Focus on Bullying: A Prevention Program for Elementary - Education

More documents

Recommendations

Info

Lesson Script As you know, all members of our school community have focussed on bullying prevention. Let’s see what you remember about bullying behaviour. We’ll play a game. If you think the statement I say is true, move to stand on this side of the room, near the “true” sign. If the statement is false, move to stand on the other side of the room, near the “false” sign. Be prepared to explain your choice. � Use the overhead transparency, if desired. Read the following statements and provide clarification if the statement generates disagreement or uncertainty. Aim to ensure that all students have a good understanding of what constitutes bullying. Prior to giving the correct answers, ask some students from each side to explain why they made the choice they did. � As an alternative approach, make this activity an opportunity for small group discussion. Arrange students into groups of three or four and use an overhead transparency with the true or false statements (attached). Show each statement in turn, read it to the class, and allow a few minutes for small groups to discuss the statement and reach agreement about whether it is true or false. Once the groups have decided, they should indicate their response holding up a paper labelled true or false. 1. True or false? Bullying behaviour is mean behaviour that happens again and again. Bullying is different from normal peer conflict that happens sometimes between kids who normally play together. What else can you tell me about the definition of bullying? 2. True or false? All bullying behaviour is physical—like kicking, punching, spitting or hitting. Bullying behaviour includes the physical behaviours already mentioned and also includes name calling and teasing (verbal bullying), threatening (intimidation) and excluding (social bullying) and other non-physical but equally mean behaviours. 274 Grades 4-5 True Usually there is a power imbalance between the student who bullies and the student who is bullied. False
3. True or false? It is not a your fault if you are being bullied. No one deserves to be hurt or afraid. No one deserves to be humiliated or excluded, or to lose friends. It sometimes might seem that one student does irritating things that can provoke or excite another student to bullying behaviour. Bullying behaviour is always a bad choice though, even if the bullied student’s behaviour is irritating and provokes anger and frustration. In this case, both students need support to change their behaviour. No one deserves to be bullied. It is not your fault if you are being bullied. 4. True or false? If you are bullied you might feel very mixed up and confused, afraid one moment and angry the next. Bullying can generate many mixed feelings in the person who is being bullied. How might a bullied student feel? 5. True or false? Only physical bullying is dangerous. Over time any bullying behaviour is dangerous because it leads to lack of selfesteem, can affect school work and all other areas of a student’s life. If someone is afraid to come to school or upset about what has happened to them during the day, he or she are not going to be a successful learner. In some cases, students who have been bullied over time have even dropped out of school or done other negative things to avoid the bullying. Also, threats and intimidation are dangerous because they can lead to worse things happening. 6. True or false? Students who bully others are often very good at keeping their bullying behaviour a secret from adults. This time they may even threaten students in order to keep their behaviour a secret. If someone threatens you to keep you from telling, they are threatening to retaliate. But the best way to end a bullying situation like that is to tell the adults who can help stop it. Once a student is brought to the school’s attention because of bullying behaviour, there would be consequences and that student can get the help needed to stop bullying. You would also get the help you need to be safe. afraid, terrified, lonely, sad, upset, angry, furious, shy, no confidence, embarrassed, disappointed, reluctant to go to school, like they have no friends, like there’s something wrong with them, hopeless Module B: The School Plan 275 True True False True
Page 3:
The B.C. Safe Schools Initiative Th
Page 6 and 7:
A Note about the Cover The children
Page 8 and 9:
LESSON PLANS Kindergarten .........
Page 11 and 12:
Acknowledgments F ocus on Bullying:
Page 13:
INTRODUCTION
Page 16 and 17:
In a school free of bullying, langu
Page 18 and 19:
through the development and impleme
Page 21 and 22:
The Nature of Bullying in Elementar
Page 23 and 24:
Bullying Behaviours Forms of Bullyi
Page 25 and 26:
Children who bully others often bel
Page 27 and 28:
Kids are have the power to stop bul
Page 29:
Many communities are fortunate to h
Page 33 and 34:
Step 1:Establish a Working Group St
Page 35 and 36:
Step 1: Establish a Working Group t
Page 37 and 38:
The Do’s of Collaborative Problem
Page 39 and 40:
Step 2: Involve Parents Step 2 incl
Page 41 and 42:
� Ask parents for their ideas con
Page 43 and 44:
Focus on Bullying
Page 45 and 46:
Focus on Bullying
Page 47 and 48:
Focus on Bullying
Page 49 and 50:
Focus on Bullying
Page 51 and 52:
Step 3: Involve Students Step 3 inc
Page 53 and 54:
Action Checklist Step 3: Involve St
Page 55 and 56:
A Code of Conduct is a description
Page 57 and 58:
Action Checklist Step 4: Create a S
Page 59 and 60:
All school staff, including supervi
Page 61 and 62:
� Design several types of tickets
Page 63 and 64:
Step 6 includes the following proce
Page 65 and 66:
Often, first responders may have in
Page 67 and 68:
alternative, acceptable behaviours.
Page 69 and 70:
Action Checklist Step 6: Develop a
Page 71 and 72:
Consider distributing written summa
Page 73 and 74:
� Conduct a “where are we with
Page 75:
Action Checklist Step 7: Implement
Page 79 and 80:
Is it Bullying? When observing stud
Page 81 and 82:
Responding to a Bullying Incident F
Page 83 and 84:
4. Follow-up Meet with the student
Page 85 and 86:
The following steps form a comprehe
Page 87 and 88:
Either the student’s teacher or p
Page 89 and 90:
1. Describe the behaviour in terms
Page 91 and 92:
� Responding to bullying incident
Page 93 and 94:
3. Confront the student about the b
Page 95 and 96:
Self-Reflection Activity Sheet (ada
Page 97 and 98:
Restorative interventions: � focu
Page 99 and 100:
One advantage of this approach is t
Page 101 and 102:
Bullying Incident Report Responsibi
Page 103:
Bullying Incident Report Steps Take
Page 107 and 108:
Address Bullying Prevention through
Page 109 and 110:
The lessons in this module will pro
Page 111 and 112:
Safety and Injury Prevention � de
Page 113 and 114:
students’ independent reading, as
Page 115:
Focus on Bullying
Page 119 and 120:
Module A: Defining Bullying Vocabul
Page 121 and 122:
Vocabulary tattling: reporting to a
Page 123 and 124:
Was Julie tattling when she went to
Page 125 and 126:
Vocabulary bullying tattling What i
Page 127 and 128:
In this story about Lee and Sam, wh
Page 129 and 130:
Vocabulary bullying Materials � c
Page 131 and 132:
� Go over some basic strategies t
Page 133 and 134:
Vocabulary (in adult language) asse
Page 135 and 136:
� Ask the students to “stand ta
Page 137 and 138:
Module B: The School Plan Vocabular
Page 139:
Now imagine that you come right up
Page 142 and 143:
Lesson Script � If your school ha
Page 144 and 145:
I’m going to read over the list y
Page 146 and 147:
Lesson Script Everyone wants our sc
Page 149 and 150:
Module C: Dealing With Bullying Voc
Page 151 and 152:
You know how to be assertive. And y
Page 153 and 154:
Materials � a pre-arranged visit
Page 155:
� Have the principal or another s
Page 158 and 159:
Lesson Script You know how to be as
Page 161:
Lesson Plans Grade 1
Page 164 and 165:
Lesson Script Have you ever heard s
Page 167 and 168:
Vocabulary bullying behaviours bull
Page 169 and 170:
Geoff started by saying Enrique was
Page 171 and 172:
Vocabulary bullying bullying behavi
Page 173:
Thank you for helping me learn abou
Page 176 and 177:
Lesson Script In the last few days
Page 178 and 179:
� Invite students to role play at
Page 180 and 181:
158 Grade 1 Sort and Paste Names:__
Page 182 and 183:
Lesson Script As you know, at our s
Page 184 and 185:
Assessment Strategies ❑ Ask stude
Page 186 and 187:
Lesson Script � If your school ha
Page 188 and 189:
Additional Activities ❑ Assign st
Page 190 and 191:
Lesson Script We’re going to talk
Page 193 and 194:
Module C: Dealing With Bullying Voc
Page 195 and 196:
Now let’s play a guessing game. H
Page 197 and 198:
Materials � props, puppets, dolls
Page 199:
Additional Activities ❑ Ask the s
Page 202 and 203:
Lesson Script � Briefly review cl
Page 204 and 205:
Additional Activities ❑ Have stud
Page 207 and 208:
Module A: Defining Bullying Vocabul
Page 209 and 210:
Behaviour that breaks the rules can
Page 211 and 212:
Vocabulary bullying bullying behavi
Page 213 and 214:
What are the different ways that Am
Page 215:
Additional Activities ❑ Ask stude
Page 218 and 219:
Lesson Script � Refer to the char
Page 220 and 221:
198 Grades 2-3 Student Survey We wa
Page 222 and 223:
200 Grades 2-3 Ways Students Get Al
Page 224 and 225:
Lesson Script We have been talking
Page 226 and 227:
If Raymond did nothing or was passi
Page 228 and 229:
✄ ✄ ✄ ✄ ✄ ✄ 206 Grades
Page 230 and 231:
Lesson Script Let’s recall what w
Page 232 and 233:
Additional Activities ❑ Allow tim
Page 234 and 235:
✄ ✄ ✄ ✄ ✄ ✄ ✄ ✄ 9.
Page 237 and 238:
Module B: The School Plan Vocabular
Page 239 and 240:
there is no bullying. We’ll think
Page 241 and 242:
Vocabulary school statement rules c
Page 243 and 244:
� Read the prepared chart of the
Page 245 and 246: Vocabulary consequences retaliation
Page 247 and 248: But, you might be afraid of being b
Page 249 and 250: Module C: Dealing With Bullying Mat
Page 251 and 252: Listen to the rest of the story. Th
Page 253 and 254: Vocabulary put-ups Materials � ch
Page 255 and 256: � Use a prop, or invite a student
Page 257: Think Positive Thoughts! Name:_____
Page 260 and 261: Lesson Script Today we’re going t
Page 262 and 263: ✄ ✄ ✄ ✄ ✄ ✄ ✄ ✄ 1,
Page 264 and 265: Lesson Script � Briefly review cl
Page 267: Lesson Plans Grades 4-5
Page 270 and 271: Lesson Script Today we are going to
Page 272 and 273: � List these behaviours on the ov
Page 275 and 276: Vocabulary bullying behaviours Mate
Page 277 and 278: Additional Activities ❑ Students
Page 279 and 280: 3. In which grades are the students
Page 281: My Experiences with Bullying Behavi
Page 284 and 285: Lesson Script Now we’re going to
Page 286 and 287: ✄ 264 Grades 4-5 Sentence Strips
Page 288 and 289: Lesson Script Today we’re going t
Page 290 and 291: � As students role play in front
Page 292 and 293: ✄ ✄ ✄ ✄ ✄ 270 Grades 4-5
Page 295: Module B: The School Plan Vocabular
Page 299: True or False? 1. Bullying behaviou
Page 302 and 303: Lesson Script We want to create a s
Page 304 and 305: Assessment Strategy ❑ Have studen
Page 306 and 307: Lesson Script � If the grade 6-7
Page 308 and 309: Project Activity Students can choos
Page 311 and 312: Module C: Dealing With Bullying Voc
Page 313 and 314: Now let’s talk about Jason, an on
Page 315: Additional Activities ❑ Have stud
Page 318 and 319: Lesson Script Now we are going to l
Page 321 and 322: Vocabulary put-downs put-ups deflec
Page 323 and 324: This time, Marc made a comment that
Page 325: Snappy Responses Worksheet Names: _
Page 328 and 329: Lesson Script We’ve been talking
Page 331: Lesson Plans Grades 6-7
Page 334 and 335: Lesson Script Today we are going to
Page 336 and 337: How do you think LeAnn is feeling?
Page 338 and 339: Additional Activities ❑ Have stud
Page 340 and 341: Story 3 William seems to get into t
Page 342 and 343: 320 Grades 6-7 Vocabulary Match Nam
Page 344 and 345: Lesson Script I am going to start t
Page 346 and 347:
Additional Activity ❑ Choose from
Page 348 and 349:
Survey Activity Begin with a brief
Page 350 and 351:
3. In which grades are the students
Page 353 and 354:
Vocabulary (in adult language) pass
Page 355 and 356:
Let’s chart some natural phrases
Page 357:
✄ ✄ ✄ ✄ ✄ Role Play Cards
Page 360 and 361:
Lesson Script � Discuss the pre-s
Page 362 and 363:
Additional Activities ❑ Ask the s
Page 364 and 365:
Lesson Script At our school we have
Page 366 and 367:
❑ Have students develop and make
Page 368 and 369:
Lesson Script In today’s lesson w
Page 370 and 371:
You have the right to be safe. But
Page 372 and 373:
Lesson Script Last lesson we talked
Page 374 and 375:
� Evaluate the consequences of ea
Page 376 and 377:
Story Analysis Activity Divide the
Page 378 and 379:
356 Grades 6-7 Strategies for Deali
Page 380 and 381:
Lesson Script We have already pract
Page 383:
RESOURCES
Page 386 and 387:
Browne, Anthony. 1995. Willy the Ch
Page 388 and 389:
Elliott, Michele. 1997. The Willow
Page 390 and 391:
Kemp, Gene. 1990. Just Ferret. New
Page 392 and 393:
Shreve, Susan. 1997. Joshua T. Bate
Page 394 and 395:
Healthy Schools Project This projec
Page 396 and 397:
Garrity, C., Jens, K., Porter, W.,
Page 398 and 399:
Pearce, Dr. John. 1989. Fighting, T
Page 400 and 401:
Dauber, S.L., and Epstein, J.L. 199
Page 402 and 403:
Sharp, Sonia and Peter K. Smith. 19
show all

Focus on Bullying: A Prevention Program for Elementary - Education

Create successful ePaper yourself

Delete template?

Save as template?