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Teaching	
  About	
  Tolerance,	
  
Diversity	
  and	
  Bullying	
  
Working Together….
…We Can Build a
Community of Respect
GOALS
• Enhance or create a culture of respect.
• Celebrate diversity
• Empower members of the school
community to challen...
What	
  is	
  Bullying?	
  
Bullying	
  is	
  any	
  ongoing	
  physical	
  or	
  
verbal	
  mistreatment	
  where	
  ther...
What	
  is	
  Bullying?	
  
Bullying	
  is	
  any	
  ongoing	
  physical	
  or	
  
Verbal	
  mistreatment	
  where	
  ther...
Power	
  Imbalance	
  
Between Bully
and Victim:
Number,
Size,
Status,
Role,
Culture,
Ethnicity,
Religion.
¡  The	
  average	
  bullying	
  session	
  lasts	
  only	
  37	
  
seconds.	
  
¡  They	
  usually	
  occur	
  2	
  or	...
¡  What	
  does	
  this	
  mean?	
  
¡  Can	
  you	
  see	
  things	
  you	
  are	
  not	
  looking	
  for?	
  
¡  We	
...
§  Bullying against boys is a more frequent
occurrence than against girls.
¡  More children age 12 call child help lines...
DIRECT	
  
	
  	
  	
  	
  	
  	
  	
  	
  	
  Face	
  to	
  face	
  
Verbal	
  
Insults,	
  putdowns,	
  
teasing,	
  
ha...
Relational	
  
Aggression	
  
Telling	
  people	
  not	
  to	
  be	
  
friends	
  with	
  a	
  victim	
  	
  
INDIRECT	
  ...
A student who is bullying
Starts the bullying and takes an
active part
Follower
Takes an active part, but
does not start t...
¡  On your card, write about a bullying situation
that happened to you or that you saw happen
to someone else.
¡  Find a...
¡  Don’t	
  ignore	
  bullying	
  behavior.	
  	
  
¡  Don’t	
  talk	
  to	
  the	
  kids	
  involved	
  
together,	
  o...
1.  Set-up a bully free school and classrooms.
2.  Ask students to sign an anti-bullying pledge.
3.  Build all students’ s...
You can’t do this alone!
STEP ONE
•  Consider including all parts of your school
community
  Teachers/Administrators/Staf...
Source: http://www.bullyfree.com/resources/teachers.php
S tay away from Bullies
T ell someone
A void bad situations
M ake ...
¡  Kindness	
  is	
  cool	
  
¡  Acceptance	
  is	
  cool	
  
¡  Tolerance	
  is	
  cool	
  	
  	
  
¡  We	
  stand	
 ...
Diversity Wall
Buford Middle School
¡  “Mix it Up at Lunch” Day – Everyone sits
with someone new at lunch on this day.
¡  No Name Calling – Students pledge ...
Ask students to sign a Resolution of
Respect or an antibullying pledge.
STEP TWO
• 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 ...
¡  If	
  you	
  see	
  or	
  hear	
  of	
  a	
  bullying	
  situation	
  investigate	
  and	
  
take	
  action,	
  if	
  ...
¡  No	
  one	
  is	
  an	
  outsider	
  
¡  Everyone	
  is	
  welcome	
  
¡  We	
  treat	
  everyone	
  the	
  way	
  w...
¡  Index	
  card	
  life	
  
histories	
  
¡  Patrick	
  F.	
  Daly	
  
Edutopia	
  Video	
  
Purpose:	
  	
  To	
  share	
  information	
  and	
  interests	
  with	
  the	
  
others	
  in	
  the	
  class;	
  to	
  g...
1.  Find	
  a	
  partner	
  you	
  don’t	
  know.	
  
2.  Use	
  your	
  card	
  to	
  tell	
  your	
  partner	
  your	
  ...
¡  What	
  did	
  you	
  learn?	
  
¡  How	
  did	
  you	
  feel?	
  
¡  Were	
  you	
  actively	
  engaged?	
  
¡  Wh...
¡  Patrick	
  F.	
  Daly	
  School	
  
Edutopia	
  Video	
  
§  What	
  is	
  self-­‐esteem?	
  
§  What	
  hurts	
  se...
¡  Patrick	
  F.	
  Daly	
  School	
  
Edutopia	
  Video	
  
§  What	
  is	
  self-­‐esteem?	
  
§  What	
  hurts	
  se...
¡  A	
  poem	
  by	
  
Reverend	
  Martin	
  
Niemoller,	
  1945	
  
¡  Student	
  activities	
  
and	
  videos	
  
¡  ...
Classroom	
  
Activities	
  
•  Speaking	
  Up	
  for	
  Each	
  
Other	
  	
  
A	
  poem	
  by	
  Reverend	
  
Martin	
  ...
¡  “On	
  Speaking	
  Up	
  for	
  Each	
  Other”	
  (Voices,	
  Bronze	
  p.	
  173)	
  
¡  Before	
  you	
  read:	
  Q...
In	
  Germany	
  they	
  came	
  first	
  for	
  the	
  
Communists,	
  
And	
  I	
  didn't	
  speak	
  up	
  
Because	
  I...
Then	
  they	
  came	
  for	
  the	
  trade	
  unionists,	
  
And	
  I	
  didn't	
  speak	
  up	
  
Because	
  I	
  wasn't...
¡  Complete	
  each	
  sentence.	
  
1.  I	
  have	
  spoken	
  up	
  about	
  
2.  I	
  have	
  not	
  spoken	
  up	
  a...
¡  Teaching	
  Tolerance	
  (http://www.tolerance.org/lesson/where-­‐
we-­‐stand)	
  
¡  Scenario:	
  When	
  you	
  try...
1.  Action:	
  You	
  take	
  the	
  younger	
  student	
  and	
  go	
  to	
  
another	
  bathroom.	
  
§  Agree	
  
§  ...
¡  Teaching	
  Tolerance	
  (http://www.tolerance.org/lesson/
where-­‐we-­‐stand)	
  
¡  During	
  lunch	
  period	
  a	...
1.  Action:	
  Seeing	
  this,	
  you	
  decide	
  to	
  tell	
  a	
  teacher.	
  
§  Agree	
  
§  Disagree	
  
§  Not	...
¡  Teaching	
  Tolerance	
  (http://www.tolerance.org/lesson/
where-­‐we-­‐stand)	
  
¡  An	
  overweight	
  student	
  ...
¡  Action:	
  You	
  see	
  this	
  happening	
  all	
  the	
  time,	
  but	
  you	
  
don’t	
  say	
  anything	
  becaus...
¡  A reading or activity is divided into parts
and the participants are divided into
“home groups”.
¡  In the home group...
¡  Expert groups meet to read and study their
section of the reading and draw their picture.
¡  Experts return to their ...
¡  The	
  right	
  to	
  a	
  childhood	
  (including	
  protection	
  from	
  harm)	
  
¡  The	
  right	
  to	
  be	
  ...
§  United	
  States	
  Government	
  Bullying	
  Prevention	
  
Web	
  Site.	
  What	
  is	
  Bullying?	
  www.stopbullyi...
¡  Thank	
  you	
  for	
  attending	
  and	
  all	
  that	
  you	
  are	
  
doing	
  to	
  fight	
  bullying.	
  	
  If	
 ...
Bully projects final.pptx
Bully projects final.pptx
Bully projects final.pptx
Bully projects final.pptx
Bully projects final.pptx
Bully projects final.pptx
Bully projects final.pptx
Bully projects final.pptx
Bully projects final.pptx
Bully projects final.pptx
Bully projects final.pptx
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Bully projects final.pptx

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Bully projects final.pptx

  1. 1. Teaching  About  Tolerance,   Diversity  and  Bullying  
  2. 2. Working Together…. …We Can Build a Community of Respect
  3. 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. 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. 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. 6. Power  Imbalance   Between Bully and Victim: Number, Size, Status, Role, Culture, Ethnicity, Religion.
  7. 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.  
  8. 8. ¡  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?  
  9. 9. §  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.
  10. 10. 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  
  11. 11. 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    
  12. 12. 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.  
  13. 13. ¡  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.
  14. 14. ¡  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  
  15. 15. 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.
  16. 16. 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
  17. 17. 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  
  18. 18. ¡  Kindness  is  cool   ¡  Acceptance  is  cool   ¡  Tolerance  is  cool       ¡  We  stand  up  for  ourselves  and  each  other  
  19. 19. Diversity Wall Buford Middle School
  20. 20. ¡  “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.
  21. 21. Ask students to sign a Resolution of Respect or an antibullying pledge. STEP TWO
  22. 22. • 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
  23. 23. ¡  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)
  24. 24. ¡  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  
  25. 25. ¡  Index  card  life   histories   ¡  Patrick  F.  Daly   Edutopia  Video  
  26. 26. 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  
  27. 27. 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)  
  28. 28. ¡  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?    
  29. 29. ¡  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  
  30. 30. ¡  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  
  31. 31. ¡  A  poem  by   Reverend  Martin   Niemoller,  1945   ¡  Student  activities   and  videos   ¡  www.Stopthebullying.gov  
  32. 32. 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      
  33. 33. ¡  “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    
  34. 34. 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.      
  35. 35. 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.          
  36. 36. ¡  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  
  37. 37. ¡  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.”  
  38. 38. 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  
  39. 39. ¡  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.  
  40. 40. 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  
  41. 41. ¡  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  
  42. 42. ¡  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  
  43. 43. ¡  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.
  44. 44. ¡  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.
  45. 45. ¡  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)  
  46. 46. §  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  
  47. 47. ¡  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  

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