U n i v e r s i t y   o f   D e r b y  

Emotional  Literacy:  Bullying  Package  

KS4  Suzanne  Brady  

           

08  Fall  

2014  

08  Fall  

   

   

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TABLE OF CONTENTS

INTRODUCTION 3

INTENDED LEARNING OUTCOMES 4

LESSON PLAN 5

SUPPORTING RESOURCES FOR LESSON PLAN

ICEBREAKER 7

ANIMATIONS 8

ANTI-ULLYING POSTERS AND RULES TASK 9

WRAP UP AND PROCESSING 10

ADDITIONAL RESOURCES

POEMS ABOUT BULLYING 12

MOTIVATIONAL QUOTES 14

DEALING WITH DIFFICULT SITUATIONS 15

EXTERNAL LINKS 16

   

   

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INTRODUCTION

Bullying is an issue that can happen anywhere and to anyone, but there is a

clear age at which bullying begins to occur amongst children, therefore

prevention can prove essential.

The aim of this workshop is to raise awareness about bullying, encourage the

discussion of the topic amongst children and to encourage an understanding

of how it affects children on a daily basis.

The workshop prepared in this package has been designed specifically for

Key Stage 4 learners.

   

   

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INTENDED LEARNING OUTCOMES

 

This workshop focuses on emotional literacy and the key theme of bullying

throughout, whilst not excluding human behavior, relationship dynamics and

emotions. The animations made specifically for this package should be used

to encourage the audience to recognize emotions associated with bullying.

The intended learning outcomes for this workshop include:

1. To raise awareness and knowledge about bullying whilst informing

about the impact and consequences of bullying

2. To use hypothetical situations to encourage children to discuss how

other people may be feeling and to understand other people’s

experiences

3. To help students identify what they are seeing, hearing, feeling and

experiencing

4. To create a range of learning opportunities based on interaction and

participation with the audience

5. To create a culture of empathy for the victims of bullying as well as give

an insight into the reasons behind why children bully

6. To allow students to identify bullying within a relevant context

   

   

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LESSON PLAN

The following activities and information has been selected with the aim of

being presented in an hour-long workshop targeted towards school children,

aged 14 to16. This package and the lesson plan and activities within it, can

and should be adapted to meet the goals, interests and abilities of the

participants and presenters. This is just one way to present this important

information.

Time Activity/Lesson Plan Notes

5-10 minutes

Ensure you are fully prepared for the icebreaker

activity.

Bullying can be a sensitive topic and children can be more comfortable

talking to each other if they have the chance to establish a relationship. An icebreaker is a great way to do this and should always be used,

even with a group that know each other.

15 minutes

Select one or more animations from each

category from the Animation Resource List

and use the ending question to start a group

discussion about what they have just watched and

encourage the audience to voice how the animations

have made them feel.

A short video can be a good way to set the stage, and the animations in this list have been made specifically

to provide safe entry into the uncomfortable topic of bullying.

These animations are categorized allowing a choice to suit the needs

and interests of the target audience. During the discussion use the notes

for each category to lead the conversation.

25 minutes

Ensure you are fully equipped for the follow up

activity.

You could also substitute an activity from your favourite resource.

10 minutes Wrap up and Processing

When conducting a workshop it is important to process what has been

learnt. This section provides questions that will lead into a

discussion on what the audience have learnt and what they will do

with their knew knowledge.

   

   

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SUPPORTING RESOURCES FOR LESSON PLAN

   

   

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ICEBREAKER ACTIVITY

 Water Carry Objective To problem-solve as a group and to deal with frustration if the task is not easily accomplished.

Group Size 4 to 12 participants (or break a larger group into small teams)

Materials

• 10 paper cups filled three-fourths full with water • Cafeteria-type tray

Description Prior to the activity, fill ten paper cups with water about three-fourths full and place five at one end of the room (or outside area) on the ground and five at the other end. The cups should be at least twenty feet apart from each other if possible. Gather the group together in the middle of the room with a cafeteria-type tray placed on the ground and give them the following challenge. “You must retrieve all ten cups of water and place them onto the tray without spilling any of the water. You may only get one cup from one end of the room at a time. Before getting a second cup from that side of the room you must travel to the other side of the room with the tray and retrieve a cup from that side. When all ten cups of water are on the tray you must place it on the floor in the center of the room. By the way, each person can only use one foot and one hand for the entire duration of this activity and if any water spills the whole group must start over!” Most groups will try to hop with the tray at first but this spills water. The best way to accomplish the task is to pass the tray down a line and for the person at the end to hop to the front of the line so that the chain can continue all the way to the end of the line.

Discussion Prompts 1. Did anyone get frustrated at any time during this activity? Why or why not? 2. Did you try different things before you came up with a solution? 3. Are you ever a part of a team and you just want to quit? When and why? 4. How do you feel when you are a part of a team and you work together to accomplish a difficult task?

   

   

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ANIMATIONS

Each of the animations in this resource list ends with a question that can be

used as an aid to start a discussion about what the students have just

watched. The complexity of the questions vary and range from ‘How do you

think the chair feels?’ to ‘Why do you think the chair is bullying?’ and the

discussion should be lead by the person delivering the workshop.

The animations can be accessed through the Internet and are also available

on DVD. Below is the DVD and the link to the YouTube playlist, which will play

all animations this package successively:

https://www.youtube.com/playlist?list=PLicHfPSBbNZ5dyHn7KMRdX66RJEZ6QHjD  

 

   

   

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ANTI-BULLYING POSTERS AND RULES TASK

Title of task: Anti-bullying posters and rules Objective/goals: This task will help students to understand the huge impact that they

can achieve by working together, as well as the power that they, as individuals, have to set an example - to speak out and take a stand against bullying.

Materials needed:

• Copy of the school anti bullying charter or scheme • Paper • Pens • Access to the internet if the students would like to research

Directions: Split the students into 4-5 groups, each group with be assigned with one of the following tasks:

• Discuss, decide and produce posters that state what the consequences are for those who bully others

• Design posters that tell students who can help them if they are being bullying, both in and out of school

• Produce posters that define what bullying behaviour is • Make posters that show examples of how to treat their peers

correctly If it is a large class, more than one group could work on the same task. In order to find external charities or additional research the students could use the internet to source this information, if available. The posters can be displayed in classrooms or around the school and should be used to set an example for younger students.

Stretch and challenge:

The stretch and challenge task asks students to discuss, plan and outline a lesson that they could deliver to their peers. They are to decide on the length of their lesson, their audience age, tasks, materials needed and any other additional information. They may use the internet to research is available.

         

   

   

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WRAP UP AND PROCESSING

Bullying is a sensitive topic and talking about it can cause stress and

discomfort. This is ok, but ensure that time is given for the audience to think

about the activities they have participated in; this is what the processing

section of the workshop will aim to do. Ask the group the questions below and

allow time for people to answer without rushing and give everyone time to

think about what they heave learnt.

• What did you learn about the topic of bullying today?

• Can you think of time when you or someone you know has been

bullied?

• How do you think bullying makes people feel?

• If someone started to bully you, who are some of the people you could

speak to and who would help you?

   

   

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ADDITIONAL RESOURCES

   

   

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POEMS ABOUT BULLYING

Everyday It Happens by Kathleen Kiker Every time I speak, another person hates me,

Every time they answer, I must forgive again.

Every time I listen, I suppress my angry comments,

Every time I hear them, I brush away the tears.

Every where I go, I am a nameless victim,

Everywhere I hide, they find me once again.

Every time they see me, I put a happy face on,

Every time they leave me, the tears roll down my cheeks.

Every night I’m sleeping, I dream of faceless horrors,

Every day I’m living, I wish it were not so.

Can’t Handle This by Chloe Paz Thomas Going to school is the worst thing for me,

No one notices or seems to see.

All the verbal, cyber and physical abuse,

Why don’t I escape via the noose?

The kicking, the texting, the calling me names,

I’m just sick of your horrible games.

It’s killing me slowly, I should end it quick,

I really cannot handle this.

To This Day by Shane Koyczan A spoken word poem which has been animated.

https://vimeo.com/59956490

   

   

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Samantha-Jayne by Gervase Phinn

Nobody speaks to Samantha-Jayne,

The silent child with the fancy name,

Who comes to school with hair a mess,

And milk stains down her dirty dress,

Who wears a coat that’s far too small,

And stands alone by the playground wall.

Nobody plays with Samantha-Jayne,

Who lives with her mum down Leadmill Lane,

In a run-down flat that’s dark and smelly,

Who spends her nights glued to the telly,

And sleeps in a bed that’s damp and cold,

In a dark little room that’s full of mould.

Nobody cares about Samantha-Jayne,

Who walks to school in wind and rain,

With her unwashed face and hair a mess,

And her coat too small and her dirty dress,

With the tight little mouth and the frightened stare.

No one, no one is there to care.

Samantha-Jayne, Samantha-Jayne,

Oh, what do you dream of, Samantha-Jayne,

As you walk to school all alone

Or stand in the playground on your own?

Do you dream of friends with whom to play,

To help you through the lonely day?

Do you dream of arms to hold you tight

To help you through the lonely night?

   

   

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MOTIVATIONAL QUOTES

These quotes can be printed and used as posters within the classroom.

Always forgive your enemies, nothing annoys them more.

(Oscar Wilde)

If you burn your neighbor’s house down it doesn’t make your look any

better. (Lou Holtz)

Even the lion has to defend himself against flies. (German Proverb)

 We must be the change we wish to see.

(Ghandi)  

Be kind whenever possible. It is always possible. (Dalai Lama)

 Always do your best. What you plant now, you will harvest later.

(Og Mandino)  

Be miserable. Or motivate yourself. Whatever has to be done, it's always your choice. (Wayne Dyer)

 

If you can dream it, you can do it. (Walt Disney)

 

By failing to prepare, you are preparing to fail. (Benjamin Franklin)

   

   

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DEALING WITH DIFFICULT SITUATIONS

What do I do if someone tells me they are being bullied by another youth? The first thing to do is to tell the student that you appreciate them trusting you

with this information. Telling someone about bullying is not the same at

snitching. Let them know that you will talk to a trusted adult to get them help.

Then tell an adult you trust and who you believe will address the situation as

soon as possible. Under no circumstances should you promise the child to

keep a secret. You should however respect their confidence and trust in you

and not share this with your friends or people other than the adults in which

you confide.

What do I do if someone gets upset, starts crying or gets mad during the activities on bullying awareness and prevention? Talking about bullying or participating in a workshop about bullying could bring

up some strong feelings in some of the participants. While this might be a little

uncomfortable, it is a good chance to help someone. Acknowledge their

feelings and try to work it in the conversation or discussion as you complete

the lessons/workshop. When finished, talk to them a little more and let them

know that you will be happy to help them find an adult they can trust. If they

are extremely upset you might want to have your teen or adult partner take

them outside and talk to them (this is why it’s a good idea to teach in teams!).

What do I do if someone tells me that they have been bullying someone? Many times people who bully do so because they are bullied or have other

issues that make them feel like they do not have control over their own lives. If

someone tells you that they have been bullying someone you should tell a

trusted adult and let them address the situation. It’s important to not judge the

person who confided in you. They may have their own problems and have

taken an important first step by admitting what they have done!

   

   

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EXTERNAL LINKS

Beat Bullying http://www.beatbullying.org/

Cartoon Network Stop Bullying http://www.cartoonnetwork.com/promos/stopbullying/

Emotional Literacy Support Assistant http://www.elsa-support.co.uk/

Feel: Emotional Literacy http://www.feel.org/emotional_literacy.php

Icebreaker Activities from Activity Village http://www.activityvillage.co.uk/ice-breaker-games

National Centre Against Bullying http://www.ncab.org.au/

Poems on bullying http://circle.nypo.org/bully.html

Project Animate Emotional Literacy: Bullying http://www.studiosuzanne.co.uk/EmotionalLiteracy.html

Stamp Out Bullying http://www.stampoutbullying.co.uk/home

The Hawn Foundation http://www.thehawnfoundation.co.uk/