ABSTRACT
Teacher–student communication style in the classroom determines the classroom climate as a whole. Furthermore, social relations and peer reactions also significantly influence the classroom climate for students. This article briefly highlights the influence of teacher–student communication styles and bullying behavior using a sociometry. The aim was to determine the choices, communication, interaction patterns and structure of relationships among students in indicating bullying behavior in the classroom and in school. The survey was conducted with junior high school students by distributing sociometric questionnaires. The results of the study are illustrated in a sociogram chart that shows students’ social relations, and the existence of “acceptance” and “rejection” of students in the environment. Social relations with other students are grouped into several categories: popular, rejected, neglected, and controversial. Teachers must be aware of the refusal of a student by the peer environment so as not to interfere with the learning process. The results contribute to a variety of evaluation techniques that can help teachers identify and help students who have difficulty in adjusting to their environment. The limitations and further research will be discussed.
