bully projects final.pptx

Teaching About Tolerance, Diversity and Bullying

Working Together….

…We Can Build a Community of Respect

GOALS

• Enhance or create a culture of respect. • Celebrate diversity • Empower members of the school community to challenge all forms of bigotry and bullying.

What is Bullying?

Bullying is any ongoing physical or verbal mistreatment where there is: an imbalance of power and the Victim is exposed repeatedly to negative actions on the part of one or more other students.

(Loweu 1986, 1991 and 1993)

What is Bullying?

Bullying is any ongoing physical or Verbal mistreatment where there is: an imbalance of power and the victim (target) is exposed repeatedly to negative actions on the part of one or more students.

(Loweu 1986, 1991 and 1993)

Power Imbalance

Between Bully and Victim: Number, Size, Status, Role, Culture, Ethnicity, Religion.

¡  The average bullying session lasts only 37 seconds.

¡  They usually occur 2 or 3 times a month. ¡  Teachers notice and intervene in 1 out of 25 episodes.

¡ Up to 40% of children think teachers do not know that bullying is happening.

¡ What does this mean?

¡  Can you see things you are not looking for?

¡ We must look for bullying behaviors in order to see them. What can you do to do that?

§  Bullying against boys is a more frequent occurrence than against girls.

¡  More children age 12 call child help lines regarding bullying than any other age.

¡  Victims of bullying are more likely to suffer

from common illnesses such as colds, sore throats and stomach problems.

¡  Nearly 60% of boys who were classified as bullies when they were younger had been convicted of at least one crime by the time they were 23.

DIRECT Face to face

Verbal Insults, putdowns, teasing, harassment, racial slurs

Physical Shoves, pushes, hitting, assault, spitting, kicking

Psychological Rolling eyes, dirty looks, uttering

threats, extortion

Relational Aggression

Telling people not to be friends with a victim

INDIRECT Behind someone’s back

Exclusion Leaving out Shunning

Gossip Lowering people’s opinion about the victim; Including Cyber bullying

A student who is bullying Starts the bullying and takes an active part

Follower Takes an active part, but does not start the bullying

Supporter Supports the bullying but does not take an active part

Passive Supporter (Possible Bully)

Likes the bullying but does not display open support

Disengaged Onlooker

Bystander Dislikes bullying behavior and wonders how to help the child who was bullied.

Defender of the Victim of bullying

Dislikes the bullying behavior and helps or tries to help the child who was bullied.

Someone who does not want to get involved.

¡  On your card, write about a bullying situation that happened to you or that you saw happen to someone else.

¡  Find a partner and read what you wrote to your partner.

¡  Discuss how the situation ended. Did someone help?

¡  Now listen and discuss your partner’s

situation.

¡  Don’t ignore bullying behavior.

¡  Don’t talk to the kids involved together, only separately.

¡  Don’t question the children involved in front of other kids.

¡  Don’t make the kids involved apologize.

(www.stopbullyingnow.gov)

Avoid common mistakes

1.  Set-up a bully free school and classrooms.

2.  Ask students to sign an anti-bullying pledge.

3.  Build all students’ self-esteem and respect for others.

4.  Design lessons and projects that make

students aware of bullying behaviors and that teach them ways to support others who are being bullied.

You can’t do this alone!

STEP ONE

•  Consider including all parts of your school community

 Teachers/Administrators/Staff  Parents   Students  Community Members

•  Encourage whole school Projects

Source: http://www.bullyfree.com/resources/teachers.php

S tay away from Bullies T ell someone A void bad situations M ake friends P roject Confidence Out Bullying

Sample Poster

¡  Kindness is cool

¡  Acceptance is cool

¡  Tolerance is cool

¡ We stand up for ourselves and each other

Diversity Wall Buford Middle School

¡  “Mix it Up at Lunch” Day – Everyone sits with someone new at lunch on this day.

¡  No Name Calling – Students pledge not to call anyone a bad name.

¡  Pen Pals – Students write to others about ways to stop bullying behaviors

¡  Diversity Display – Students design bulletin board displays that educate.

¡  Student Made Videos – Student make videos that entertain and educate other students.

Ask students to sign a Resolution of Respect or an antibullying pledge.

STEP TWO

• I promise to do my best to treat everyone fairly.

• I promise to do my best to be kind to everyone—even if they are not like me.

• If I see someone being hurt or bullied, I will tell a teacher.

• Everyone should be able to feel safe and happy in school.

• I want our school to be No Place for Hate®.

No Place for Hate® Promise

¡  If you see or hear of a bullying situation investigate and take action, if necessary.

¡  Show bystanders how to deal with bullying (e.g. role play scenarios)

¡  Do activities that promote class unity and build self-‐esteem

¡  Have an anonymous “notes-‐to-‐the-‐teacher” box ¡  Do not allow students to pick their own groups (for

group work) ¡  With students, make a list of anti-‐bullying rules that

students pledge to follow. What else can be done?

(Source : http://www.bullyfree.com/resources/teachers.php)

¡  No one is an outsider ¡  Everyone is welcome ¡ We treat everyone the way we want to be treated

¡  Gossip isn’t cool ¡  Name calling isn’t cool ¡  No one deserves to be bullied ¡  Bullying? No way! There’s always a better way.

Classroom Rules

¡  Index card life histories

¡  Patrick F. Daly Edutopia Video

Purpose: To share information and interests with the others in the class; to get to know each other

Procedure: Fill out cards ¡  Center: name, school, city and country ¡  UL: Picture about childhood ¡  UR: Family ¡  LL: Favorite activities or accomplishment ¡  LR: Goal

1.  Find a partner you don’t know. 2.  Use your card to tell your partner your life

history (in 3 minutes) 3.  Listen to your partner’s life history (3

minutes) 4.  Exchange cards and join another pair. 5.  Each person uses their partner’s card to tell

his/her life history to the group (2 minutes each)

¡ What did you learn? ¡ How did you feel? ¡ Were you actively engaged? ¡ What do you think were the purposes of this activity?

¡ How might you use this activity with your students?

¡  Patrick F. Daly School Edutopia Video §  What is self-‐esteem? §  What hurts self-‐esteem §  I message

I feel _____________________ When you ______________________ Because _______________________

§  Thank you circle

I am Important

¡  A poem by Reverend Martin Niemoller, 1945

¡  Student activities and videos

¡  www.Stopthebullying.gov

Classroom Activities

•  Speaking Up for Each Other A poem by Reverend Martin Niemoller, 1945

•  Will you stand up for me?

•  www.Stopthebullying.gov

•  It starts with one! www.Stopthebullying.gov

¡  “On Speaking Up for Each Other” (Voices, Bronze p. 173)

¡  Before you read: Quickwrite: Write about a time someone “defended you” or helped you when you needed help.

¡  Reading the Poem: Choral Reading

¡  After you Read: Use graphic organizer to outline cause/effect Summary -‐ Brainstorm and share: What are some reasons people do not speak up for others? Why should we speak up, even when it’s uncomfortable? After reading the poem

In Germany they came first for the Communists, And I didn't speak up Because I wasn't a Communist. Then they came for the Jews, And I didn't speak up Because I wasn't a Jew.

Then they came for the trade unionists, And I didn't speak up Because I wasn't a trade unionist. Then they came for the Catholics, And I didn't speak up Because I was a Protestant. Then they came for me, And by that time No one was left to speak up.

¡  Complete each sentence. 1.  I have spoken up about 2.  I have not spoken up about 3.  People don't speak up sometimes because 4.  My friends will speak up when 5.  As a class, we can speak up when 6.  It is easier to speak up when 7.  I will help others speak up if

¡  Teaching Tolerance (http://www.tolerance.org/lesson/where-‐we-‐stand)

¡  Scenario: When you try to enter the bathroom at school, you see a younger student in tears. Three older students told him that he cannot use the bathroom. They have blocked the doors to the stalls as well as the exit. The older student blocking the entrance says to you, “You can’t come in, and if you say anything, you’ll be next.”

1.  Action: You take the younger student and go to another bathroom.

§  Agree §  Disagree §  Don’t know

2.  Action: You go and get a teacher or the principal to come to the bathroom

§  Agree §  Disagree §  Don’t know


¡  During lunch period a girl is making her way through the lunch line when a classmate approaches to ask if she can cut in front of her place in line. The girl replies no, saying that it isn’t fair to the people behind her. Annoyed, the other girl shoves her forcefully and takes her place in the line.

1.  Action: Seeing this, you decide to tell a teacher. §  Agree §  Disagree §  Not Sure

2.  Action: You watch and do nothing. What can you do?

§  Agree §  Disagree §  Not Sure


¡  An overweight student is embarrassed to change into her gym outfit at school because the other girls tease her about being “fat” and call her names. They have even taken pictures of her with their cell phones and sent them to several other schoolmates

¡  Action: You see this happening all the time, but you don’t say anything because you don’t want those girls to do the same thing to you. §  Agree §  Disagree §  Not Sure

¡  Action: You tell them to stop and report the problem to the gym teacher? §  Agree §  Disagree §  Not Sure

¡  A reading or activity is divided into parts and the participants are divided into “home groups”.

¡  In the home groups, each person is assigned a different “expert” number.

¡  Students meet in “expert groups” according to their numbers.

¡  Expert groups meet to read and study their section of the reading and draw their picture.

¡  Experts return to their home groups , where the experts, in the sequence of the reading, summarize and teach their section to their home groups.

¡  They place their drawing on the jigsaw puzzle.

¡  The right to a childhood (including protection from harm)

¡  The right to be educated (including all girls and boys completing primary school)

¡  The right to be healthy (including having clean water, nutritious food and medical care)

¡  The right to be treated fairly (including changing laws and practices that are unfair on children)

¡  The right to be heard (including considering children's views)

¡  The right to worship freely (openly and without fear)

¡  (www.unicef.org.uk/UNICEFs-‐Work/Our-‐mission/UN-‐Convention)

§  United States Government Bullying Prevention Web Site. What is Bullying? www.stopbullying.gov

§  Teaching Tolerance Magazine www.tolerance.org §  Not in our School www.niot.org §  National Bullying Prevention Center Resources: www.pacer.org/bullying

¡  Thank you for attending and all that you are doing to fight bullying. If you help even one child, you have saved a life.

¡  Lydia Stack, Academic Specialist ¡  [email protected]

bully projects final.pptx

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