www.mannrentoy.com Email Mann at mannrentoy@gmail.com

4. “Intelligence plus character
that is the goal of true
education”

5. Without morals, the
young do not learn how
to deal with others
correctly and
appropriately.

6. The Essential 6
Rs of Bullying
Prevention
How to Create Safe, Caring, Moral Learning Climates
and Reduce Bullying on Our School Campuses
by Michele Borba, Ed. D.

8. 1. Set clear rules.
2. Teach how to recognize bullying.
3. Teach how to report bullying.
4. Teach how to respond to bullying.
5. Teach how to refuse bullying.
6. Replace current beliefs or
behavior.
The Essential 6
Rs

9. Urgency

10. “Any failure to treat bullying,
abuse and violence seriously,
because it occurs between
students, within schools, is a
violation of a child’s human
rights.”

13. To This Day

18. Social banter
Hurtful teasing
Mean, subtle body language
Aggressive physical behaviors, e.g. pushing, shoving,
kicking
Malicious gossip, e.g. online bullying, chat rooms
Sexual, gender, racist, religious harassment
Social exclusion – in person, electronic
Mobbing
Hazing
Extortion/bribery
Phone, cyber abuse
Damage to property
Physical violence
Use of weapons
Criminal act
Murder

20. “Any failure to treat bullying,
abuse and violence seriously,
because it occurs between
students, within schools, is a
violation of a child’s human
rights.”

22. Here are a few facts
about bullying:
It involves psychological,
emotional, social or physical
abuse

23. Here are a few facts
about bullying:
The crucial feature is perception:
the target feels powerless.

24. Here are a few facts
about bullying:
The critical issue is the extent of
the damage done to the target.

25. Here are a few facts
about bullying:
About one in five students is
bullied regularly, and around
one in five bully regularly.

26. Here are a few facts
about bullying:
A bully may or may not intend to
hurt.

28. Types of bullying
Verbal. This type of
bullying usually involves
name calling and or
teasing

29. * name-calling
* harassing, yelling, insulting
or nagging
* verbal demands or threats
* making a noise as the target
walks past, and
* phone abuse, nasty notes,
Internet, email, SMS texting and
other electronic forms.

30. You’re so fat!

31. Types of bullying
Social. Spreading rumors,
intentionally leaving others
out of activities on purpose,
breaking up friendships are
all examples of social
bullying.

32. * pretending to be friendly to the target and
then sporadically turning against him
* as the target approaches, the group giving
him ‘the silent treatment’ and turning their
backs
* the bully saying something to the target and
walking off before he can reply
* pointing, staring, sniggering, laughing,
making faces, mimicking, or whispering with
others while looking at the target

33. · threatening poses, menacing gestures, ‘the
look’
· excluding the child from the peer group,
conversation, planned activities or games
· not sharing a seat while pretending to save it
for someone else.

34. · malicious gossip and rumours designed to make
other children denigrate the target, e.g. exposing his
secrets to others, and
· extortion and threats, e.g. ‘I won’t be your friend if
you don’t buy me a snack’, ‘You won’t come to my
party if you don’t give me your project to copy’.

35. Types of bullying
Physical. This traditional
form of bullying involves
hitting, punching, shoving
and other acts of intention
physical harm.

36. · pushing, shoving, kicking, pinching,
punching, bumping, knocking, hair-pulling,
physical restraint, tripping up, and the use
of weapons
· stealing books, lunch or other
possessions from a desk or locker
· throwing someone’s belongings around
the classroom

37. · interfering with or damaging a child’s clothes,
belongings in his desk, locker or elsewhere, e.g.
pushed over, broken or hidden
· taking away the chair as a child is about to sit on
it
· locking him in a room or cupboard, putting his
head in a toilet
· flicking water at the child from the tap, flicking
bits of paper or rubber bands, and
· sabotaging homework or computer studies.

38. Types of bullying
Cyberbullying. This
method of bullying involves
using the Internet, texting,
email and other digital
technologies to harm
others.

39. How to spot a bully
* Aims to dominate, command
and control others
* Has minimal empathy
* Bullies siblings and parents
* Has an inflated self-opinion

40. How to spot a bully
* Schoolwork and school
behavior deteriorate
* Associates with mean friends
he doesn’t invite home
* Denies responsibility for his
behavior and blames others

41. How to spot a bully
* May boast about his bullying
exploits
* ‘sucks up’ to teachers and
parents – is superficially nice
* Shows limited remorse

42. How to spot a bully
* is secretive about after-school
activities
* has unaccounted extra money
or gifts, e.g. from extortion or
stealing
* offers devious and dishonest

43. How to spot a bully
* resists compliance and
cooperation with parents and
teachers.

44. Bullying Behavior
to Watch Out For
bully’s eyes: cold and aggressive,
not kind and friendly
facial muscles: fixed and tense, not
relaxed
mouth: snarls or mean, not
pleasant

45. Bullying Behavior
to Watch Out For
body language: dominating and
threatening, not calm
voice and words: demeaning,
hurtful, aggressive, not friendly
manipulates target and cronies into
a state of regular fear

46. Bullying Behavior
to Watch Out For
blackmails target with words or
gestures, e.g. ‘Say nothing or else!’
plans his attack
uses aggression to release
negative feelings and resolve
conflict

47. Bullying Behavior
to Watch Out For
enjoys abusing his power to
dominate, manipulate and hurt,
and
reacts angrily if caught, not sad
about hurting someone.

48. Refer to the Handout
How to Spot a Bully
Bullying Behavior
Types of Bullies: Saltwater
Crocodiles; Fowls that Play Foul;
How to Spot a Target
How One Becomes a Target

49. The Effects

50. PHYSICAL EFFECTS
* cuts, scratches, bruises or other wounds
* headaches, backaches, stomach aches
* bedwetting, soiling
* loss of hair, skin disorders
* sleep difficulties, nightmares

51. PHYSICAL EFFECTS
* menstruation difficulties
* loss of appetite or over-eating to
compensate
* pale, taut and tense appearance
* poor posture, stooped, and
stress hormones reduce the immune
system’s ability to combat viruses and
other infections, so children are more

52. INTELLECTUAL
EFFECTS
Suffers reduced concentration, learning
and memory difficulties.
Lacks motivation to work or enjoy his
studies.
Focuses solely on his studies but avoids
extra-curricular activities.

53. INTELLECTUAL
EFFECTS
Attends class irregularly and misses out
on schoolwork.
Moves to a new school to avoid bullying
but takes time to settle in and adjust to a
new curriculum.
Unless very diligent or intelligent, his
emotions handicap his studies.

54. INTELLECTUAL
EFFECTS
Most children want to be like everybody
else.
They might do their work but keep a low
profile.
Targets don’t question, contribute or
complain to avoid attracting attention.
Their schoolwork suffers.

55. INTELLECTUAL
EFFECTS
The child with learning difficulties hides
his disabilities for fear of being called
‘stupid’, so is denied extra assistance.
Gifted, intelligent, sensitive children fear
exposing their knowledge. They dread
being ridiculed by jealous students.

56. INTELLECTUAL
EFFECTS
They don’t develop their potential; they
disguise their unique talents and restrict
their achievements. Everyone misses out.
Although cooperative learning in a group
is an excellent way to learn, some children
fear group work where they are expected
to do all the difficult work, and thus risk
criticism or mockery.

57. INTELLECTUAL
EFFECTS
Sensitive children fear all feedback, even
if it’s constructive. They sabotage their
learning by hiding their thoughts in order
to reduce further feedback.
Teachers assume that the bright, bored,
quiet or shy target is content. They under-
or overestimate the target’s abilities,
instead of providing extra help or

58. Social Effects
Bullying handicaps social skills, and
children with poor social skills are more
likely to be bullied.
The average child feels uncomfortable
around tense, uptight children and
rejects them; perhaps he doesn’t trust or
respect them.

59. Social Effects
Some targets remain padlocked to one
friend, whom they obey in order to
prolong the friendship. They are too
scared to express their opinions,
possibly lose this friend and be alone.
Some kids trail after a trendy group,
believing it’s better to be bullied by the
popular kids than to be associated with
nice ‘nerds’.

60. Social Effects
When targets inadvertently set
themselves up to be bullied repeatedly,
they get sucked into a destructive
downward spiral. As the bullying
escalates, the target becomes more
vulnerable and powerless, thus his peer
group rejects him.

61. Social Effects
Many targets socialise with children who
have poor social skills and who
congregate at the bottom of the social
ladder. Unlike most normal friendships,
where children support and protect one
another, these students can’t support
the target.

62. Social Effects
They are the last to be chosen to join a
group project, join a game, or share a
cabin at camp.
Their social life on the weekend or
holidays is poor. They are not invited to
parties or sleepovers.
Targets may feel safe at home or with
special friends, but fear bullying
elsewhere.

63. Social Effects
Some targets are scared of being hurt
again and stop socialising, becoming
shy dropouts or socially isolated.
Targets may have difficulty establishing
normal friendships because they forget
how to socialise.
Some targets are so traumatised that
they can’t establish friendships once the
bullying stops.

64. Self Esteem
Many children are teased because
something about them is different. If
they don’t accept this difference, their
sensitivity invites further teasing,
especially when peers harass and
exaggerate it. This lowers their self-
esteem.

65. Self Esteem
While their internal bully constantly
harasses and reminds them of their
personal inadequacies, the school bully
identifies their sensitive points and
targets them mercilessly.

66. Self Esteem
Children with poor self-esteem display a
sign saying, ‘I don’t like myself’. Other
children think, ‘If you don’t like yourself,
why should I like you? So I’ll treat you
as you treat yourself.’

67. Self Esteem
Targets blame themselves for not
blocking the bullying like other children
seem to. This reinforces their feeling of
being different, and their self-esteem
falls further.
They become extremely sensitive to
criticism and reject even constructive
feedback that would improve their social
survival skills.

68. Self Esteem
Their self-esteem deteriorates as they
become embarrassed, lose confidence
and give up. They find it hard to be open
and sharing or trust others.
They become self-centred, extremely
sensitive or critical of everything they
do.
They despise their personality, rejecting
themselves as well as others. They
become lonely.

69. Classroom Discipline that
Builds Empathy
C – Call attention to insensitive,
uncaring behavior
A – Ask: “How would you feel?”
R – Recognize the consequences of
the behavior
E – Express and explain your
disapproval of the insensitive action

70. Emotional/Psychological
Effects
The target moves into survival mode
when bullied or threatened. His body is
regulated by its ‘fight or flight’ instinct to
protect itself. Thus, other bodily
functions close down: he can’t breathe
deeply, his shallow breathing reduces
his oxygen intake, so he has insufficient
breath to neutralise stress hormones.

71. Emotional/Psychological
Effects
His painfully high level of fear and
anxiety sabotages a state of calm. He
can’t be relaxed or easy-going, which is
essential for socialising.
He can become very frustrated or angry
at being manipulated by the bully and
others (e.g. their school).

72. Emotional/Psychological
Effects
Some react and retaliate, exacerbating the
situation by becoming aggressive or
provocative.
Others bottle their tension up at school,
then release it at home by being rude,
hostile and angry.
He feels confused, stuck, powerless and
doesn’t know what to do, so he does
nothing..

73. Emotional/Psychological
Effects
He cannot express or release his pain and
discomfort. He speaks very quietly,
quickly and muffles his words. No-one can
validate his feelings.
His emotional burnout leads to denial and
disassociation.
Some internalise their anger and become
sad, miserable, mildly depressed and
teary.

74. Long-Term Psychological
Damage
1. School refusal and school phobia
2. Shyness and social phobia
3. Post-Traumatic Stress Disorder
4. Learned Helplessness
5. Depression, suicidal tendencies,
suicide and murder

75. “The first step in
teaching moral
intelligence is by being a
moral example”
-Michelle Borba

76. Refer to the Handout
Action Plan at
Home

79. –Johnny Appleseed
“Type a quote here.”

86. TOXIC
vs
NOURISHING

87. Poorly chosen words can stifle
enthusiasm, dampen spirits,
and be both offensive and
hurtful. In short, they can
poison the atmosphere.
- Prof. Erwin Hall

88. THE DIRTY
THIRTY

90. 1. Bragging
2. Swearing/Vulgar Words
3. Gossip
4. Angry Words

92. 5. Lies
6. Hurtful Words
7. Pasikatan

93. by Mann Rentoy
www.mannrentoy.com
Preventing Bullying Through
Character Formation

94. 8. Self-Pity Words
9. Discouraging Remarks
10.
Embarrassing/Humiliating
11. Criticism/Fault-Finding

96. 12.
Complaining/Whining
13.
Rude/Inconsiderate
14. Teasing

98. 15. Manipulation
16. Insincere
Compliments/Flattery
17. Ethnic/Racial Slurs

100. 18. Sexist Comments
19. Age-related
Putdowns
20. Being Negative

101. 21. Threats
22. Arguing
23. Interrupting
24. Judgemental Words

103. 25. Being a know-it-all
26. Sarcasm
27. Yelling/Screaming

104. 28. Talking Down
29. Exaggerating
30. Blaming and
Accusing

105. The Flagrant Five

106. 1. SWEARING
2. COMPLAINING
3. PUT-DOWNS
4. RUDE/INCONSIDERATE
5. GOSSIP

108. Clear the air with
NOURISHING words.

109. Let’s make our homes and
schools better places. We can
start by banning all toxic verbal
weapons.
- L. Harry Goldman

110. The Thoughtful Thirty

111. 1. Give
encouragement

113. 2. Express Thanks
3. Acknowledge
Others
4. Extend Greetings

114. 5. Give a Compliment
6. Congratulate
Someone
7. Teach, Give
Instruction

115. 8. Offer Words of
Comfort
9. Inspire Others

117. 10. Celebrate and
Cheer
11. Express Interest
12. Mend
Relationships

119. 13. Make Others
Laugh
14. Show Faith &
Trust

120. 15. Share Good News
16. Praise, Honor
17. Express Caring
18. Show
Understanding

122. 19. Give Approval
20. Extend an
Invitation
21. Show
Courtesy/Respect

123. 22. Give Helpful
Advice
23. Apologize
24. Forgive

124. 25. Offer to Help
26. Tell the Truth
27. Point out the
Good

125. 28. Use Terms of
Affection
29. Supply Needed
Information
30. Communicate Love

126. “Character and Academics:
What Good Schools Do”
Phi Delta Kappan Magazine, 2006

127. Research Showed:
1. Good schools ensure a clean and secure
physical environment.
2. Good schools promote and model
fairness, equity, caring and respect.
3. In good schools, students contribute in
meaningful ways.
4. Good schools promote a caring
community and positive social relationships.

128. More Strategies

129. Compliments Game

130. Teach Manners and
The Golden Rule
What you accept, you teach.
What you permit, you promo
te.

131. If manners were an animal,
it would be an endangered
species.
- Henry Rogers

132. Choosing an Atmosphere
Rude Courteous
Inconsiderate Considerate
Disrespectful Respectful
Offensive Polite

133. The Good Deeds Bowl

134. The Two-Minute Interview

135. Questions
Live with – Own – Place –
Goal – Achievement – Hobby
– Special Interest – Hero –
Other

136. Effective Classroom
Management

137. Be a Buddy, Not a Bully
Shirt

138. Stand Up to Bullying
Week

139. Student Justice Committee

140. Celebration of Service
Week

141. Give Recognition to:
1. Most Creative Outreach
2. Outreach with the
Greatest Impact
3. Best Organized
4. Outreach of the Year

142. Peer Mentoring for
Conflict Resolution

143. Bibliotherapy for the Victim

144. Involve Students in
Welcoming New Kids

145. Character-Based
Consequences

146. The 4 R’s
of Moral
Discipline

147. 4 R’s of Moral Discipline
RESPOND calmly
and assess the
child’s intention

148. 4 R’s of Moral Discipline
REVIEW why the
behavior is
wrong

149. 4 R’s of Moral Discipline
REFLECT on the
behavior’s effect

150. 4 R’s of Moral Discipline
RIGHT The wrong
by encouraging
the child to make
a reparation

151. 4 R’s of Moral Discipline
RESPOND calmly and assess the
child’s intention
REVIEW why the behavior is wrong
REFLECT on the behavior’s effect
RIGHT The wrong by encouraging
the child to make a reparation

152. Class Meetings

153. Cooperative Learning

154. Anonymous Compliments

155. Good Deeds Journal

156. Teaching Empathy
Through Literature

157. Compact for Excellence
(Students Craft the Pledge)

158. Students Pledge

159. Some Samples
of Student
Pledges
Against Bullying

163. James Stenson
Children develop
character by what they
see, what they hear, and
what they are repeatedly
led to do.

164. Sample of a Good Bully
Prevention Policy

173. www.cepphilippines.com
www.slideshare.net
www.scribd.com
cep@mannrentoy.com

176. www.mannrentoy.com
mannrentoy@gmail.com
0908-864-84-91

177. www.mannrentoy.com
www.cepphilippines.com