Bullying prevention #1 2016
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This document outlines a lesson plan on bullying prevention. It discusses having students watch a video about bullying and answering discussion questions about what they saw. Students are asked to reflect quietly on how their words can positively or negatively affect others and whether they are part of the bullying problem or solution. The lesson teaches that every student has the right to feel safe at school and encourages students to be respectful, kind, helpful and aware of how their words impact others. It demonstrates how hurtful actions can damage someone like crumpling and destroying a piece of paper.
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1. The document discusses cyberbullying and ways to prevent it, defining it as using electronic communication like messages or social media to bully others.
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Bullying interferes with learning and takes many forms such as teasing, assault, and harassment. It negatively impacts victims, bystanders, and bullies. Victims experience fear, loss of self-esteem, depression, and lower academic performance. Bystanders also feel fear and guilt. Bullies are more likely to drop out of school and engage in criminal behavior. Teachers should establish zero tolerance for bullying, closely supervise areas where it often occurs, and act immediately to address reported incidents.
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This document discusses bullying and provides information on how to prevent and address it. It defines bullying as repeated behavior over time that makes the victim feel powerless. The document outlines the main types of bullying, who is typically involved, and how to distinguish between one-time incidents and ongoing bullying. It encourages reporting bullying to trusted adults and offers strategies for how students can help prevent bullying, including not joining in, saying something if they witness it, and being supportive of the victim.
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Bullying prevention #3 2016
1. The document discusses cyberbullying and ways to prevent it, defining it as using electronic communication like messages or social media to bully others.
2. It advises that if you are cyberbullied, you should not respond, block the bully if possible, keep evidence, and tell a trusted adult. Schools can intervene in cyberbullying cases.
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This document discusses bullying and provides information on how to prevent and address it. It defines bullying as repeated behavior over time that makes the victim feel powerless. The document outlines the main types of bullying, who is typically involved, and how to distinguish between one-time incidents and ongoing bullying. It encourages reporting bullying to trusted adults and offers strategies for how students can help prevent bullying, including not joining in, saying something if they witness it, and being supportive of the victim.
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This document provides information about situations that can act as "quicksand" for teenagers, such as death, illness, abuse, or bullying. It outlines warning signs that a teen may be suicidal, such as changes in behavior or grades, and instructs that if any signs are noticed, a trusted adult like a parent, teacher, or counselor should be contacted immediately for a referral to help. The document emphasizes that suicide prevention is important and that teens can play a role in rescue by knowing their friends, recognizing signs of distress, and getting help from an adult.
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The document provides information about a bullying prevention training session. It includes an agenda that covers defining bullying, different types of bullying, statistics, prevention strategies, group activities, and assessments. The training aims to educate participants on recognizing and addressing bullying behaviors in schools through lectures, discussions, and pledges of safety. Prevention is emphasized as a shared responsibility of parents, teachers, students, and community members working together on anti-bullying policies and activities.
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Arvinoor siregar sh menegaskan salah satu fungsi copy (3)
Arvinoor,arvinoor siregar, arvinoor siregar sh, ar vino or ...
pg.sg/.../Arvinoor-arvinoor-siregar-arvinoor-siregar-sh-ar-vino-or-sirega...
Dec 15, 2013 - Arvinoor, arvinoor siregar, arvinoor siregar sh, arvinoor siregar sh mh Alexa Traffic Rank for... Read more at the origin… Posted by forexlover ...
Arvinoor,arvinoor siregar, arvinoor siregar sh ... - Ping.sg
pg.sg/.../Arvinoor-arvinoor-siregar-arvinoor-siregar-sh-arvino-or-siregar...
Dec 14, 2013 - Arvinoor, arvinoor siregar, arvinoor siregar sh, arvinoor siregar sh mh Alexa Traffic Ran k for... Read more at the origin… Posted by forexlover
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This document discusses a character education lesson on bullying prevention. It prompts students to watch a video clip about bullying and discuss what they observe. Students are asked whether they would intervene if witnessing bullying, and how observers can perpetuate bullying by not acting. The lesson encourages students to reflect on their own behavior, consider how their words affect others, think before speaking, and do their part to prevent bullying by being respectful, kind, helpful, and aware of how their actions and words impact others.
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2) Bullying involves an imbalance of power where one person repeatedly abuses another physically, verbally, or emotionally. Bystanders witness bullying but often do nothing.
3) As a bystander, you can help the victim by comforting them, helping them get away, or giving advice. Standing by and laughing approves of bullying. Doing something courageous and intervening can stop abuse.
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This page contains an assortment of springboards for you to dive into a discussion of prejudice, stereotyping, and discrimination. This is an activity in self-reflection. Consider your own personal history. Respond to at least 5 (or more) of the following questions in a 2-3 page paper:
1. Is it possible to be free of prejudice? Have you ever met anyone who was?
2. Are you prejudiced? If so, what are some recent instances in which you behaved in a prejudiced way? If not, how do you know that you're not prejudiced?
3. If you've behaved in a prejudiced way, what caused the prejudice, and what might reduce it? How did other people respond to your behavior?
4. If a close friend or family member were to make a prejudiced comment, would you protest? Why or why not? What about a stranger or acquaintance -- would you respond in that situation?
5. If you were to make a prejudiced comment at a party or among a group of friends, would your friends say something?
6. Does the categorization of people always result in prejudice? What about categorizing people in a positive way -- does that result in prejudice?
7. Are stereotypes ever a good thing? Have you ever tried to get people to stereotype you, either positively or negatively?
8. Does the very categorization of people -- for example, as female, a college student, African-American, or Texan -- necessarily rob them of individuality?
9. At a psychological level, what are the common denominators that link all forms of prejudice?
10. In general, which forms of prejudice seem to be declining over time, and which forms seem to be persisting or increasing?
11. Describe the earliest memory you have of an experience with a person or people of a racial, ethnic, or cultural group different from your own..
12. Who or what has had the most influence in the formation of your attitudes and opinions about people of different racial, ethnic, and/or cultural groups? In what way?
13. What influences in your experience have led to the development of positive feelings about your own heritage and background?
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15. What changes, if any, would you like to make in your own attitudes or experiences in relation to people of other racial, ethnic, or cultural groups?
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17. How do you feel you should deal with (or not deal with) issues of racial, ethnic, and cultural diversity in American society?
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CHAPTER 4
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Bullying prevention #1 2016
- 1. BULLYING PREVENTION… Character Education Lesson #1: September 2016
- 2. DRSL’S: What:What isYOUR part in the prevention of bullying? Why: Responsible Citizen, Problem Solving, CriticalThinking, Communication
- 3. BULLYING PREVENTION… Watch the video clip on the next slide and pay close attention to what you hear and what you see happening.
- 4. CLASS DISCUSSION… Discuss the video What age group would you guess these students are? Why do you think the students are picking on this student? Did anyone stand up for him? What would you do in a situation like this? If someone is different than you or your friends, does it give you the right to mock, tease, or disrespect them? How do the students who didn’t do anything perpetuate the problem of bullying?
- 5. SPEAK UP… SPEAK OUT!
- 6. QUIET REFLECTION… Take a minute and reflect quietly on the following questions: How many lessons have you heard on bullying prevention? Are you paying attention to what is being said? Are you making the connection between what you sayTO others or ABOUT others… and how it might affect them in a negative or positive way? Are you part of the problem or part of the solution? Are you trying to HELP or HURT others? Do you take personal responsibility for everything you do and say?
- 8. NEXTTIMEYOUWALK INTO SCHOOL… Notice the sign inside the first set of doors: Weber School District will not discriminate or deny services on the basis of race, color, national origin, gender, sexual orientation, and/or disability. This means: Every student who walks through our doors has the right to learn. Every person who walks through our doors has the right to feel safe.
- 9. DOYOUR PART… Be respectful Be kind Be helpful Be empathetic Be friendly Be nice Be aware Be responsible for what you say and how you say it.
- 10. ACTIVITY… Choose a volunteer Have one student take a clean white piece of paper Crumple it up Smash it Stomp on it Throw it on the ground Tear it Now try to smooth it back to it’s original state…
- 11. HOW DOESTHIS RELATETO BULLYING? Will this piece of paper be the same as before? Discuss how this relates to: Name calling Gossiping Teasing Mocking Being pushed around Excluded from a group