This slidedeck contains some ideas to initiate conversations with students, educators and parents about various aspects of ethical and responsible use of technology.
23. How can we combat bullying in our schools?
- Bully Proofing Your School
24. How can we combat bullying in our schools?
- Bully Proofing Your School
- Olweus Bullying Prevention Program
25. How can we combat bullying in our schools?
- Bully Proofing Your School
- Olweus Bullying Prevention Program
- The Fourth R Curriculum
26. How can we combat bullying in our schools?
- Bully Proofing Your School
- Olweus Bullying Prevention Program
- The Fourth R Curriculum
- Together We Light The Way
27. How can we combat bullying in our schools?
- Bully Proofing Your School
- Olweus Bullying Prevention Program
- The Fourth R Curriculum
- Together We Light The Way
- Success in Stages
28. How can we combat bullying in our schools?
- Bully Proofing Your School
- Olweus Bullying Prevention Program
- The Fourth R Curriculum
- Together We Light The Way
- Success in Stages
The bottom line:
29. How can we combat bullying in our schools?
- Bully Proofing Your School
- Olweus Bullying Prevention Program
- The Fourth R Curriculum
- Together We Light The Way
- Success in Stages
The bottom line:
The whole-school approach is most effective...
32. Characteristics of the ‘whole-school’ approach:
- strong teacher and adult leadership
- connections between students and teachers
33. Characteristics of the ‘whole-school’ approach:
- strong teacher and adult leadership
- connections between students and teachers
- clear and consistent behavioural norms
34. Characteristics of the ‘whole-school’ approach:
- strong teacher and adult leadership
- connections between students and teachers
- clear and consistent behavioural norms
- adult awareness and involvement
35. Characteristics of the ‘whole-school’ approach:
- strong teacher and adult leadership
- connections between students and teachers
- clear and consistent behavioural norms
- adult awareness and involvement
- effective supervision
36. Characteristics of the ‘whole-school’ approach:
- strong teacher and adult leadership
- connections between students and teachers
- clear and consistent behavioural norms
- adult awareness and involvement
- effective supervision
- involvement of multiple stake-holders
37. Characteristics of the ‘whole-school’ approach:
- strong teacher and adult leadership
- connections between students and teachers
- clear and consistent behavioural norms
- adult awareness and involvement
- effective supervision
- involvement of multiple stake-holders
- involve youth in program development & delivery
38. Characteristics of the ‘whole-school’ approach:
- strong teacher and adult leadership
- connections between students and teachers
- clear and consistent behavioural norms
- adult awareness and involvement
- effective supervision
- involvement of multiple stake-holders
- involve youth in program development & delivery
- focus on early, long-term intervention
39. Characteristics of the ‘whole-school’ approach:
- strong teacher and adult leadership
- connections between students and teachers
- clear and consistent behavioural norms
- adult awareness and involvement
- effective supervision
- involvement of multiple stake-holders
- involve youth in program development & delivery
- focus on early, long-term intervention
- should be gender and age specific
40. Characteristics of the ‘whole-school’ approach:
- strong teacher and adult leadership
- connections between students and teachers
- clear and consistent behavioural norms
- adult awareness and involvement
- effective supervision
- involvement of multiple stake-holders
- involve youth in program development & delivery
- focus on early, long-term intervention
- should be gender and age specific
- focus on social skill development
41. Characteristics of the ‘whole-school’ approach:
- strong teacher and adult leadership
- connections between students and teachers
- clear and consistent behavioural norms
- adult awareness and involvement
- effective supervision
- involvement of multiple stake-holders
- involve youth in program development & delivery
- focus on early, long-term intervention
- should be gender and age specific
- focus on social skill development
But it’s not that simple...
52. FACT :
64% of students report that cyber-bullying starts at school.
53. FACT :
26% of victims do not report cyber-bullying.
But...
- 15% report to police
- 47% report to teachers
- 57% report to parents
- 73 % report to friends