This slide will remain up until the whole group is seated. Have 1 or 2 leaders handing out notecards at students enter the room. Remember: Time is precious. The leaders need to reign the group in quickly.
Remind them NOT to write on both sides. The other side is going to be used at the end of the session
Wait for it… now! Timing is everything here. Be sure to give numbers each time AND ask if anything needs repeater before moving on to the next slide
Sectioning off the seating area into 4 will allow a simple break for the discussion sections. Set the timer for 5 minutes. When returning to seat as a whole, students will remain in the same group cluster
Look on the Answers to TRUE or FALSE sheet for help if needed. If a student says they were surprised that Bullying isn’t just Teasing say, “You’re right! Let’s take a look at an example.” If a student does NOT bring up B vs. T, then a leader needs to bring it up with something like, “A lot of people like to use the ‘We were just joking’ statement when seen teasing someone. Often, though, teasing crosses the line into “Bullying.” Cue up the DVD to Teasing vs. Bullying and play. Pause as needed…
Students should, after this slide, recluster by the chart paper on the wall
Set the timer! Monitor the groups in case they get stuck or are off-task
The speaker will come up, stick the poster on the wall, and read what they consider the TOP 5. Each subsequent group should not repeat… new behaviors until either 5 each group or they run out (whichever come first!)
While one person is leading this, another 1 or 2 should be setting-up for Skit Set #2 (Aggressive vs. Passive)
It is now time for Skit set #2 on Aggressive vs. Passive on DVD
Use pages in Code of Conduct to help with this section. P. 35: Intimidation P. 41: Bullying Section A: Key words – Fear of harm, emotional or physical OR substantial property damage Section B: Creating a {negative} environment. Word assistance: Pervasiveness: Being spread throughout (The pervasive odor of onions filled the house) Persistence: Continual (My persistent nagging drove my sister nuts!) Power Differential: POWER one has over another – could be sue to intelligence level, popularity, $$$... Section C: Interfering with a safe environment Section D: Perpetuating bullying… that means being a bystander. If you do NOTHING about what you see/hear, you can be just as liable as the bully!
They should point out the student being a Good Citizen when they helped the other pick up the dropped books. Picked up Dropped books Go to next slide after question 3
After asking question 3, wait about 3 seconds and move to the next slide
After Question 2, have one leader write the information on a piece of chart paper. Head towards getting 5 suggestions Remind them that sometimes helping someone is scary/frightening. But put that fear aside for a second and thing of the victim… you WANT to help them somehow…
Safety is our goal. Remind them that there are more victims and bystanders than there are bullies – OUTNIUMBER them and let everyone know that bullying is not acceptable here at Redding
Now ask this. Remind them of the skits they saw today, the charts that are hanging in the room, their discussions…
Someone needs to hand out the surveys as the second set of directions is being given
Be sure to get all the cards. Thank the teachers for helping. Thank the students for doing such a great job (even if they drove you nuts… compliment them on something they did well)
As they leave, thank the teachers for bringing their classes. Thank the students for being well-behaved.
![Bullying Myths ,[object Object],[object Object],[object Object],[object Object],[object Object]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)