EDUC 304Classroom Challenge 3 – Bullying in the Classroom Instru.docx

EDUC 304
Classroom Challenge 3 – Bullying in the Classroom Instructions
Bullying is becoming more and more commonplace in the
classroom, even in schools once deemed “safe”. Teaching
students how to share space with others at school can positively
impact behavior both in and outside the classroom.
In this module/week’s challenge you will read about some ways
bullying might look like at your school one day. The provided
scenario presents several types of bullying, and you must
identify three of them. Read and study the scenario as you
consider ways to keep bullying out of your classroom.
Specificity is important with this assignment; as you write your
paper, you must continually ask yourself “why” and “how”. In
your challenge you must discuss 3 types of bullying found in
the provided scenario and ways that you can keep bullying out
of your classroom. To earn full credit, your paper must employ
specific and quality discourse.
Include the following discussion points in your challenge for
each of the 3 types of bullying you identify and discuss:
1. Identify a type of bullying you see exemplified in the
provided scenario and how you recognize it.
2. With reliance on peer-reviewed research articles, explain why
you identify this behavior as bullying.
3. Provide examples to explain why you think this type of
bullying is showing itself in your classroom.
4. Apply your solutions to demonstrate how you can prevent
this type of bullying from becoming a part of your classroom
environment in the future.
5. Include discussion of how you will know that your solutions
are effective. What changes will you see in your classroom?

6. Cite the peer-reviewed research articles you use in your
discussion and include a reference list of sources at the end of
your paper.
The following are requirements for your paper:
A. Your paper must meet a minimum of 1,200 words (not
including the title page, abstract page, and reference page) and
be formatted in current APA style.
B. You must use at least 4 sources in your paper:
1. 1 source must be the Bible. (Reference which translation you
use, i.e. KJV, NKJV, NIV, etc.)
2. 1 source must be the course textbook.
3. 2 sources must be peer-reviewed research articles that you
find on your own.
a. To assist you in your search for an article, you can access the
Jerry Falwell Library at
http://libguides.liberty.edu/content.php?pid=544015 to find
peer-reviewed journal articles.
b. The self-selected research articles:
1) Must be peer-reviewed;
2) Must be published within the last 5 years; and
3) Must be at least 5 pages.
C. You must include at least 5 citations within your paper for
the work you borrow from the 4 sources.
Submit your answers as a Microsoft Word document and attach
using the assignment link provided.
Submit your Classroom Challenge 3 by 11:59 p.m. (ET) on
Monday of Module/Week 6.

of 1
EDUC
304
Page
1
of
1
C
LASSROOM
C
HALLENGE
3
–
B
ULLYING
IN THE
C
LASSROOM
I
NSTRUCTIONS
Bullying is becoming more and more

commonplace in the classroom, even in schools once
deemed “safe”. Teaching students how to
share space with others at school can positively impact
behavior
both in and outside the classroom
.
In t
his
module/
week’s challenge you will read about
some
ways bullying might look
like
at your
school
one day
.
The provided scenario presents several types of bullying, and
you must identify
three of them.
Read and study the scenario as you consider
ways to
keep
bullying
out of your
classroom
.

paper, you must continually ask
yourself “why” and “how”
.
In your challenge you must discuss
3
type
s of bullying
found in the
provided
scenario
and ways that you can
keep bullying
out of
your classroom.
To earn full credit,
your paper must employ specific and quality discourse.
Include the following discussion points in your challenge
for each of the
3 types of bullying you
identify and discuss
:
1.
Ident
ify
a

type of bullying
you see exemplified in the
provided
scenario
and
how
you
recognize
it.
2.
With reliance on peer
-
reviewed research articles
,
explain why you
identify
this
behavior as
bullying
.
3.
Provide
examples to

explain why
you think this type of bullying
is showing
itself
in your classroom.
4.
Apply your solutions to demonstrate how
you can
prevent this type of bullying
from becoming a part of your classroom environment in the
future.
5.
Include discussio
n of how you will know that your solutions are effective.
What
changes will you see in your classroom?
6.
Cite the peer
-
reviewed research articles you use in your discussion and
include a
reference list of sources at the end of your paper.

The following are
requirements for your paper:
A.
Your paper must meet a minimum of 1
,
200 words (not including the title page, abstract
page, and reference page) and be formatted in current APA style
.
B.
You must use at least 4 sources in your paper
:
1.
1 source must be the
Bible
.
(
R
eference which translation you use, i.e. KJV, NKJV,
NIV, etc.)
2.
1 source must be the course textbook
.

3.
2
sources must be peer
-
reviewed research articles that you find on your own
.
EDUC 304
Page 1 of 1
CLASSROOM CHALLENGE 3 – BULLYING IN THE
CLASSROOM INSTRUCTIONS
Bullying is becoming more and more commonplace in the
classroom, even in schools once
deemed “safe”. Teaching students how to share space with
others at school can positively impact
behavior both in and outside the classroom.
In this module/week’s challenge you will read about some ways
bullying might look like at your
school one day. The provided scenario presents several types of
bullying, and you must identify
three of them. Read and study the scenario as you consider
ways to keep bullying out of your
classroom.
paper, you must continually ask
yourself “why” and “how”. In your challenge you must discuss
3 types of bullying found in the
provided scenario and ways that you can keep bullying out of
your classroom. To earn full credit,
your paper must employ specific and quality discourse.

Include the following discussion points in your challenge for
each of the 3 types of bullying you
identify and discuss:
1. Identify a type of bullying you see exemplified in the
provided scenario and how
you recognize it.
2. With reliance on peer-reviewed research articles, explain why
you identify this
behavior as bullying.
3. Provide examples to explain why you think this type of
bullying is showing itself
in your classroom.
4. Apply your solutions to demonstrate how you can prevent
this type of bullying
from becoming a part of your classroom environment in the
future.
5. Include discussion of how you will know that your solutions
are effective. What
changes will you see in your classroom?
6. Cite the peer-reviewed research articles you use in your
discussion and include a
reference list of sources at the end of your paper.
The following are requirements for your paper:
A. Your paper must meet a minimum of 1,200 words (not
including the title page, abstract
page, and reference page) and be formatted in current APA
style.
B. You must use at least 4 sources in your paper:
1. 1 source must be the Bible. (Reference which translation you
use, i.e. KJV, NKJV,
NIV, etc.)

2. 1 source must be the course textbook.
3. 2 sources must be peer-reviewed research articles that you
find on your own.
1
ISE 510 Security Risk Analysis & Plan
Week 3 HW 3-1 Video Game: Agent Surefire: InfoSec
30 points
<Last Name, First Name>
Due <DATE>
Submitted on <DATE>
If late let me know why:
=====================================
Delete these instructions in blue font before submission:
Change file name to HW#3_LAST_FIRST
A few comments up front:
-- The GAME instructions say to FIND the MOLE - - but you
don't have too -- you just need to correctly categorize and
document 7 vulnerabilities.
-- It takes about 45 minutes to 90 minutes.
-- The original purpose of this game play is to discover
vulnerabilities that you can use for your final project. However,
because the Game is very challenging, you will be provided a
more definitive breach description.

-- You might want to watch this quick video, as an exciting
introduction, before you start:
https://www.youtube.com/watch?v=x9vsofVgm5I
-- It is highly recommended that you read the Help Menu, once
inside the game, for more details.
After navigating to the Jones and Bartlett Learning website that
accompanies ISE 510, please start the GAME: Agent SureFire.
Use the HELP feature to learn about the objective of the GAME
and how to navigate and collect points for uncovering
vulnerabilities.
After that, please write down a few sentences about each of the
7 (minimum) vulnerabilities. There are 10 Vulnerably
Categorifies, see Appendix for a full list. Questions 3, 7 and 9
are mandatory; otherwise you can stop after completing 7.
Completing 7 vulnerabilities equals 100% score for this HW
activity – you are welcome to do more than 7. If you have
questions, please don’t hesitate to ask!
1) (vulnerability category #1). Cabinet and drawers left
unlocked and/or their keys unsecured (even if they are empty).
What example of this vulnerability category did you find?

2) (vulnerability category #2). Documents and media containing
business information left unconcealed and/or unsecured.
3) (Mandatory - vulnerability category #3). Documents or media
with employee, client or partner information left unconcealed
and unsecured.
Give details: Which workstation did you find it? Can you
identify the person the desk belongs to? What could be done to
prevent this?
4) (vulnerability category #4). Improper disposal of documents
containing sensitive information.
5) (vulnerability category #5). Leaving the computer terminals
or password-protected software running and unlocked.
6) (vulnerability category #6). Leaving password protected
software and running and unlocked

7) (Mandatory - vulnerability category #7). Unconcealed PIN
numbers and passwords
prevent this?
8) (vulnerability category #8). Using predictable PIN numbers
to access Voicemail
9) (Mandatory - vulnerability category #9). Portable hardware
left unattended, which if stolen would result in material,
financial and strategic losses
prevent this?

10) (vulnerability category #10). Possession and/or use of
software and/or storage media that management deems illegal
and unsafe.
Appendix - Violation Category from the InfoSec Game
Classroom Challenge 3 Scenario– Bullying in the Classroom
Consider that you are the 8th grade teacher at a private, K-12,
Christian school called Flower Stone Academy. You have been
at the school for 17 years, and you thoroughly enjoy working
under the direction of your headmaster, Mr. Goss. One of Mr.
Goss’ favorite daily activities is his walkabout through the
school to see ideas generated, problems solved, and laughter
shared. He considers it his duty to model a positive school
climate. He wants to see his students and teachers learning and
fellowshipping together much like a family living life together.
Mr. Goss is no stranger to “living life.” He grew up in a poorly
funded orphanage and saw all walks of life. He witnessed and
fell victim to defeat, anger, abuse, rejection, and bullying. He
spent as much time trying to fit in as he did trying to escape.

His life was turned around, though, with his adoption at the age
of 15 by a middle-aged Floridian couple. They had lost their
only child to a school shooting and wanted to make an impact
on another child.
Because of his new mother and father, Mr. Goss was able to go
to college and earn his degrees in the field of education. He
was determined to pay it forward and impact children. He
vowed that his future school would be like a family, a healthy
family. There would be disagreements, but they would be
worked out with love, kindness, and gentleness. “That’s it,” he
thought, “the fruit of the Spirit! One day I’ll have a school
modeled after the fruit of the Spirit.”
You are really excited to talk to Mr. Goss this late October day,
because you have just returned from a conference and wanted to
share some ideas with him. The conference was about the state-
approved bullying program, and Mr. Goss had asked you to
attend because of a bullying situation evolving in your
classroom. With bullying becoming more commonplace in
today’s classrooms, he wants you to act as an advocate for
change. You are proud to wear the label
of “advocate” for this school you love. You think, I can be the
change agent! Mr. Goss has shared his conceptual framework
with you many times. His perception of a school modeled after
the fruit of the Spirit fills your thoughts as you think back to
how this year started for you.
Emily, Keisha, and Tasha are three girls in your class who at
times seem to get along just fine, but once Emily or Keisha tires
of Tasha, they become cruel. Tasha’s family is new to the
school, so you really do not know a lot about them. When you
met Tasha and her mother at the Back-to-School Picnic, her
mother seemed tired. She, Tasha, and two younger siblings had
relocated to your area during the summer. You are aware that
their move had been stressful and that they started the year in

temporary housing. You also know that a scholarship for
tuition had been awarded to Tasha. Did this information about
the scholarship become public knowledge? If so, did it have
any bearing on Emily and Keisha’s opinion of Tasha? You are
desperately trying to find a reason for why this is happening in
your classroom.
At the conference you attended, you heard, “…a positive school
climate may be a necessary, but not sufficient, factor for
effective bullying prevention and intervention” (Wang, Berry, &
Swearer, 2013). I know Mr. Goss’ model for the school intends
to promote a positive school climate. You also learned that
there are different elements of a school climate, though, and
that “…bullying prevention and intervention programs [should
be] tested to better understand which elements are robust and
affect positive, lasting change” (Wang, Berry, & Swearer,
2013). Can a conceptual framework lead to a positive school
climate, or is there more we can do to ensure a positive school
climate?
Emily and Keisha seem to find enjoyment in taunting Tasha.
Today at lunch Emily would not let Tasha sit at the lunch table.
By refusing to let her sit with the group, Emily is publicly
rejecting Tasha, and this empowers Emily because it allows her
to control the social environment for the moment. Though Emily
tends to be the leader, Keisha joins in and brings the lunchroom
incident back to the classroom. During a group activity, Keisha
scribbles out a hurtful poem about Tasha’s outfit for her group
to enjoy. “Doesn’t she know we can see the stains under her
arms from way over here,” she laughs?
Tasha tells you that yesterday she, Emily, and Keisha played a
great game of basketball together against a really strong team.
In fact, everyone was saying that it was because of Tasha,
Emily and Keisha that their team won. When it was time to
leave, Tasha was late getting on the bus because she had

forgotten her water bottle in the gym. When she was walking
down the aisle to her seat, Emily stuck out her foot and tripped
her. In addition to falling flat on her face, her water bottle
rolled down the dirty floor, and her phone flew out of her hand
and cracked.
As you listen to Tasha recount the events, you feel uneasy about
the frequency of these incidents. You are fearful that bullying
in its truest form is unfolding right in front of you. In your 17
years of teaching you have not encountered bullying among
your students to this degree. Your concern escalates because
the occurrences are moving outside the classroom. Is
cyberbullying next? From your observations, Emily and Keisha
are taking advantage of someone whom they have decided is not
worthy of true membership in their group.
Tasha’s grades are falling, and her participation in class
discussions is waning. You decide to call Tasha’s mother. “It
just takes time to get used to a new school,” Mrs. Jones
suggests when you tell her about Tasha’s schoolwork. No, you
think it is much more serious than that. You think you have a
genuine problem with bullying in your classroom, and you must
figure out what to do about it.
Are you managing your classroom in such a way that your
classroom environment is supportive? Mr. Goss always tells his
teachers that he wants the school to model a healthy family.
Are you doing all you can to discourage bullying? Are you
appropriately rewarding and punishing behaviors? Are you
effectively communicating consequences of behaviors? These
are just a few of the questions that you tackled at the
conference. You do not have all the answers, but you are
determined to be an ambassador for change.
Mr. Goss suggests that you meet with the school counselor, so
that she can provide you with some up-to-date research on

bullying. You agree; you know from the conference there are
several types of bullying, and you want to make sure your
classroom environment opposes them with appropriate
strategies. As you make your way down to the counselor’s
office, your mind goes back to Mr. Goss’ framework for the
school. How can you model the fruit of the Spirit to prevent
bullying from emerging in your classroom again?
Reference:
Wang, C., Berry, B., & Swearer, S. M. (2013). The Critical Role
of School Climate in Effective Bullying Prevention. Theory
Into Practice, 52(4), 296-302.
Page 1 of 1
Page
1
of
1
C
LASSROOM
C
HALLENGE
3

S
CENARIO
–
B
ULLYING IN THE
C
LASSROOM
Consider that you are the 8
th
grade teacher at a private, K
-
12, Christian school called Flower
Stone Academy.
You have been at the school for
17
years, and you thoroughly enjoy working
under the direction of your headmaster, Mr. Goss.
One of Mr. Goss’ favorite daily activities is
his walkabout through the school to see
ideas generated, problems solved, and laughter shared.
He considers it his dut
y to model a positive school climate
. H
e wants to see his students and
teachers learning and fellowshipping together
much like a family living life together.

Mr. Goss is
no stranger to “living life
.
”
He grew up in a poorly funded
orphanage an
d saw all
walks of life. He witnessed and
fell victim to
defeat,
anger,
abuse, rejection
, and
bully
ing. H
e
spent as much time trying to fit in as he did trying to escape
. His life was turned around, though,
with his adoption
at the age of 15 by a middle
-
aged
Floridian couple. They had lost their only
child to a s
chool shooting and wanted to mak
e an impact on another child.
Because of
his new mother and father
, Mr. Goss was able to go to college and earn his degrees in
the field of education. He

was determin
ed to pay it forward and impact children
.
He vowed that
his
future
school would be like a family
, a healthy family
. T
here would be disagreements, but
they wo
uld be worked out with love, kindness, and gentleness.
“That’s it
,
”
he though
t, “the fruit
of the
S
pirit!
One day I’ll have
a school modeled after
the fruit
of the Spirit
.
”
You are really excited to talk to Mr. Goss
this late October day
,

because you have just returned
from
a conference
and wanted to share some
ideas
with him
.
The con
ference was about the
state
-
approved bullying program, and
Mr. Goss had asked you to
attend because of a
bullying
situation evolving in your classroom.
With bullying becoming more commonplace in today’s
classrooms, he wants
you to act as
an advocate for c
hange.
You are proud to wear the label
of
“
advocate
”

for this school you love. You think
,
I can be the change agent!
Mr. Goss has
share
d his
conceptual framework
with you
many times.
H
is
perception of a school modeled after
the fruit of the Spirit
fil
ls
your thoughts as you think back to how this year started for
you.
times seem to get along just fine
,
but once Emily or Keisha tires of Tasha, they become cruel.
Tasha’s family is new to
the school,
so you really do not know a lot about them. When you met
Tasha and her mother at the Back
-

to
-
School Picnic, her mother seemed tired. She, Tasha, and two
young
er siblings had relocated to
your
area
during
the summer. You are aware that their
move had been stressful
and that
they
started the year in temporary housing
. You also know that
a scholarship for tuition had been
awarded to Tasha.
Did this information about the scholarship become public
knowledge? If so,
did it have any bearing
on Em
ily and Keisha’s opinion of Tasha?
You
are
desperately tryi
ng to
find a reason
for
why this is
happening in your classroom.

At t
he conference you
attended, you heard,
“…a positive school climate may be a necessary, but
not sufficient, factor for effecti
ve bullying prevention and intervention” (
Wang, Berry, &
Swearer, 2013).
I know Mr. Goss’ model for the school
intends
to promote a positive school
climate
.
You also learned that there are
different elements of a school climate, though, and that
“…bullyi
ng prevention and intervention programs
[should be] tested to better understand which
elements are robust and affect positive, lasting change” (Wang,
Berry, & Swearer, 2013).
Can
a
Page 1 of 1
CLASSROOM CHALLENGE 3 SCENARIO– BULLYING IN
THE CLASSROOM
Consider that you are the 8

th
grade teacher at a private, K-12, Christian school called Flower
Stone Academy. You have been at the school for 17 years, and
you thoroughly enjoy working
under the direction of your headmaster, Mr. Goss. One of Mr.
Goss’ favorite daily activities is
his walkabout through the school to see ideas generated,
problems solved, and laughter shared.
He considers it his duty to model a positive school climate. He
wants to see his students and
teachers learning and fellowshipping together much like a
family living life together.
Mr. Goss is no stranger to “living life.” He grew up in a poorly
funded orphanage and saw all
walks of life. He witnessed and fell victim to defeat, anger,
abuse, rejection, and bullying. He
spent as much time trying to fit in as he did trying to escape.
His life was turned around, though,
with his adoption at the age of 15 by a middle-aged Floridian
couple. They had lost their only
child to a school shooting and wanted to make an impact on
another child.
Because of his new mother and father, Mr. Goss was able to go
to college and earn his degrees in
the field of education. He was determined to pay it forward and
impact children. He vowed that
his future school would be like a family, a healthy family. There
would be disagreements, but
they would be worked out with love, kindness, and gentleness.
“That’s it,” he thought, “the fruit
of the Spirit! One day I’ll have a school modeled after the fruit
of the Spirit.”
You are really excited to talk to Mr. Goss this late October day,

because you have just returned
from a conference and wanted to share some ideas with him.
The conference was about the
state-approved bullying program, and Mr. Goss had asked you
to attend because of a bullying
situation evolving in your classroom. With bullying becoming
more commonplace in today’s
classrooms, he wants you to act as an advocate for change. You
are proud to wear the label
of “advocate” for this school you love. You think, I can be the
change agent! Mr. Goss has
shared his conceptual framework with you many times. His
perception of a school modeled after
the fruit of the Spirit fills your thoughts as you think back to
how this year started for you.
times seem to get along just fine,
but once Emily or Keisha tires of Tasha, they become cruel.
Tasha’s family is new to the school,
so you really do not know a lot about them. When you met
Tasha and her mother at the Back-to-
School Picnic, her mother seemed tired. She, Tasha, and two
younger siblings had relocated to
your area during the summer. You are aware that their move
had been stressful and that they
started the year in temporary housing. You also know that a
scholarship for tuition had been
awarded to Tasha. Did this information about the scholarship
become public knowledge? If so,
did it have any bearing on Emily and Keisha’s opinion of
Tasha? You are desperately trying to
find a reason for why this is happening in your classroom.
At the conference you attended, you heard, “…a positive school
climate may be a necessary, but

not sufficient, factor for effective bullying prevention and
intervention” (Wang, Berry, &
Swearer, 2013). I know Mr. Goss’ model for the school intends
to promote a positive school
climate. You also learned that there are different elements of a
school climate, though, and that
“…bullying prevention and intervention programs [should be]
tested to better understand which
elements are robust and affect positive, lasting change” (Wang,
Berry, & Swearer, 2013). Can a

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