The document outlines an advisory lesson plan on bully prevention. It includes the following key points:
1. Students and teachers will learn the Stop, Walk, and Talk strategy for responding to bullying situations. They will role play different bullying scenarios where each student takes the role of the target, instigator, or bystander.
2. Students will understand when it is appropriate to use the Stop, Walk, and Talk strategy and what support they can expect from teachers and administrators.
3. The lesson emphasizes the school rules of being safe, respectful, and responsible and provides examples of supporting or ignoring the rules. It details how to appropriately respond when someone uses the Stop, Walk, and Talk signal.
This document discusses relationships and bullying. It provides activities and definitions for students to learn about what defines good relationships and bullying. The activities have students brainstorm good relationship qualities, trace their hand to list people they can talk to if being bullied, and create posters defining bullying. Students also role play different bullying scenarios and discuss how to respond, including telling trusted adults. The goal is for students to understand relationships, identify bullying, and know how to respond if they witness or experience it.
This document outlines a group lesson plan aimed at teaching students skills related to emotion recognition, communication, and conflict resolution. The 8 session plan uses activities, discussions, and videos to help students learn about the relationship between emotions and communication, demonstrate emotions verbally and nonverbally, and resolve conflicts effectively. Each session has learning objectives, materials needed, and detailed instructions. Handouts provide scenarios and guidelines to facilitate discussions and skill-building around key topics like emotional myths, assumptions, and apology skills.
This document defines bullying and provides information about reporting bullying at a school. It defines bullying as repeated, intentional, and power-based acts that cause harm. Examples of bullying include name-calling, exclusion, threats, rumors, and physical attacks. The document describes "Red Zone Reports" as a confidential way for students to report bullying. It provides guidance on when and how to file a report, and what happens after a report is submitted. Finally, it discusses the role of bystanders in stopping bullying and encourages students to help those being bullied.
This document provides an overview of the basic components of Positive Behavior Intervention and Supports (PBIS) presented to the staff at Grayslake Central High School. It summarizes PBIS as a proactive systems approach to establish behavioral supports and social culture to help all students succeed academically and socially. It describes the three tiers of PBIS intervention: Tier 1 focuses on universal expectations and supports for all students, Tier 2 provides additional support for groups of students with more needs, and Tier 3 involves individualized supports and plans for students with chronic issues. It outlines examples of interventions at each tier and discusses implementing PBIS through defining, teaching, modeling, and reinforcing the school's RAM values of being
The document discusses Positive Behavior Interventions and Support (PBIS), which is a framework for behavioral interventions in schools based on applied behavior analysis. PBIS uses a multi-tiered approach including school-wide, classroom, and individual systems to define, teach, and reward appropriate behaviors. The goals are to enhance academic achievement and social behaviors for all students through team-based leadership, data-driven decisions, professional development, and a positive school culture.
The document discusses implementing School-wide Positive Behavior Intervention and Support (SWPBIS) at a school. It outlines the basic elements and logic of SWPBIS, which takes a proactive, preventative, and positive approach using data to implement achievable and sustainable practices and systems. It also discusses establishing a team, securing staff buy-in, employing a data system, and an 8 step implementation process including establishing and teaching clear behavioral expectations. The document evaluates whether the school is ready for SWPBIS based on assembling a team and preparation criteria.
This document outlines lessons on bully prevention techniques. It discusses gossip, inappropriate remarks, and cyberbullying. For each topic, it reviews respectful behavior using the "3Bs", provides examples of non-respectful behavior, discusses how to use the "SWT" technique if witnessing issues, and includes practicing scenarios in groups. The overall goal is to teach skills for encouraging others, addressing disrespectful language or actions, and how to intervene as a bystander when witnessing bullying situations.
This document outlines a three-step bully prevention process: WALK, TALK, and REPORT.
Step 1 is WALK: students are taught to use a hand signal and walk away from bullying situations. Bystanders can help by supporting students who walk away.
Step 2 is TALK: students discuss when it's appropriate to report bullying to an adult, such as when the bullying continues after trying to stop and walk away from it. They also discuss the difference between tattling and reporting a problem.
Step 3 is REPORT: students practice scenarios of when they should and should not report bullying to an adult, such as always reporting situations that could be dangerous. The document provides guidelines for
This document discusses relationships and bullying. It provides activities and definitions for students to learn about what defines good relationships and bullying. The activities have students brainstorm good relationship qualities, trace their hand to list people they can talk to if being bullied, and create posters defining bullying. Students also role play different bullying scenarios and discuss how to respond, including telling trusted adults. The goal is for students to understand relationships, identify bullying, and know how to respond if they witness or experience it.
This document outlines a group lesson plan aimed at teaching students skills related to emotion recognition, communication, and conflict resolution. The 8 session plan uses activities, discussions, and videos to help students learn about the relationship between emotions and communication, demonstrate emotions verbally and nonverbally, and resolve conflicts effectively. Each session has learning objectives, materials needed, and detailed instructions. Handouts provide scenarios and guidelines to facilitate discussions and skill-building around key topics like emotional myths, assumptions, and apology skills.
This document defines bullying and provides information about reporting bullying at a school. It defines bullying as repeated, intentional, and power-based acts that cause harm. Examples of bullying include name-calling, exclusion, threats, rumors, and physical attacks. The document describes "Red Zone Reports" as a confidential way for students to report bullying. It provides guidance on when and how to file a report, and what happens after a report is submitted. Finally, it discusses the role of bystanders in stopping bullying and encourages students to help those being bullied.
This document provides an overview of the basic components of Positive Behavior Intervention and Supports (PBIS) presented to the staff at Grayslake Central High School. It summarizes PBIS as a proactive systems approach to establish behavioral supports and social culture to help all students succeed academically and socially. It describes the three tiers of PBIS intervention: Tier 1 focuses on universal expectations and supports for all students, Tier 2 provides additional support for groups of students with more needs, and Tier 3 involves individualized supports and plans for students with chronic issues. It outlines examples of interventions at each tier and discusses implementing PBIS through defining, teaching, modeling, and reinforcing the school's RAM values of being
The document discusses Positive Behavior Interventions and Support (PBIS), which is a framework for behavioral interventions in schools based on applied behavior analysis. PBIS uses a multi-tiered approach including school-wide, classroom, and individual systems to define, teach, and reward appropriate behaviors. The goals are to enhance academic achievement and social behaviors for all students through team-based leadership, data-driven decisions, professional development, and a positive school culture.
The document discusses implementing School-wide Positive Behavior Intervention and Support (SWPBIS) at a school. It outlines the basic elements and logic of SWPBIS, which takes a proactive, preventative, and positive approach using data to implement achievable and sustainable practices and systems. It also discusses establishing a team, securing staff buy-in, employing a data system, and an 8 step implementation process including establishing and teaching clear behavioral expectations. The document evaluates whether the school is ready for SWPBIS based on assembling a team and preparation criteria.
This document outlines lessons on bully prevention techniques. It discusses gossip, inappropriate remarks, and cyberbullying. For each topic, it reviews respectful behavior using the "3Bs", provides examples of non-respectful behavior, discusses how to use the "SWT" technique if witnessing issues, and includes practicing scenarios in groups. The overall goal is to teach skills for encouraging others, addressing disrespectful language or actions, and how to intervene as a bystander when witnessing bullying situations.
This document outlines a three-step bully prevention process: WALK, TALK, and REPORT.
Step 1 is WALK: students are taught to use a hand signal and walk away from bullying situations. Bystanders can help by supporting students who walk away.
Step 2 is TALK: students discuss when it's appropriate to report bullying to an adult, such as when the bullying continues after trying to stop and walk away from it. They also discuss the difference between tattling and reporting a problem.
Step 3 is REPORT: students practice scenarios of when they should and should not report bullying to an adult, such as always reporting situations that could be dangerous. The document provides guidelines for
This document outlines a school's bully prevention program. It discusses establishing school-wide rules to be safe, respectful and responsible. It then describes a three step process called "Stop, Walk, Talk" to manage bullying by removing reinforcement. Students are told they may receive a Stop, Walk, Talk and how to appropriately respond. The document provides practice scenarios for students to role play as the target, instigator or bystander/supervisor.
This presentation teaches you how to positively influence student behaviour. You will be asked to recall problems and reflect on what worked to alleviate the problem. Different strategies will be presented and there will be discussions on how to make the strategies work in your own situations.
This lesson plan aims to raise awareness of cyberbullying among young people. It discusses how cyberbullying has increased based on data from Kids Helpline, with the most common age groups being 10-14 and 15-18 year olds. The lesson introduces cyberbullying and different roles in cyberbullying situations. It includes a video about cyberbullying and discusses the emotional impact it can have on victims. Students are asked to develop a code of behavior for preventing cyberbullying and supporting others in the community.
This lesson plan aims to teach students to distinguish between harmless teasing and cyberbullying. It includes watching a video of a girl reflecting on her experience with cyberbullying, and discussing case studies of online bullying behaviors. The objectives are for students to analyze behaviors that cross the line into cyberbullying, learn about forms like flaming and deceiving others, and understand the perspective of those targeted and how to help. Educators are provided materials and guidance to facilitate a discussion with students about when online actions become cyberbullying and how to address serious incidents.
This document discusses various forms of bullying and discrimination. It defines bullying as repeated harmful behavior against someone who cannot easily defend themselves. It also defines cyberbullying as the repeated use of technology like social media or texting to harass or threaten others. The document provides tips to avoid accidentally bullying others through "banter" or joking and emphasizes the importance of taking responsibility if one's actions have hurt someone. Overall, the document aims to raise awareness about different types of bullying and provide guidance on preventing and addressing discriminatory behavior.
Behaviour management techniques are used to control or modify student responses in the classroom. Some common behavioural issues observed include answering back, bullying, incessant talking, diverse learner needs, swearing, and not listening. The document provides suggestions for managing these behaviours such as using non-verbal cues, praising positive behaviour, ignoring low-level misbehaviour, and giving clear expectations and consequences. Building rapport with students and tailoring instruction to individual needs can help address the root causes of misbehaviour.
This document outlines lessons for students on bullying. It will define bullying and discuss different types. Students will view videos about bullying and work in groups to concept map definitions. They will research a type of bullying, defining it, exploring its effects, and how victims can respond. Students will also learn to recognize signs of bullying and create a Bitstrip comic on the topic. The lessons use interactive online tools to engage students.
This document provides information about bullying and its effects. It begins with an agenda that covers bullying facts and statistics, types of bullying, "bullycide" or suicide related to bullying, and a quiz. Some key points include: 1 in 10 students drop out due to bullying, 75% of school shootings are linked to harassment or bullying, and over 19,000 kids attempt suicide each year due to bullying. There are different types of bullying like physical, verbal, indirect, and cyberbullying. The document also discusses bullying of students with disabilities and laws regarding harassment. It concludes with discussion questions about bullying and encouraging students to seek help if being bullied rather than handling it alone.
Whether you are a student, parent, an educator, or a concerned friend of the family, there are ten steps you can take to stop and prevent bullying:
1. Pay attention. There are many warning signs that may point to a bullying problem, such as unexplained injuries, lost or destroyed personal items, changes in eating habits, and avoidance of school or other social situations. However, every student may not exhibit warning signs, or may go to great lengths to hide it. This is where paying attention is most valuable. Engage students on a daily basis and ask open-ended questions that encourage conversation
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.
The group curriculum focuses on helping elementary school students understand and prevent bullying. Over six weeks, students will learn about different types of bullying, strategies to avoid bullying, and ways to build a positive self-image. Activities include videos, discussions, role plays, and crafts. The goal is to provide a safe space for students to learn skills to strengthen their ability to prevent bullying at school.
This document discusses cyber bullying and provides tips for how to recognize, avoid, and handle it. It defines cyber bullying as using the internet to intentionally harm others. Common tactics of cyber bullies include sending mean emails, posts on message boards, and creating websites to embarrass others. The document encourages telling a trusted adult if being bullied and provides advice on internet safety, such as not sharing private information online and using polite etiquette. It also discusses the importance of empowerment and how students can help address this issue in their community.
Bullying has become increasingly problematic for school aged childre.pdfarmsnoida
Bullying has become increasingly problematic for school aged children. Describe the different
types of bullying as well as the characteristics of a bully. What are the consequences for the
victim of bullying? How will this affect their social development? Finally, in addition to the tips
in the textbook, brainstorm some ideas for reducing bullying in schools. Bullying has become
increasingly problematic for school aged children. Describe the different types of bullying as
well as the characteristics of a bully. What are the consequences for the victim of bullying? How
will this affect their social development? Finally, in addition to the tips in the textbook,
brainstorm some ideas for reducing bullying in schools.
Solution
Answer-
Bullying is a aggressive behavior among school aged kids that involves an imbalance of
power.The behavior of being aggressive can be repeated over time and may become a serious
and long lasting problem.
characteristic of bully -
Some common characteristics of children who are bully.
1) Impulsive
2)anger management problem
3)tries to control other people by criticizing then rather than inspiring others.
4) Easily frustrated and annoyed
Types of bullying-
There are 3 types of bullying-
1) verbal bullying- verbal bullying includes teasing, name-calling, inappropriate sexual
comments, taunting, threatening to cause harm.
2) social bullying- Social bullying involves hurting someone\'s relationship and reputation by
various means like embarrassing someone in public,leave someone out on purpose, spreading
rumors about someone,telling other children not to be friend with someone.
3) physical bullying-It involves hurting someone\'s body on purpose.it includes hitting, kicking,
pinching,pushing , tripping,taking or breaking someone\'s things .
Consequences for the victim of bullying-
1)suffer more psychological stress- bully victims suffer more imotional and psychological stress
.They also suffer from lonelyness, anxiety,and depression.
2)Have trouble fitting in-Bully victim have harder time In social places than lonelyness.They are
less cooperative and less sociable than other children around them.They have very few friends or
same time no friend at all.
3) struggle in school- Bully victim feel unsafe in school and struggle to follow rules of school.
4) Bully victim can not manage their emotions.
5) Bully victim respond aggressively on any dress.
Bullying behavior affect social development of children in many way - such children can not
make friends and thus feel unsafe on every time whenever the come in contact with others. They
can not learn to sharing things and thoughts with others.as they behave aggressively on sharing
things.such children always suffer lack of confidence to express themselves.They avoid team
work as they feel unsafe and poor .
Ideas for reducing bullying in school-
Whether we are educator or parant we can take some following steps to reduce bullying in
school-
1)pay attention on child and belongings - .
This document discusses the difference between punishment and discipline when it comes to teaching children appropriate behavior. Punishment focuses on controlling behavior through negative means like verbal reprimands or physical punishment. This can make children angry and resentful without helping them learn. Discipline aims to develop behavior by teaching self-control through logical consequences, respect, and focusing on positive alternatives rather than what children should not do. The goal is to guide children to make good choices and respect themselves and others. While punishment is meant to control behavior in the short-term, discipline teaches behavior that can last a lifetime.
This document discusses bullying in several paragraphs. It defines different types of bullying like physical, verbal, cyberbullying. It provides statistics on bullying and its effects. It discusses characteristics of bullied students and roles of teachers, parents and administrators in addressing bullying. It suggests ways to help bullied students build self-esteem and strategies teachers can use to prevent bullying.
The document summarizes a workshop on cyberbullying awareness held at a school in Egypt. It defines cyberbullying and describes how the school implemented a cross-curricular program to address the issue, including making a student-centered movie about cyberbullying. The program aimed to define cyberbullying, increase awareness of it, and describe whole-school participation in addressing the problem.
1. Albert Bandura's social learning theory proposes that people can learn through observation alone, without changing their behavior, and that cognition plays a role in learning.
2. Bandura demonstrated in his Bobo doll experiments that children imitate aggressive behaviors they observe in others.
3. Social learning theory considers attention, retention, reproduction, and motivation as important components of observational learning.
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
This document outlines the daily lesson plan and activities for a class on emotions and feelings. The objectives are to introduce emotions and help students reflect on their strengths. The class includes energizer activities, discussions about feelings, coping strategies, and a confidence drawing exercise. The lesson also covers COVID-19 basics like symptoms, risks, and safety protocols like social distancing and proper handwashing.
The document discusses expectations for students when they have a guest teacher. It outlines three learning goals: for students to show respect to guests, understand that misbehavior could result in a referral, and that good behavior may earn class recognition. It provides examples of how to treat a guest teacher respectfully, such as welcoming them, speaking politely, and supporting their teaching. Finally, it notes that classes will receive special recognition from the principal if the guest teacher reports the class was safe, respectful and responsible.
This document provides guidance for students on how to treat guest teachers in their classroom. It discusses that students should treat guest teachers with the same respect they would show guests in their own home. Students are expected to be safe, respectful and responsible when a guest teacher is leading the class. Any class that receives a positive report from a guest teacher about their behavior will receive special recognition from the principal.
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This document outlines a school's bully prevention program. It discusses establishing school-wide rules to be safe, respectful and responsible. It then describes a three step process called "Stop, Walk, Talk" to manage bullying by removing reinforcement. Students are told they may receive a Stop, Walk, Talk and how to appropriately respond. The document provides practice scenarios for students to role play as the target, instigator or bystander/supervisor.
This presentation teaches you how to positively influence student behaviour. You will be asked to recall problems and reflect on what worked to alleviate the problem. Different strategies will be presented and there will be discussions on how to make the strategies work in your own situations.
This lesson plan aims to raise awareness of cyberbullying among young people. It discusses how cyberbullying has increased based on data from Kids Helpline, with the most common age groups being 10-14 and 15-18 year olds. The lesson introduces cyberbullying and different roles in cyberbullying situations. It includes a video about cyberbullying and discusses the emotional impact it can have on victims. Students are asked to develop a code of behavior for preventing cyberbullying and supporting others in the community.
This lesson plan aims to teach students to distinguish between harmless teasing and cyberbullying. It includes watching a video of a girl reflecting on her experience with cyberbullying, and discussing case studies of online bullying behaviors. The objectives are for students to analyze behaviors that cross the line into cyberbullying, learn about forms like flaming and deceiving others, and understand the perspective of those targeted and how to help. Educators are provided materials and guidance to facilitate a discussion with students about when online actions become cyberbullying and how to address serious incidents.
This document discusses various forms of bullying and discrimination. It defines bullying as repeated harmful behavior against someone who cannot easily defend themselves. It also defines cyberbullying as the repeated use of technology like social media or texting to harass or threaten others. The document provides tips to avoid accidentally bullying others through "banter" or joking and emphasizes the importance of taking responsibility if one's actions have hurt someone. Overall, the document aims to raise awareness about different types of bullying and provide guidance on preventing and addressing discriminatory behavior.
Behaviour management techniques are used to control or modify student responses in the classroom. Some common behavioural issues observed include answering back, bullying, incessant talking, diverse learner needs, swearing, and not listening. The document provides suggestions for managing these behaviours such as using non-verbal cues, praising positive behaviour, ignoring low-level misbehaviour, and giving clear expectations and consequences. Building rapport with students and tailoring instruction to individual needs can help address the root causes of misbehaviour.
This document outlines lessons for students on bullying. It will define bullying and discuss different types. Students will view videos about bullying and work in groups to concept map definitions. They will research a type of bullying, defining it, exploring its effects, and how victims can respond. Students will also learn to recognize signs of bullying and create a Bitstrip comic on the topic. The lessons use interactive online tools to engage students.
This document provides information about bullying and its effects. It begins with an agenda that covers bullying facts and statistics, types of bullying, "bullycide" or suicide related to bullying, and a quiz. Some key points include: 1 in 10 students drop out due to bullying, 75% of school shootings are linked to harassment or bullying, and over 19,000 kids attempt suicide each year due to bullying. There are different types of bullying like physical, verbal, indirect, and cyberbullying. The document also discusses bullying of students with disabilities and laws regarding harassment. It concludes with discussion questions about bullying and encouraging students to seek help if being bullied rather than handling it alone.
Whether you are a student, parent, an educator, or a concerned friend of the family, there are ten steps you can take to stop and prevent bullying:
1. Pay attention. There are many warning signs that may point to a bullying problem, such as unexplained injuries, lost or destroyed personal items, changes in eating habits, and avoidance of school or other social situations. However, every student may not exhibit warning signs, or may go to great lengths to hide it. This is where paying attention is most valuable. Engage students on a daily basis and ask open-ended questions that encourage conversation
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.
The group curriculum focuses on helping elementary school students understand and prevent bullying. Over six weeks, students will learn about different types of bullying, strategies to avoid bullying, and ways to build a positive self-image. Activities include videos, discussions, role plays, and crafts. The goal is to provide a safe space for students to learn skills to strengthen their ability to prevent bullying at school.
This document discusses cyber bullying and provides tips for how to recognize, avoid, and handle it. It defines cyber bullying as using the internet to intentionally harm others. Common tactics of cyber bullies include sending mean emails, posts on message boards, and creating websites to embarrass others. The document encourages telling a trusted adult if being bullied and provides advice on internet safety, such as not sharing private information online and using polite etiquette. It also discusses the importance of empowerment and how students can help address this issue in their community.
Bullying has become increasingly problematic for school aged childre.pdfarmsnoida
Bullying has become increasingly problematic for school aged children. Describe the different
types of bullying as well as the characteristics of a bully. What are the consequences for the
victim of bullying? How will this affect their social development? Finally, in addition to the tips
in the textbook, brainstorm some ideas for reducing bullying in schools. Bullying has become
increasingly problematic for school aged children. Describe the different types of bullying as
well as the characteristics of a bully. What are the consequences for the victim of bullying? How
will this affect their social development? Finally, in addition to the tips in the textbook,
brainstorm some ideas for reducing bullying in schools.
Solution
Answer-
Bullying is a aggressive behavior among school aged kids that involves an imbalance of
power.The behavior of being aggressive can be repeated over time and may become a serious
and long lasting problem.
characteristic of bully -
Some common characteristics of children who are bully.
1) Impulsive
2)anger management problem
3)tries to control other people by criticizing then rather than inspiring others.
4) Easily frustrated and annoyed
Types of bullying-
There are 3 types of bullying-
1) verbal bullying- verbal bullying includes teasing, name-calling, inappropriate sexual
comments, taunting, threatening to cause harm.
2) social bullying- Social bullying involves hurting someone\'s relationship and reputation by
various means like embarrassing someone in public,leave someone out on purpose, spreading
rumors about someone,telling other children not to be friend with someone.
3) physical bullying-It involves hurting someone\'s body on purpose.it includes hitting, kicking,
pinching,pushing , tripping,taking or breaking someone\'s things .
Consequences for the victim of bullying-
1)suffer more psychological stress- bully victims suffer more imotional and psychological stress
.They also suffer from lonelyness, anxiety,and depression.
2)Have trouble fitting in-Bully victim have harder time In social places than lonelyness.They are
less cooperative and less sociable than other children around them.They have very few friends or
same time no friend at all.
3) struggle in school- Bully victim feel unsafe in school and struggle to follow rules of school.
4) Bully victim can not manage their emotions.
5) Bully victim respond aggressively on any dress.
Bullying behavior affect social development of children in many way - such children can not
make friends and thus feel unsafe on every time whenever the come in contact with others. They
can not learn to sharing things and thoughts with others.as they behave aggressively on sharing
things.such children always suffer lack of confidence to express themselves.They avoid team
work as they feel unsafe and poor .
Ideas for reducing bullying in school-
Whether we are educator or parant we can take some following steps to reduce bullying in
school-
1)pay attention on child and belongings - .
This document discusses the difference between punishment and discipline when it comes to teaching children appropriate behavior. Punishment focuses on controlling behavior through negative means like verbal reprimands or physical punishment. This can make children angry and resentful without helping them learn. Discipline aims to develop behavior by teaching self-control through logical consequences, respect, and focusing on positive alternatives rather than what children should not do. The goal is to guide children to make good choices and respect themselves and others. While punishment is meant to control behavior in the short-term, discipline teaches behavior that can last a lifetime.
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1. Albert Bandura's social learning theory proposes that people can learn through observation alone, without changing their behavior, and that cognition plays a role in learning.
2. Bandura demonstrated in his Bobo doll experiments that children imitate aggressive behaviors they observe in others.
3. Social learning theory considers attention, retention, reproduction, and motivation as important components of observational learning.
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A presentation on performing functional assessments and writing behavior intervention plans using the Meeting Mechanics Process for Reeths Puffer Schools- McMillan Elementary
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A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2. Bully Prevention
Objectives
During Advisory
I.Students and teachers will understand the Stop, Walk,
and Talk strategy as it relates to bully prevention.
II.Students will role play with support from teachers a
number of scenarios in which each student will be a
target, an instigator and a bystander.
III.Students will learn the appropriate responses to an
SWT and what to expect from teachers and
administrators in terms of support.
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3. Bully Prevention
I.
Valor School Wide RulesWho We Are!!!
a. Be Safe
b. Be Respectful
c. Be Responsible
II. Who has an example of supporting the rules
around how we treat each other?
a. For Be Safeb. For Be Respectful
c. For Be Responsible
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4. Bully Prevention
III. How about examples of ignoring the rules
in how we treat each other.
a. For Be Safe
b. For Be Respectful
c. For Be Responsible
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5. Bully Prevention
IV. Let’s discuss the Power of Choice
Why do kids exhibit problem behavior outside the classroom?
Consider the candle flame response and how it relates to our culture
and response to bullying. A bullying incident is outside our school
norms and rules. The liquid represents the school culture of being safe,
respectful and responsible and over time, will take over and extinguish
the flame. But it’s the step of an individual or bystander that makes the
difference. That’s what determines our acceptance of bullying or our
support of our culture.
http://www.youtube.com/watch?v=hd7vbYzodoo
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6. Bully Prevention
V. So how can students take action?...
Stop/Walk/Talk Introduction
a.
b.
c.
“Stop”- Hand signal and voice
“Walk”- Move away from the bully
“Talk”- Seek out a teacher or administrator
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7. Bully Prevention
VI. Action Step 1- STOP
a. Use a hand signal to communicate your need
b. Stay “stop” when using the hand signal
c. Wait for response to determine next appropriate
step.
(If the instigator stops, continue with your day. If not, move
on to step 2- TALK. –NOTE- the steps above can be
accomplished by a bystander)
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8. Bully Prevention
VII. Action Step 2- WALK
If “stop” does not work, “walk” away
Walking away removes that target from the instigator of
the bullying. This takes away their power. A bystander can
also help “walk” a target away from the situation.
NOTE- depending on the situation, the “talk” step may be
needed.
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9. Bully Prevention
VIII. Action Step 3- TALK
a. Find a teacher or administrator with whom to talk
b. Be prepared to share the problem and what steps
you took to change it or stop it
(Remember, if you took steps to stop the instigator, you
are only talking and trying to solve the problem. If you
did not take steps, you are tattling)
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10.
11. Bully Prevention
Step 1- STOP
I.
Beginning with the End in Mind
The ”STOP” Signal: school-wide signal including
verbal and physical action
a) Model with verbiage- “stop”
b) Ask for examples from class of when to do it
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12. Bully Prevention
Step 1- STOP
II. The “STOP” Signal at the right time!
Volunteers for 3 scenariosa)
Arteom pokes Sandra in the back over and over while in line.
b)
Jennifer teases Francesca and calls here a derogatory name.
c)
Sam steals the ball away from Antonio when they are not
playing a game that involves stealing the ball.
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13. Bully Prevention
Step 1- STOP
III. Beginning with the End in Mind
The “STOP” Signal- ?????
Examples from class of when to NOT do it
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14. Bully Prevention
Step 1- STOP
IV. When “STOP” is used at the wrong time!
Discuss scenarios
a)
Juan accidently breaks the double-dribble rule in basketball.
b)
Kevin makes a suggestion for a game that Svetlana doesn’t like
c)
Arteom continues to poke Sandra in line, even after Sandra has
delivered the stop signal
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15.
16. Bully Prevention
Step 2- WALK
I.
WALK AWAY
a) When the hand signal doesn’t work, what steps
can be taken?
b) What does walking away do?
c) How can bystanders help in the “walking away”
step?
Discuss these questions as a class.
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17. Bully Prevention
Step 2- WALK
II. WALK AWAY
a) Model this step after the “stop” signal.
b) Ask for volunteers for 3 scenarios when it would be
appropriate to walk away
i.
Arteom pokes Sandra in the back over and over while in line after
she has used “stop.”
ii.
Jennifer teases Francesca and calls here a derogatory name after
she has used “stop”
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18. Bully Prevention
Step 2- WALK
III. WALK AWAY
Ask for volunteers for 2 scenarios when it would NOT be
appropriate to walk away
i.
Juan accidently breaks the double-dribble rule in basketball.
ii.
Kevin makes a suggestion for a game that Svetlana doesn’t
like
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19.
20. Bully Prevention
Step 3- TALK
I.
TALK- Report problems to an adult
a) When should this be used?
i.
Use when behavior continues after “stop” and
“walk” have been completed.
ii. Use when someone is in danger- skip the “stop”
and “walk” steps and go directly to an adult.
b) Model
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21. Bully Prevention
Step 3- TALK
II. TALK- The difference between “talking”
and tattling
Talking
Tattling
You have tried to solve the
problem
You have not used the “stop”
signal
You requested a “stop”
You have not “walked away”
You “walked away”
Your goal is to get the other
person in trouble
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22. Bully Prevention
Step 3- TALK
III. TALK- Questions to expect from the adult
a) What is the problem?
b) Did you used the “stop” signal?
c) Did you “walk away?”
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23. Bully Prevention
Step 3- TALK
IV. TALK- Practice scenarios
a) Complete three scenarios of when to
“talk.”
b) Complete three scenarios of when NOT to
“talk”
Use suggestions from class or some of the
prior scenarios
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24.
25. Bully Prevention
I.
Valor School Wide RulesWho We Are!!!
a.Be Safe
b.Be Respectful
c.Be Responsible
II. Who has an example of supporting the rules?
a.For Be Safeb.For Be Respectful
c.For Be Responsible
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26. Bully Prevention
SWT
I.Review the three steps- Stop/Walk/Talk
II.Discuss how this manages bullying
behavior by removing the reinforcement
(audience) for the behavior.
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27. Bully Prevention
Responding to SWT
I.Remind all students that at some
time, they will likely receive an SWT.
II.Discuss how best to respond when
presented with an SWT.
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28. Bully Prevention
Responding to SWT
Suggestions1.
Stop what you are doing
2. Take a deep breath and count to 3
3. Go on with your day
Tips for the instigator
---Respond appropriately even if they think they did nothing wrong.
----Respond appropriately even if they think the student is only trying
to get them in trouble.
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29. Bully Prevention
Responding to SWT
Group Practice- Part 1
Student pair up and practice being the target
and the instigator of the behavior
Problem A- Target asks the instigator to stop sending
insulting and rumor-based emails to other people in school.
Problem B- Target is being pressured to use drugs and asks
the instigator to stop.
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30.
31. Bully Prevention
Responding to SWT
Group Practice- Part 2
TALK- Expectations
Adult will thank you for coming in.
Adult will ask what the problem is
Adult will ask if “stop” signal was used
Adult will as if “walk away” was used
Adult will practice stop/walk/talk with student
PRACTICE
Group student in teams of 4 (instigator, target, bystander,
supervisor/teacher)
Each student plays each role in 4 different scenarios (name calling,
cyber bullying, physical, drug related)
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32. Bully Prevention
Responding to SWT
Group Practice- Part 2
Review TALK
Debrief on what students learned
Assess by asking for responses to situations
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33.
34. Bully Prevention
GOSSIP
I. Review 3 Bs and how they relate to gossip
a) Respect means saying only nice things
b) Responsible means encouraging others, even when not present
II. Examples of not following the 3 Bs
a) Telling a negative story about someone else, regardless of whether
or not it is true
b) Sharing secrets that someone told you
c) Blaming negative behavior on someone else
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35.
36. Bully Prevention
GOSSIP
III. Review SWT
How can SWT be used when someone says something disrespectful
about another student
Often, the person is not there so a bystander needs to say “stop.”
Why can this be challenging?
IV.Group Practice
i. Established scenarios in a paired format (name calling, cyber
bullying)
ii. Scenarios in a quartet (instigator, target, bystander, supervisor).
V.Review
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37. Bully Prevention
INAPPROPRIATE REMARKS
I. Review 3 Bs and how they relate to inappropriate
remarks
a) Respect means saying only nice things
b) Responsible means encouraging others, even when not present
II. Examples of not being respectful Using the words “gay,” “girly,” and “retarded” to put someone
down.
Discuss the negative connotations that are created when these words
are used in this fashion.
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38. Bully Prevention
INAPPROPRIATE REMARKS
III. Review SWT
How can SWT be used when someone uses an inappropriate
remark
Often, the person making the remark is not aware that they are
being disrespectful
Sometimes this means discussing why certain terms are
inappropriate
IV.Group Practice
Scenarios from previous sessions in a paired format- (name
calling, cyber bullying, physical, drug related)
Scenarios from previous sessions in a quartet (instigator, target,
bystander, supervisor).
V.Review
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39.
40. Bully Prevention
CYBER-BULLYING
I. Review 3 Bs and how they relate to cyberbullying
Respect means saying only nice things about other students,
in your words, as well as in your use of the digital media.
II.Examples of not being respectful Repeatedly sending offensive, rude or insulting emails and
text messages
Posting cruel gossip or rumors about a person to damage
his/her reputation
Sharing someone’s secrets online
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41. Bully Prevention
CYBER-BULLYING
III. Review SWT
How can SWT be used when someone uses technology to be
disrespectful or unkind?
Although the “stop” technique might work, the “walk”
technique may not be feasible so skip right to the “talk” step.
IV.Group Practice
Scenarios from previous sessions in a paired format
Scenarios from previous sessions in a quartet (instigator,
target, bystander, supervisor).
V.Review
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