This document provides information about a faculty professional development workshop on bullying prevention. It includes:
1) An introduction that frames the workshop as an opportunity for faculty to work together to make a difference in addressing bullying.
2) Several activities and discussion topics covered in the workshop, including defining bullying and the roles students can play, distinguishing between bullying and conflicts, setting behavioral expectations through an anti-bullying code of conduct, and using strategies like peace tables to resolve issues.
3) Questions from participants about warm-up activities, mindfulness, the meaning of "boxing out bullying," addressing disruptive behaviors, and clarifying definitions, which are answered by the workshop leader to further the discussion.
Steve Vitto Functional assessment and meeting mechanics presentationSteve Vitto
A presentation on performing functional assessments and writing behavior intervention plans using the Meeting Mechanics Process for Reeths Puffer Schools- McMillan Elementary
Strategies for Empathy, Grit and Resilience Part 2 of 2Mann Rentoy
PART 1
of the Presentation of Mann Rentoy on
TRIED-AND-TESTED STRATEGIES TO DEVELOP Resilience, Empathy and Grit
Given on March 9, 2019
at the Immaculate conception Academy (ICA), Greenhills, San Juan City
www.mannrentoy.com
Email Mann Rentoy at info@mannrentoy.com
Strategies for Empathy, Grit and Resilience Part 1 of 2Mann Rentoy
PART 1
of the Presentation of Mann Rentoy on
TRIED-AND-TESTED STRATEGIES TO DEVELOP Resilience, Empathy and Grit
Given on March 9, 2019
at the Immaculate conception Academy (ICA), Greenhills, San Juan City
www.mannrentoy.com
Email Mann Rentoy at info@mannrentoy.com
Steve Vitto Functional assessment and meeting mechanics presentationSteve Vitto
A presentation on performing functional assessments and writing behavior intervention plans using the Meeting Mechanics Process for Reeths Puffer Schools- McMillan Elementary
Strategies for Empathy, Grit and Resilience Part 2 of 2Mann Rentoy
PART 1
of the Presentation of Mann Rentoy on
TRIED-AND-TESTED STRATEGIES TO DEVELOP Resilience, Empathy and Grit
Given on March 9, 2019
at the Immaculate conception Academy (ICA), Greenhills, San Juan City
www.mannrentoy.com
Email Mann Rentoy at info@mannrentoy.com
Strategies for Empathy, Grit and Resilience Part 1 of 2Mann Rentoy
PART 1
of the Presentation of Mann Rentoy on
TRIED-AND-TESTED STRATEGIES TO DEVELOP Resilience, Empathy and Grit
Given on March 9, 2019
at the Immaculate conception Academy (ICA), Greenhills, San Juan City
www.mannrentoy.com
Email Mann Rentoy at info@mannrentoy.com
A broad overview of the facilitation technique -questionning. After having completed this session, participants will:
Appreciate questioning as a fundamental technique for eliciting, synthesizing, analyzing information and/or decision making.
Be familiar with the range of questioning techniques such as: Chunking, Funnel and Probing questions.
Understand how to effectively design a questioning process framework.
Workshop focuses on describing social skills, highlighting key/critical ones to focus on, describes how to teach skills, and provides examples of ways to integrate it into existing curriculum
A broad overview of the facilitation technique -questionning. After having completed this session, participants will:
Appreciate questioning as a fundamental technique for eliciting, synthesizing, analyzing information and/or decision making.
Be familiar with the range of questioning techniques such as: Chunking, Funnel and Probing questions.
Understand how to effectively design a questioning process framework.
Workshop focuses on describing social skills, highlighting key/critical ones to focus on, describes how to teach skills, and provides examples of ways to integrate it into existing curriculum
The Keynote I used to guide my back to school staff meeting. Email me if you'd like to know which videos went in the blank pages on this SlideShare and what some of the photos were used for. I should have put in some brief notes in Keynote before I uploaded this Sorry!
Advancing Learning, Relating and Performing through Character Strengths & Dig...Lynn Ochs
Presentation given at the Annual Conference for Middle Level Educators In October 2016.
Looking for a research-based, effective and FUN way to improve learning, relating and performing of staff and students in your school? Experience a unique approach designed to address all aspects of social and emotional learning through a strengths-based and blended learning approach. See how a nationally-recognized game platform, Happify, can be combined with a flexible classroom curriculum to shift learning communities to a strength-based culture that supports each person living their strengths, maximizing learning, relating and performance to their fullest.
Rationale: Middle level learners are at a critical developmental stage. It is essential that they develop healthy perspectives of themselves and their strengths and of those around them in order to thrive.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
11. Answer: Bio Poem
Bio Poem Defined. A poem that is
written to describe a person. In this
context, 'bio' is short for biography.
12. Bio Poem 11 Lines
Kindly Answer The Questions:
1. First Name
2. relationships you value
3. 3 words you think others would use to describe you
4. 3 things you fear or used to fear
5. 3 things you do not believe/not believe in
6. 4 things you do believe/believe in
7. 3 hopes or dreams that you carry in the world
8. 4 words you would use to describe yourself
9. 3 things you want others to say about you when you are gone
10. Citizen of ____________ OR Resident of ____________
11. Last Name
13. VIDEO -The Power Of Empathy
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14. EMPATHY
• Perspective Taking
• Staying Out Of
Judgment
• Recognizing
Emotions
• Communicating
JUST KNOW:
• Rarely does an empathic
response begin with ‘at
least’
• “Rarely does a response
make things better. What
makes things better is that
connection” Brene Brown
15.
16. “Research shows that one of the
main predictors of achievement
is a student’s perception of
‘Does the teacher like me?’”
Linda Brault
17. How a TEACHER views the
student influences how the
TEACHER interacts with the
student which influences who
the student becomes.
18. “Relationships with
children, families and
other professionals are key
to high-quality education
and critical to effectively
dealing with children with
challenging behaviors.”
Maria Montessori
28. Disclaimer
The Information In The Box Out Bullying
Core Team Training Works For “Typical”
Students.
You may need additional support/strategies
for children with special needs or requiring
TSS (Therapeutic Support Staff).
32. Answer: Understanding Misdirection's
Let’s Get The Facts!
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• One Person will read the statement
• Presenter will ask “True” or “False”
• Presenter will then count 1…2…3
• On three, group will shout their choice
33. True or False?
• Federal Anti-Bullying
Laws Are In Place To
Protect Students From
Bullying Situations
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35. When Bullying Is Harassment
• Color
• Religion
• Ancestry
• National Origin
• Sexual Orientation
• Gender Identity
• Mental, physical, or sensory
disability
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36. True or False?
• Zero Tolerance Policies
towards bullying does
more harm than good.
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38. True or False?
• Peer Mediation has been found
to be effective in addressing
bullying situations.
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40. Bullying - True or False?
• Students who bully
others suffer from lower
self esteem then other
students
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42. Bullying - True or False?
• Students are more likely
to be bullied in high
school than in middle
school or elementary
school.
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46. Bullying - True or False?
• Students who are being
bullied will tell an adult at
home or at school more-
so than a friend or
someone else.
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48. Question
“There are some students that are difficult. It’s not
bullying behavior as much as it is disruptive behavior.
Do you have a time saving, proven effective method
on how I could change disruptive behavior?”
49. Some Examples
• You can join us in the circle for
a classroom meeting, or you
can go to the principals office,
but acting disruptive is not an
option.
• You can either play nicely with
other students at recess, or
you can stay with me.
• I see you’re having trouble
sitting with your lunch table.
You can sit properly, or you
can move to another table.
For each choice:
• Give only two options,
each of which will be
OK with you.
• If the child doesn't
decide in ten seconds,
decide for him or her.
• Only give choices that
fit with your value
system.
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50. OPTION II THE ABC’s
The ABC’s Of Behavior Modification
Antecedent Behavior Consequence
• Antecedent –
anything that
happens before the
behavior
• Behavior – any
observable and
measurable act
• Consequence – anything that happens after
a behavior
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51. ABC’s Of Behavior Modification
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Antecedent
Student Raises Hand
Behavior Consequence
Student Correctly Answers Teacher Praises Student
Teacher Distributes
test papers
Teacher sends student
to principal
?
Emma gives
Marcos a Marker
Marcos Says
Thank you
?
Student Rips Papers
Emma Says
You’re Welcome
52. ABC’s Of Behavior Modification
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Antecedent
?
Behavior Consequence
Pushes Children To
The Ground
Sent To The Principals
Office
53. Student is shouting out in
class
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The Academy
I. Used for
disruptive behavior
II. Immediate
results
III. Economical
54. Example of SOUTH PARK Academy
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55. The Academy - BUS
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56. The Academy
Enhancing Student Behavior
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• When’s the academy in
session?
• Length of session?
Materials needed?
• Use in correcting what
kind of behavior?
57. Question
“I’m having a lot of kids and, for that matter,
parents confusing bullying with acts of
conflicts. What can be done?”
58. WHAT IS BULLYING?
Who? What? Where? When? Why?How?
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Who? What? Where? When? Why? How?
59. Old Bridge School District: Anti-Bullying Code
Of Conduct, 2010
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•
• AN ACT to amend the code concerning character education.
• Be it enacted by the General Assembly of the State of Indiana:.
( The school safety specialist training program shall provide:
(1) annual training sessions, which may be conducted through distance learning or at regional centers; and
(2) information concerning best practices and available resources;
for school safety specialists and county school safety commissions.
(c) The department of education shall do the following:
(1) Assemble an advisory group of school safety specialists from around the state to make recommendations concerning the curriculum and
standards for school safety specialist training.
(2) Develop an appropriate curriculum and the standards for the school safety specialist training and certification program. The
department of education may consult with national school safety experts in developing the curriculum and standards. The curriculum
developed under this subdivision must include training in identifying, preventing, and intervening in bullying.
(3) Administer the school safety specialist training program and notify the institute of candidates for certification who have successfully completed
the training program.
(d) The institute shall do the following:
(1) Establish a school safety specialist certificate.
(2) Review the qualifications of each candidate for certification named by the department of education.
(3) Present a certificate to each school safety specialist that the institute determines to be eligible for certification.
SOURCE: IC 5-2-10.1-12; (05)SE0285.1.3. --> SECTION 3. IC 5-2-10.1-12 IS ADDED TO THE INDIANA CODE AS A NEW SECTION TO READ AS
FOLLOWS [EFFECTIVE JULY 1, 2005]:Sec. 12. (a) Each school within a school corporation shall establish a safe school committee. The
committee may be a subcommittee of the committee that develops the strategic and continuous school improvement and achievement plan
under
IC 20-10.2-3.
(b) The department of education and the school corporation's school safety specialist shall provide materials to assist a safe school
committee in developing a plan for the school that addresses the following issues:
(1) Unsafe conditions, crime prevention, school violence, bullying, and other issues that prevent the maintenance of a safe school.
(2) Professional development needs for faculty and staff to implement methods that decrease problems identified under subdivision (1).
(3) Methods to encourage:
(A
62. “Bullying is when a stronger person, hurts or
frightens someone, again and again (on
purpose). And that person who is being
bullied cannot easily defend themselves.”
Boil that down to the following……
- Intentional
- Repeated
--Imbalance of Power
Property of Box Out Productions, LLC
Developed by Rubenstein,
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63. “Bullying is when does something mean to
someone else many, many times.”
Boil that down to the following……
- Intentional
- Repeated
--Imbalance of Power
Property of Box Out Productions, LLC
Developed by Rubenstein,
Jeremy.
64. “Bullying is when a stronger person, hurts or
frightens someone, again and again (on
purpose). And that person who is being
bullied cannot easily defend themselves.”
Boil that down to the following……
- Intentional
- Repeated
--Imbalance of Power
Property of Box Out Productions, LLC
Developed by Rubenstein,
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65.
66. Bullying is:
• Intentional
• Repeated
• Imbalance
of Power
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67. Game – Heads Up 7 up
• Bullying
– Repeated Over Time
– Not =
– On purpose
• Conflict
– Once
– =
– Accident
• Real Fighting
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69. Solve Conflicts With Words
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70. Game – Heads Up 7 up
• Bullying
– Repeated Over Time
– Not =
– On purpose
• Conflict
– Once
– =
– Accident
– Story of BULLYING or CONFLICT
– Point left or right
– Heads down, eyes closed
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71. Level Up!
We have a clear
definition of bullying
and conflicts!
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72. Question
Sorry for the interruption, so we talked
about bullying, but I’d like to know
more about roles students play in a
bullying situation. Can you tell me?
74. Roles Role Play – Poking Fun At…
• Kids who are Bullying
Say: I am the student who is
bullying. I want to bully others, I
want to start the bullying, and
play a leader role.
• Kids or Assist
Say: I am a follower, I like the
bullying and take part in it. But
unlike the student who is bullying,
I don’t start the bullying.
• Kids who are being bullied:
Say: I am the child who is
bullied.
75. Roles
• Kids who reinforce
Say: I am a supporter of the bullying.
I laugh, and point it out, however, I
don’t really join
*Disengaged Onlooker - Bystander
Say: I’m someone someone who
doesn’t get involved in the bullying,
or tries to help the student who is
being bullied.
.
• Kids Who Defend
Say: I am a kid who is a
defender. I actively comfort
the child being bullied and
may come to the child's
defense when bullying occurs.
76.
77.
78. UNWANTED AGGRESTION OR
ROUGH AND TUMBLE PLAY?
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79. ROUGH AND TUMBLE PLAY!
Rough-Tumble Play/Teasing Teasing is:
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• Lighthearted, playful
• Not intended to upset
• Stopped if feelings
are hurt
• Meant for all to laugh
88. Three minute sand timer
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89. Peace Lily
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• Peace Tables
– Used for 1) Quiet Self Reflection 2) To invite
someone
– What it means to be invited
– Used to help address kid sized problems
90. Peace Lily
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• Peace Tables – INVITING OTHERS
– Used for 1) Quiet Self Reflection 2) To invite
someone
– What it means to be invited
– Used to help address kid sized problems
92. Peace Lily
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• Peace Tables – Role Play 1
93. Peace Lily
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• Peace Tables – Role Play 2
Instructions:
• Volunteer Chooses A Conflict –
Students/Staff
• Here’s what we are looking for:
– Invite in a pleasant Tone
– Not interrupt, set the timer
– I statement, adhere to the three minute time
94. Peace Lily
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• Peace Tables – Role Play 3
Ask For Co-workers
95. Question
I’d like to incorporate some “rules” against bullying
into our school culture. Do you have any
recommendations?
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97. 1. We Will Not Bully Others
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98. 2. We Will Try To Help Students Who
Are Being Bullied and Show Empathy
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99. 3. We will try to Include Students Who are left out.
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100. 4. If we know that someone is being bullied we will tell an
adult at school and an adult at home
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101. Activity – 4 Rules Lesson Plan
• INTRODUCE THE FOUR RULES AS A LESSON
– We will not bully others (Rule 1 lesson)
– We will try to help students who are being bullied
(Rule 2 Lesson)
– We will try to include students who are left out (Rule 3
Lesson)
– If we know that someone is being bullied we will tell
an adult at school and an adult at home (Rule 4
Lesson)
Property of Box Out Productions, LLC
Developed by Rubenstein,
Jeremy.
102. Question
I’d like to know more about using
verbal reprimands effectively when
students are not following the school
behavioral rules.
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103. CALL BACK SLIDE Role Play – Poking Fun At…
• Kids who Bully
Say: I am the student who is
bullying. I want to bully, start
the bullying, and play a leader
role.
• Kids or Assist
Say: I am a follower, I like the
bullying and take part in it.
But unlike the student who is
bullying, I don’t start the
bullying.
• Kids who are bullied:
Say: I am the child who is
bullied.
104. Intervene as early as possible.
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It is more difficult to stop a behavior that has “gone too far.”
105. Approach the students who will be
rebuked
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106. Look the students in the eyes.
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107. Being brief, clear and behavior specific makes it easier
for the students to comply with your request….Get To
The POINT….
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Example 1
“John, you are saying mean things to Emma again.
Stop it right now!”
Example II
“Are you making trouble again today, John? How many
times have I told you that you have to stop being
mean and making trouble?”
108. Be firm and determined, but not overly emotional. Your
request to stop the behavior should be said in a firm,
steady voice.
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109. Do not make “empty threats.”
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Do not tell the students they will have a logical consequence that
you would not actually be willing to give.
110. If the students involved are not in your classroom or homeroom,
follow up with their classroom or homeroom teachers
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111. Proper methods of intervention
• Step 1 - Stop The Bullying Situation
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112. How To Intervene
2. Support the student who has been
bullied
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113. How To Intervene
3. To the student(s) who bullied: Name
the bullying behavior
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114. How To Intervene
4. Empower the bystanders
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115. How To Intervene
5. Impose immediate and logical consequences
for the student(s) who bullied.
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116. Post –Bullying Situation Event
6. Take steps to make sure the student who is
being bullied will be protected, and that students
who are bullying will change their behavior.
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For the past ten years, I’ve been at the forefront of the bullying epidemic facing our country. An issue where children are dying each and everyday from a lack of understanding, if you will about what bllying prevention is? So what is bullying prevention? It’s the prevention of bullying.
The only way to elimate bullying is to connect with and educator strong partners in the community who know how to recognize, and intervene, and prevention bullying from occuring in the future. This workshop aims to help community stakeholddres do exactly that. I know you have questions to ask me. Because, I wrote down questions for you to ask me.
These are individual who are going to change the world for the better. So parents, we need to get our priorities right. First,
Parents, don’t become preoccupied with your child’s academic ability. But instead
(click slide) teach them to sit with those sitting alone. (click slide) Teach them to be kind. (click slide) teach them to offer help to others (click slide) teach them to be a friend to the lonley (click slide) teach them to be encouraging (click slide) teach them to think about other people. Teach them to share. Teach them to look for the good. There’s always good.
Parents, don’t become preoccupied with your child’s academic ability. But instead
(click slide) teach them to sit with those sitting alone. (click slide) Teach them to be kind. (click slide) teach them to offer help to others (click slide) teach them to be a friend to the lonley (click slide) teach them to be encouraging (click slide) teach them to think about other people. Teach them to share. Teach them to look for the good. There’s always good.
The School administration here are working on your children’s Socio-emotional development, EDUCATION SYSTEM. As critical as any of our other goals. SERIOUS TAKEN ENTIRE SCHOOL COMMUNITY
Now this workshop is billed as part TED talk and Part Town Hall Meeting Question and Answer. And I know you have a lot of questions for me. Because…I wrote down those questions for you to ask me
Do one minute activity..Teachers in the classroom face students from all different backgrounds, sometimes very different from their own.
Teachers
My mother inadvertently stopped me from getting married this past winter
I had a mountain biking accident that took off the skin of half of my face
I’m due for surgery at the end of the week.
This isn’t anything new. If a spider…» This is called Mirror Nuerons. We are soft wired to experience another’s plight as if we were experiencing it outselves. When little babys enter a nurcery and one baby cries, the other babys will cry in response. They just don’t know why. That’s empathic distress it’s built into biology. TRICK - teaGO OVER DNA
TED TALK, Dr Brené Brown her works have been featured – PBS, NPR, CNN,
Reasearch Professor at Houston Graduate college of social work
RSA SHORT – The Power of Empathy – based on her TED TALK, the power of vulnerability
*The best way to ease someone’s pain and suffering *The four points of empahty
Parents, don’t become preoccupied with your child’s academic ability. But instead
(click slide) teach them to sit with those sitting alone. (click slide) Teach them to be kind. (click slide) teach them to offer help to others (click slide) teach them to be a friend to the lonley (click slide) teach them to be encouraging (click slide) teach them to think about other people. Teach them to share. Teach them to look for the good. There’s always good.
Parents, don’t become preoccupied with your child’s academic ability. But instead
(click slide) teach them to sit with those sitting alone. (click slide) Teach them to be kind. (click slide) teach them to offer help to others (click slide) teach them to be a friend to the lonley (click slide) teach them to be encouraging (click slide) teach them to think about other people. Teach them to share. Teach them to look for the good. There’s always good.
Band aid To mend hurt feelings
Eraser To remind you that everyone makes mistakes
Rubber band To remember to be flexible
Mint To remind you that you are worth a mint to us
Toothpick To remind yourself to pick the good qualities in your students
And yourself
We’re going to “Box Out” Bullying. To keep bullying from entering school communities. And your school district has found a real
we offer comprehensive presentations Bullying doesn’t just affect the school. It affects the entire community. for all stakeholders in a childs experience Box Out Bullying gives clear, consistent methodology and pedogogy during our assembliy presentations, faculty professional development, parent workshops, week long schoolwide residencis.
that are proven effective. A 3 year longitudinal double blind case study of over 3000 students in grades 3-6 across a large geographic area proves our programing showed dramatic resuts improving the knowledge, attitude, and behavior
I’ve stolen all the best ideas from Maria Montessori, Dr. Dan Olweus, Aristotle and Aseop, the Us Department of education “Education, like medicine, must build upon 1000 years of experience.”
Long term, community-wide bullying prevention strategies Top Do’s and Don’t, common strategies and mis-directions will discussed
Much of my work as a researcher these past 9 years, and efforts with my collegues at Box Out Productions has focused identifying best practices in bullying prevention, not just in schools, but in the entire in the community.
But also identifying misdirection,
But… identifying misdirection, strategies that are used by very well meaning educators, but will waste time and energy in stopping bullying incidents and adding unintended harm to school community members.
And these are practices that we’ve been recommending for the past almost decade. And I’d like to highlight some of the findings with the data. But it’s not just what you say, but how you say it. This is going to be a game.
-show you slide, yellow, I’ll need you to read it, I’ll read whats in white
-at the end, I’ll give a one two three, ask that we all at once say true or false
There is no Federal anti-bullying law. Although 50 states have anti-bullying legislation, bullying is not illegal.
When bullying is also harassment, it does break Federal law.
There is no Federal anti-bullying law. Although 50 states have anti-bullying legislation, bullying is not illegal.
When bullying is also harassment, it does break Federal law. In particular, when a youth dies by suicide, it is misleading to cover the story as a crime. Rather, consider covering it as a public health issue.
When bullying is also harassment, yes it does break Federal law. And it can be a single or a series of incidents that can be resonibly precived as motivated by an individuals …
and it’s intended to emotional or physically hurt the other person.
Threats of sevear punish will discurage children from reporting bullying they see going on. Also, there is no evidence that this is effective in curbing bullying prevention.
-discourage children from going to an adult because of threats of sever punishments
-also children who bully others need help too, they need role models, and kicking them out of school
There is some evidence to suggest that bystanders have important roles to play in helping to stop bullying. STORY OF INTERNATIONAL FALLS
They are rarely sturctured to address the imbalance of power that exist in children who bully and their targets, even when facilitated by adults, there is a disagreement, equal status,.
Youth who bully can be really poor role models for each other. They can learn aggressive bullying behaviors or attitudes
Pre k
- Kids know if I punch someone at the very least I’m going to be sent to the principals offce
- A lot harder to detect, let me
Teachers
We want to be able to teach our kids how to think for themselves, because you aren’t going to be there when you rescue them, so you give them the option, you give them, instead of rescuing them everytime
Teacher praises student, importance of the Antecedent. In order to solve the behavior you need to observe what happened before
Student yells, “I’m not doing this stupid test.” Behavior = what can correct
Emma smiles at Marcos = anything that happens after the behavior
the Antecedent. In order to solve the behavior you need to observe what happened before. These are conflicts, to stop before it leads to bullying
Yes,
Indirect, name calling
Pic 1 While Kids were out playing..Pic 2 start the clock the academy is in session Pic 3..you have to show me how we can properly sit in class without calling out
Let’s connect the dots, using the academy from the bus that’s crazy to one that’s under control
– removed the student from an activity that they really enjoyed. In the case I heard, it was gym.
Brought into the principals office, but there was an actual seat from the bus, an exact replica- went to the jumkyard.
Said, “It’s come to my attention that you’re having trouble sitting on the bus. So what we are going to do together is something called The Academy. The academy is a place where we can spend some needed time to help students out. So I have a bus seat, and I have a timer. And I’m going to set this timer for five minutes. And if you can show me how to properly sit and act in that seat for five minutes, then the academy is dismissed, and you can go back to recess.
Answer questions then TRANSITION INTO transition to behavior
*Kings Canyon CA, 1st grader making fun of overalls call from parent
*you’re fat,
*Asbury park – middle schoolers he’s creepy, he’s in my face
We need to have a definition and is clear, consiste, that a Kindergardener can understand as well as an 8th grader
It became mandtated in 2010 after a
Nationally Recognized bullying prevention programs, and the US Department of Education, pick audience member for bit
Intentional – rules out youre fat. so that child in pre-k who calls another kid fat, they are just trying it out.
Repeated – rules out he called me creapy, he’s up in my face, cutting in line
Imbalance Of Power –
In order for there to be a bullying situation, it must fulfill all three of these traits
Intentional – rules out youre fat. so that child in pre-k who calls another kid fat, they are just trying it out.
Repeated – rules out he called me creapy, he’s up in my face, cutting in line
Imbalance Of Power –
In order for there to be a bullying situation, it must fulfill all three of these traits
Intentional – rules out youre fat. so that child in pre-k who calls another kid fat, they are just trying it out.
Repeated – rules out he called me creapy, he’s up in my face, cutting in line
Imbalance Of Power –
In order for there to be a bullying situation, it must fulfill all three of these traits
His name isn’t
Social Exclusion. Rolling your eyes..
But not everything is Bullying. We also have conflicts. Very different. Where bullying is repeated over time, conflicts happen once. Where bullying occurs with unequal power, conflicts occurs with equal power, there’s a positive relationship. And where bullying happens on purpose, conflicts will happen by accident.
There’s a third category called real fighting. And real fighting is when someone solves conflicts by hitting, kicking, punching, and even though this happens once, it’s still considered an act of bullying, because hitting or punching or kicking someone in school is not allowed.
Wise Parents will teach their children to solve CONFLCITS with this (their mouth). Yes, this can get you in trouble, but it’s your job to teach them how to use it to get them out of trouble. Because your children will be more successful in school and in the real world when they can solve conflcits with their words. And I’ll teach you how we can do that a little later with someone called a Peace Table. And I love those words so much please repeat after me, PEACE TABLE
Audience (peace table) but more on that later, first.
We’re going to really hit home that everyone here know’s the difference between bullying and conflict. So we’re going to play a game. It’s kinda like heads up seven up.
(hit slide) I’m going to tell a story and it will either be a story of bullying or conflict. You’ll have to choose.
(hit slide) Instead of pointing up and down, we will point this way if you think it’s bullying, and this way if you think it’s conflict.
(hit slide) and we are going to put our heads down and close our eyes.
(watch video)
Story 1 – student gets excluded from a game at recess (CONFLICT)
Story 2 – if needed, student in art class with a crayon (CONFLICT)
Story 3 – if needed, student gets excluded from game at recess, art class, and on the bus (Bullying)
Well done everyone, we have leveled up!
Note to focus on the action
Note victim - Bully
Note victim - Bully
Note victim - Bully
First time we heard rough and tumble play, so lets see
Other exampes
Other exampes
Story about asbury Park. NJ. This is when you cannot see it…How to create a peaceful classroom
Warm and inviting
STAND AND GO TO KIDS
The peace table is also used to INVITE someone you are having a disagreement with, to INVITE someone you are having a misunderstanding with, to INVITE someone that you are not at peace with. Now I used the word INVITE three times, because here’s one of the many things that is so cool about the peace table. No one will ever force you to use the PEACE TABLE. You must be invited to use it. Which is pretty cool, because you have the right to say no. And that’s important.
GO TO THE STUDENT THAT ANSWERED THE LAST QUESTION.
SAY: What’s your name friend?
STUDENT: says name
SAY: Let’s say I wanted to invite you to the peace table, but my feelings and emotions are not settled yet, and I were to ask you in a rather rude tone, WATCH WHAT HAPPENS, because he/she has the right to say, no.
ASK THE STUDENT IS A VERY ANGRY TONE, GETTING UP IN THEIR FACE
SAY: (NAME OF STUDENT) YOU COME TO THE PEACE TABLE!!!!
STUDENT: NO!
Say: Good job! No one should speak to you in a rude tone like that. I wouldn’t want to spend three seconds with someone like that, let alone three minutes! So it’s important to know that when you invite someone, you have to use a kind tone, to respect their personal space, and make sure your own emotions are settled. But I really would love to show you how we can use a peace table so I am going to need a volunteer.
AT THIS POINT THE HANDS OF STUDENTS WILL BE RAISED. BUT DON’T CALL ON STUDENTS, REALLY GO TO THE TEACHER AND BE OBVIOUS ABOUT IT.
Say: And it can be anyone, anyone at all.
TEACHER SHOULD SAY SOMETHING LIKE, you want me to volunteer? IF THEY START TO CALL ON A STUDENT JUST SHAKE YOUR HEAD AND POINT TO THE TEACHER.
Teacher: You want me to volunteer?/I’ll volunteer!
Say: Thank you (teacher’s name). NOW this first role play we’re going to set this in school. We’re going to pretend we are (say grade students are in). And here’s what happened. I was standing in line during lunch, and you cut in front of me. That gave me a bad feeling. But here’s why you cut in front of me. You were hungry. You didn’t have any snack or breakfast. You didn’t have any dinner the night before. You just really wanted to eat lunch. But you didn’t tell me how you were hungry, so I didn’t know what to think. So there’s a problem, let’s see how we can use the peace table to solve it.
SAY AND DO AS YOU’RE SPEAKING
Say: We are going to exit the classroom, we are going to re-enter the classroom, we are going to be (say name of graders) coming back to class from lunch. I’m going to see if I can change my tone to get your teacher to say YES.
EXIT THE CLASSROOM. DON’T LET THE DOOR CLOSE, THEN IMMEDIATELY re-enter the classroom. LET TEACHER GET A FEW STEPS IN BEFORE YOU INTERJECT.
Say: Excuse me, (teachers name).
MAKE SURE THEY ARE LOOKING AT YOU, MAKE SURE THERE’S RESPECT FOR PERSONAL SPACE, MAKE SURE THERE’S A SMILE ON YOUR FACE. YOU AREN’T WALKING THE PLANK! THIS SHOULD BE FUN!
Say: I invite you to the peace table.
TEACHER: Okay*
NOTE IF TEACHER DOES SAY NO, ASK JEREMY WHAT TO DO. OTHERWISE, FIND THE STUDENT THAT YOU WENT TO IN THE FIRST PLACE WHEN YOU ASKED RUDELY, and ASK THEM NOW
Say: (student name) was that a little better?
Student (smiling): Yes!
BOTH YOU AND THE TEACHER WILL NOW BE SITTING AT THE PEACE TABLE. ONCE YOU SIT, YOU WILL START THE TIMER
SAY: (to students) What’s the first thing you do when you are sitting at the peace table?
STUDENTS: Set the timer
SAY: But who does it?
STUDENTS: (will say a lot of things like you, or the person that..blah blah blah)
SAY: The person that did the inviting!
PICK UP THE PEACE LILY
Say: Who can recall what this is?
STUDENTS WILL SAY PEACE FLOWER, PEACE LILY, PEACE ROSE
Say: This is the peace Lily. And this is what the peace lily is for. Whomever is holding the peace lily, it’s their turn to speak, and the other person must listen. When I am done speaking, I am going to set the peace lily down on the table, and when you’re ready to respond, you will pick it up, and then it’s your turn to speak and I have to listen. We have less than two minutes, so I’m going to start off by using an “I” statement. Let’s see how this goes!
START THE PEACE TABLE SESSION
Say: (person’s name) I didn’t appreciate it when you cut in front of me in line during lunch. That really hurt my feelings.
SET PEACE LILY DOWN. TEACHER WILL PICK UP PEACE LILY.
Teacher: Well I was very very hungry.
TEACHER SETS PEACE LILY DOWN. YOU WILL PICK UP PEACE LILY.
Say: But we were all really really hungry! It was lunch. And I didn’t have a very big snack.
Teacher: I didn’t have anything to eat last night and I didn’t have any breakfast or snack.
Say: Well if you would have told me you were really, really hungry, then I would have let you cut in front of me, but you didn’t, and I didn’t know what to think.
AGAIN GO THROUGH MOVEMENTS
Teacher: Next time I’ll let you know. I wasn’t thinking straight. I was so hungry.
Say: I wouldn’t be thinking straight either. Thanks for letting me know. If you’re ever that hungry again, you can always go in front of me. But I feel a lot better now that I know you wern’t trying to be mean to me on purpose. Thanks for coming to the peace table. Do you want to go back to class?
Teacher: Sure!
THEN ASK PARENTS WHAT THEY OBSERVED. Go back to TONE, NOT INTERRUPTING EACH OTHER, AND making eye contact.
END PART I
Now you get the crash course, you will now invite me to the peace table (clikc). We’re going to pretend we are siblings.
(click three times) and we’re looking for these things. Can you invite me to get me to say yes, do you remember what to do first when we are at the peace table, can we have a session without interrupting, and can you set up this with an I statement.
Do you have a conflict in your mind? Well I’m going to go into the audience, and when you’re ready, you can go into the audience and invite me.
(When you are in the audience start introducing yourself to the participants and keep on doing that until the parent comes).
NOTE – really encourage parents to come and tell them how it’s great for kids to see parents solve conflicts. Ask if there are other people that want to try it, because it will only help them at home.
Go over a group meeting
Your staff’s first reaction when dealing with bullying students will probably be a verbal rebuke or reprimand. To make a verbal rebuke as effective as possible, keep in mind the following suggestions:
Note victim - Bully
1. It is more difficult to stop a behavior that has “gone too far.”
2. Staff members often reprimand students from too far away. If your personal safety is not in danger, then you should be one or two arm lengths away from the students….HERES WHY it’s pretty cool DO THE PERSONAL BUBBLE
3.Tell them to look you in the eyes, if this is culturally appropriate.
For example, saying, “John, you are saying mean things to Emma again. Stop it right now!” is more direct than saying, “Are you making trouble again today, John? How many times have I told you that you have to stop being mean and making trouble?”
1. It is important that you make the students know this is a serious issue without getting too upset or losing control by shouting or making derogatory comments about the students.
Do not tell the students they will have a logical consequence that you would not actually be willing to give. It is important that the students trust that you will do what you say you will do.
3. or the teacher who has the closest relationship to the students) and possibly the staff member responsible for handling discipline issues at your school, so they are aware of the situation and can help enforce the consequences.
Why? Get your priorities straight. Help the person who is going through a tramautic experience.
3. “I can see you’re having trouble playing with others, I can see you’re having trouble keeping your hands to yourself” this takes the power away from them – don’t ask questions, let them know what you saw.
Empower bystanders with appreciation if they supported the student who was bullied or with information about how to act in the future
5. Depends on where it happens. At recess: “I can see you’re having trouble playing with other kids so you’ll be with me.” At lunch, I can see you’re having trouble sitting alone…that takes their power away.
Let’s have a role play. Before you go back to slide 30
First I need a location. Where are they? But first I need a location at school: I’m glad you said playgound. Next I’m going to need a bullying situation, what are they doing? I heard taunting. I’m going to need two adult and they can be anyone…I need an adult to act like…an adult.
We want to be able to teach our kids how to think for themselves, We’re planting a seed. Don’t be these helichopter patents. because you aren’t going to be there when your kid become young adults the need to be rescued, so you give them the option, you give them, instead of rescuing them everytime, you give them experience to feel empowered. Adversity if used correctly can lead to times of growth.
Parents are also role models for their children. Children learn by observing and copying the people they love! Parents you’re smart, but sometime, parents, you’re boring..
Play next slide on number two
The next time another driver cuts you off and your child is with you, or your having an argument with a loved one and your child is with you, or you have a neighbor in need and your child is with you, treat the situation as an important opportunity to show your children how responsible, caring adults act. That will carry on in the school at home, and their lifetime.
