May-June 2021

New NHEG Heights Magazine Educational | May - June Group 2021
www.NewHeightsEducation.org
How can we counteract the harmful messages bombarding children
and help them become caring, productive citizens?
1. Teach children to be critical viewers of television programming.
Help them discriminate between fantasy and reality and between valuable
“What is the name of the item?”
“What did the ad say about the product?”
“What nutritional information was given about the product?”
“How did the ad make you feel?
and unworthy television content. Ask them to name programs
they frequently view. From the list pick a program that is targeted for
their age and notify parents of your intent. So that each child experiences
• Discuss the findings. Have children bring in empty cereal boxes
and compare the food labels as to the fat, carbohydrate, sugar,
protein and fiber content.
the same program, you may want to view it together. Have the
children write down or list together what they observe. For example:
• “Which ones are best for your body and why?” Compare
the packaging. “Does the package appeal to children?
• number of violent acts
If so, in what way?”
•
•
scenes where drugs are used
gender, racial, or cultural stereotyping
• Then compare the packaging of a generic brand to an
advertised brand. If possible, do a blindfolded taste test.
•
•
•
•
unrealistic events
reckless behavior
sexual innuendo
number of commercials
• To encourage healthy eating habits ask children to keep a food
diary of everything they consume in a day or week. Using the
Food Guide Pyramid or another viable source, have them judge
their eating choices.
•
•
If feasible, have them record the screen time of each incident.
Compile the information and discuss it.
Help children create a program evaluation scale (perhaps a 1 to 5
point scale from worthless 1, positive entertainment 3, educational
5). Have them keep a television viewing diary for a night or
a week using their scale to evaluate each program. After reporting
4. Ask children to name brands of beer and cigarettes. Put the list
on the board. Lead a discussion on alcohol by asking:
“What do television commercials tell you about alcohol?”
Drinking alcohol is fun, everyone does it, makes you feel a
part of the crowd, attracts beautiful girls.
on their findings, discuss what was learned and any viewing
changes they plan to make. For future reference, you may want to
have the children make of list of worthwhile activities they could
do rather than watch television.
“Is there any mention of the negative consequences of drinking
alcohol? Are there any? What are they?”
Drunk driving accidents, loose inhibitions, feel out of control,
taken advantage of, get sick, possible addiction or death.
2. Help children distinguish between ads and programs, and increase
their awareness of deceptive television commercials by asking:
“Is it sometimes hard to tell the difference between an ad and
the program? Why is this the case?” (The ad often relates to
persons or items featured in children’s programs.)
• Discuss tobacco products by asking:
“What messages do movie actors and billboards at sporting
events on television communicate about tobacco use?”
Smoking makes you look “cool,” a way to show independence,
feel tough, look sophisticated.
“Was there any sexual content?”
“How did the video make you feel?”
“What messages were conveyed?”
“Did the producers have the well-being of children in mind when
they created the music video?”
“What is the goal of the writer and special effects person?”
• After the discussion, turn the sound off and watch it again.
“What did you observe?”
“What could be the results from watching countless music
videos?”
• Put the list on the board.
6. Get children and parents involved. Ask students what they would
like to do to counteract the harmful messages conveyed through some
television programming. They may want to target one program or one
station by boycotting the products advertised. Write letters or email
broadcasters, government officials, or television personalities stating
their displeasure. Talk to parents and other groups about the harmful
effects of some television content.
Have the children, school counselor, or librarian present a program on
television viewing at a parent-teacher meeting and/or put the information
in a school newsletter. Copy and use the article titled, “Too Much
Violence on TV? What Can You do?”, located under Parent Tips at
www.kellybear.com /ParentsFrame.html.
Help parents become aware of the harmful effects of unsupervised
television exposure and elicit their cooperation in monitoring ALL
media.
CLIQUES AND PUT-DOWNS IN ELEMENTARY SCHOOLS
on what their peers think. Girls, in particular, are overly concerned
about being liked, and thus are strongly affected by rejection (see
Aggressive Girls).
Cliques can be minimized in the school setting when teachers
stress the importance of accepting individual differences and informing
students that exclusion and ridicule are forms of bullying.
They need to emphasize that spurning behaviors are unacceptable
and provide consequences if they continue. If children persist in
bullying their peers and all other measures have failed, the leaders
of cliques may need to be separated into different classrooms
(see Educator’s Guide to Bullying).
Additional ways teachers can be helpful:
• Build the rejected child’s self-image (see Understanding
Self-Esteem) by listening, reassuring and encouraging
positive peer interactions.
• Connect him/her with others by calling attention to
ways they are similar, i.e. both like to read, draw, run
fast, etc.
• Pair the child with someone who is kind for a class
project.
• Mix the children into compatible groups.
• Provide structured games inside and/or on the playground
that involve all of the students.
Ask a friendly child to include the child in playground activities.
Encourage the child to develop a friendship with a new child or
with one who has few friends.
Ask the school counselor for assistance that might include:
• Providing lessons on cliques;
• Establishing friendship groups that foster social skills;
and
• Meeting individually with the child.
“What is the goal of advertising?”
If there is cause for concern a teacher or school counselor could
To sell products or services; to make a profit.
“Is there any mention of the negative consequences of using
By Leah Davies, M.ed.
meet with the child’s parent(s). Together they could brainstorm
“How do they sell products?”
tobacco? Are there any? What are they?”
Cliques occur when a group of children exclude others. Even though
ways to support his/her friendships. One idea is for the parent to
Make the commercials as exciting, thrilling and enticing as
Addictive, expensive, shortness of breath, increase chances
they are most prevalent among middle school and high school students,
make “play dates” for the child, or he/she could involve the child
possible by playing to the viewers longings and emotions; to
of cancer and other health problems.
they are common in elementary classes, as well. Both girls and
in social groups outside of school. If the parent knows the parents
manipulate the viewer into being dissatisfied.
• Have students work in small groups to create their own alcohol
boys form cliques, but girl cliques are usually more covertly hurtful
of the children in the clique, she might feel comfortable calling to
“How many of you have ordered or purchased an item advertised
and/or tobacco commercials which demonstrate the harmful
in the way they treat others outside their group. Boys establish themselves
invite them to meet together with their children. They could share
on television? How many of you were disappointed with consequences from using these drugs. Videotape the groups.
socially by being athletic, tough and/or funny. They frequently
feelings and discuss possible solutions. If the parents agree not to
the item?”
The students may want to perform their “plays” for parents,
name call and make jokes at other’s expense. Generally, they push,
tolerate their children’s behavior, the situation could improve.
• Have students note when a program stops and an ad begins. Also peers or younger children.
shove and are more physically hurtful than girls. Both boys and girls can
have them analyze an advertisement of their choice and report 5. Pick a music video that is appropriate for the children’s age.
be observed ostracizing classmates who do not look or act a certain
A “put-down” is when a child’s comments cause another child
their findings.
Watch it together. The following questions may be asked:
way.
to feel rejected. The following is an example of how one teacher
• 3. Encourage children to be critical of food commercials which
“Did what you see match the meaning of the song?”
It is natural for children to want to feel accepted, protected and supported
creatively addressed this issue. When she observed her students
appear on television. Have them name food items they have seen
“Did you see any violent behavior?”
by peers. Not being included in ANY group can cause a child to
saying hurtful things to peers, she held a class meeting to remind
advertised. Then have them view a food commercial together,
“Did you see any tobacco, alcohol or other drug use?”
feel dejected and unable to do his/her best work. Exclusive cliques that
them of their rule to respect each other.
and answer the following questions:
ridicule others do harm since many children base their self-esteem
114 114 115
115