1. Teaching
About
Tolerance,
Diversity
and
Bullying

2. Working Together….
…We Can Build a
Community of Respect

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

4. 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)

5. 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)

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

7. ¡ 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.

9. ¡ 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?

10. § 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.

11. 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

12. 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

13. 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.

14. ¡ 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.

15. ¡ 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

18. 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.

19. 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

22. 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

23. ¡ Kindness
is
cool
¡ Acceptance
is
cool
¡ Tolerance
is
cool
¡ We
stand
up
for
ourselves
and
each
other

24. Diversity Wall
Buford Middle School

25. ¡ “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.

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

27. • 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

30. ¡ 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)

31. ¡ 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

32. ¡ Index
card
life
histories
¡ Patrick
F.
Daly
Edutopia
Video

33. 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

35. 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)

36. ¡ 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?

37. ¡ 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

39. ¡ 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

41. ¡ A
poem
by
Reverend
Martin
Niemoller,
1945
¡ Student
activities
and
videos
¡ www.Stopthebullying.gov

42. Classroom
Activities
• Speaking
Up
for
Each
Other
A
poem
by
Reverend
Martin
Niemoller,
1945
• Will
you
stand
up
for
me?
• www.Stopthebullying.g
ov
• It
starts
with
one!
www.Stopthebullying.g
ov

43. ¡ “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

44. 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.

45. 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.

46. ¡ 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

48. ¡ 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.”

49. 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

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

51. 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

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

53. ¡ 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

55. ¡ 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.

56. ¡ 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.

57. ¡ 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)

58. § 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

59. ¡ 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
¡ lstack@mac.com