Associate of the Massachusetts Teachers Association, and offers anti-bullying seminars throughout Massachusetts. Khalsa has been a teacher himself for 25 years.

Based at the High School of Commerce, and sporting a turban and beard, Khalsa enunciates his view that bullying not only hurts others, it also hurts the bully. "A child who is a bully at age 8 is three times more likely to be convicted for a crime by age 30 and is less likely to hold a job or find a meaningful profession," he says. In addition, girl bullies are more likely to raise children who are bullies. "It's a learned behavior," says Khalsa. Identifying the bully, he says, is the first and most important step in this direction, though it is not as easy as it sounds and requires a joint and cooperative effort by teachers, parents, rest of the society, and (do not wonder) even the bully and the bullied. A respectful school community requires this and much more, but the fact remains that it is eminently achievable.

A bully is in need of help and the very action of bullying is often an SOS for such help. The bully perceives the people around him as part of a negative environment, and the school must make sure that such children see the school as a secure place, free of hostility. Parents are advised to be good role models by behaving in ways that are "kind and inclusive." Some of the wisdom is actually common place but of course increasingly becoming uncommon. Turning off the violent TV shows, having dinner together, participating in family activities etc are all part of the regular therapy.

Adult supervision is more important where parents or teachers are themselves not present as these are the spots where bullying happens more often. The after hours at the school, the gym, the school bus are all examples cited by Khalsa. Dysfunctional families, violence in the media, access to cell phones and the Internet for purposes of cyber-bullying are all factors adding to the problem.

A Springfield educator takes on the bullies

Bullying is as old as civilization. But that doesn't discourage award-winning Springfield educator SiriNam S. Khalsa. Khalsa is the author of a new book called "Break the Bully Cycle: Intervention Techniques and Activities to Create a Respectful School Community" (Good Year Books, about $20). As a Professional Development Associate of the Massachusetts Teachers Association, Khalsa offers anti-bullying seminars throughout Massachusetts. He is based at the High School of Commerce. Khalsa, a Sikh, wears the turban and beard of his Indian religion, a look that contrasts with his American-as-apple-pie voice. He says it was important to him to write his book in a style that is practical and free of scholarly jargon. Everybody feels for the victim of a bully. But Khalsa says bullying hurts a lot of people - including the bully.

"A child who is a bully at age 8 is three times more likely to be convicted for a crime by age 30 and is less likely to hold a job or find a meaningful profession," says Khalsa. In addition, girl bullies are more likely to raise children who are bullies. "It's a learned behavior," says Khalsa.

The first priority in breaking the cycle is to identify the bully, he says. Then ask the child why he is being a bully, and clearly lay out the consequences if the bullying does not stop. It's not as easy as it sounds. Teachers, parents, bullies, their targets and even bystanders who witness the bullying have to work together to create the kind of "respectful" school community in the book's title.

Sometimes bullying is a cry for help, says Khalsa. "Bullies often feel they have to hurt others before others hurt them. Research shows that a child who is a bully sees the world around him as a negative environment. Where does he get that impression? Usually at home, but not always."

Schools must help bullies understand that they are in a secure place, free of hostility, says Khalsa. Parents are advised to be good role models by behaving in ways that are "kind and inclusive." "Turn off the violent TV shows," says Khalsa. "Have dinner together."

Adults need to be proactive in stopping the problem before it grows - preferably in elementary school. Trouble is, says Khalsa, most bullying is done when teachers and parents are out of sight - for example, on schoolbuses. That's why adult supervision is important in such places.

Adults who insist bullying is just part of growing up are really saying, "I don't know how to deal with this. I don't have the skills," says Khalsa.

He believes that bullying is worse than ever today. Many factors contribute: dysfunctional families, violence in the media, access to cell phones and the Internet for purposes of cyber-bullying.

Victims can be taught skills to protect themselves, but it's not enough. "Leaving a student to fight his or her own battles alone," writes Khalsa, "is more likely to lead to feelings of abandonment, fear, depression, low grades and, eventually, dropping out." The massacre at Columbine in 1999 was a wake-up call, says Khalsa. "People were not aware of the anger and resentment that these kids were holding in," he says.

His exotic appearance might look like the kind of trigger that sets off bullies. Instead, Khalsa uses his differences to emphasize the principle of inclusion. When he introduces himself to students, he tells them why he dresses as he does and what a Sikh is.

"What I find," he says, "is that when students are educated about who I am, they feel a kinsmanship - because they feel like a minority themselves."

Khalsa has been a teacher for 25 years. In 2004 he was a finalist for Massachusetts Teacher of the Year. In 1993 he was Massachusetts Special Education Teacher of the Year. His other books include "Teaching Discipline and Self-Respect: Effective Strategies and Lessons for Classroom Management" and "Group Exercises for Enhancing Social Skills and Self-Esteem."