Strategies for Preventing Bullying in Your School

Strategies for Preventing Bullying in Your School Strand: Culture and Climate0 PDX 113705

Workshop Overview Following is a general overview of this workshop, including desired participant outcomes, an explanation of the workshop s alignment with National Staff Development Council Standards, and resources that are included in print and electronic form. Strand: Culture and Climate Duration: Full workshop 3 hours Desired Outcomes: Participants will Identify different forms of bullying and the effects of bullying on learning. Identify ways educators, parents, students, and community members can ensure a safe school. Apply strategies to prevent bullying in the school. National Staff Development Council Standards: (Process) Applies knowledge about human learning and change. (Process) Uses learning strategies appropriate to the intended goal. (Process) Provides educators with the knowledge and skills to collaborate. (Content) Prepares educators to understand and appreciate all students; to create safe, orderly, and supportive learning environments; and to hold high expectations for their academic achievement. (Content) Provides educators with knowledge and skills to involve families and other stakeholders appropriately. Strategies for Preventing Bullying in Your School Resources in This Module: Handouts Handout 1: Classroom Resources Handout 2: Case Studies Workshop Agenda Attendee Notes 3-2-1 Evaluation Form Certificate of Completion Think About It Exercise Ready, Set, Go Planning Activity 1

Section III: Presenter Materials and Notes Presentation Outline This outline is designed for you to see the PowerPoint presentation at a glance. Note that slide numbers and the approximate amount of time needed per slide are shown in the right two columns. The times in bold print show the approximate total time needed for that topic, which includes the approximate times for the activities, shown in parentheses. You might consider keeping this page within reach during the presentation. Section of Presentation Slide # Timing (mins) Getting Started Introduce self, co-teacher, participants 1-2 Explain materials issued to participants Cover objectives (from Workshop Overview) 2 10 Topic 1 The Basics of Bullying 3-11 40 Activity Think, Pair, Share 8 (10) Activity Reflection 10 (5) Topic 2 Preventing Bullying 12-22 40 Break Activity Quick Write 13 (5) Topic 3 What Can I Do? 23-27 30 Topic 4 Teaching Respect 28-30 45 Activity Case Study 30 (30) Closing Thoughts 31 5 Total of 2 hours and 50 minutes (not including break) Helpful tip! This workshop can be broken up into shorter sessions so that you can adapt the presentation according to your time constraints. 12

Slide 19 Remind teachers that individual interventions will most likely be part of a larger, schoolwide anti-bullying policy. Such a policy may detail exactly what a teacher or other staff member should and should not do in the event they witness or hear about bullying. It is important to follow these policies consistently, so that bullies understand the consequences of their behavior and victims and witnesses of bullying are sure they will be heard and supported. Ask teachers to list appropriate individual interventions they have themselves implemented when confronted with bullying. If there is a schoolwide anti-bullying policy, determine whether these interventions are detailed in that policy. Strategies for Preventing Bullying in Your School 31

Section III: Presenter Materials and Notes Slide 30 Activity: Case Study Allow 25 minutes for this activity Divide the participants into 4 groups and distribute Handout 2: Case Studies which describes anti-bullying programs being used in schools and communities around the country. Assign each group a separate case study. Allow a few minutes for each group to study and discuss the elements of the comprehensive bully-prevention strategies mentioned in their case study. Ask each group to assign a recorder who will take notes on the discussion and a reporter to lead the group-sharing period. Circulate around the room and ask the following questions to encourage discussion: How did the school incorporate the core elements of the comprehensive approach into its bully prevention program? What makes this case different from the comprehensive approach we discussed? Which characteristics of this program can be applied to our school? 42 Ask each reporter to share his or her group s key points with the whole group.

How to Influence Student Behavior and Enforce Discipline Strand: Teaching and Learning Student Behavior0 PDX 113560

Workshop Overview Following is a general overview of this workshop, including desired participant outcomes, an explanation of the workshop s alignment with National Staff Development Council Standards, and resources that are included in print and electronic form. Strand: Teaching and Learning Student Behavior Duration: Full workshop 3 hours Desired Outcomes: Participants will Identify the difference between attitude and behavior. Employ strategies in enforcing student discipline. Identify and apply effective ways of influencing student behavior. Explain the importance and benefits of making exceptions to the rule. National Staff Development Council Standards: (Process) Uses learning strategies appropriate to the intended goal. (Process) Applies knowledge about human learning and change. (Content) Prepares educators to understand and appreciate all students; to create safe, orderly, and supportive learning environments; and to hold high expectations for their academic achievement. (Content) Provides educators with knowledge and skills to involve families and other stakeholders appropriately. Resources in This Module: Handouts: Workshop Agenda Attendee Notes 3-2-1 Evaluation Form Certificate of Completion Think About It Exercise Ready, Set, Go Planning Activity How to Influence Student Behavior and Enforce Discipline 1

Section I: Pre-Class and Promotional Materials Topic Outline Understanding the general flow of topics to be covered is an important part of giving a strong presentation. This allows the presenter(s) to lead effective group discussions and speak extemporaneously. Following are the main topics covered in this PowerPoint presentation. As you prepare to give the workshop, you may want to refer to this page often. Main Topics: 1. Attitude vs. Behavior 2. Enforcing Student Discipline 3. Influencing Student Behavior 4. Exceptions to the Rule Subtopics: 1. Attitude vs. Behavior a. What s the Difference? b. Three Strategic Actions 2. Enforcing Student Discipline a. Advantages of Student-Teacher Conferences b. Things to Remember c. Getting Both Viewpoints d. Never Ask Why, Ask What e. Confronting Students f. Communication g. Do s and Don ts of Counseling About Attitude 3. Influencing Student Behavior a. The Seven Motivators b. Keep the Responsibility for Misbehavior with the Student c. Instill a Sense of Ownership and Sharing Power d. Don t Talk Past the Point of Being Influential e. Plant a Seed f. Change Student Habits g. Be Direct h. Be a Healer 4. Exceptions to the Rule a. Things You Should Know About Exceptions b. Taking Kids Off the Hook c. Buying Time: A Valuable Contribution 2

Section III: Presenter Materials and Notes 12 Presentation Outline This outline is designed for you to see the PowerPoint presentation at a glance. Note that slide numbers and the approximate amount of time needed per slide are shown in the right two columns. The times in bold print show the approximate total time needed for that topic, which includes the approximate times for the activities, shown in parentheses. You might consider keeping this page within reach during the presentation. Section of Presentation Slide # Timing (mins) Getting Started Introduce self, co-teacher, participants 1-2 Explain materials issued to participants Cover objectives (from Workshop Overview) 2 10 Topic 1 Attitude vs. Behavior 3-6 30 Activity Quick Write 6 (20) Topic 2 Enforcing Student Discipline 7-18 45 Discussion Point What techniques do you use to enforce discipline? 7 (5) Discussion Point How do you feel about confronting students? 12 (5) Discussion Point What nonverbal communication do you receive from students and what does that communication mean? 13 (5) Break Activity Pass the Message 14 (15) Topic 3 Influencing Student Behavior 19-30 60 Activity Think, Pair, Share 22 (20) Activity Plant a Seed 27 (15) Topic 4 Exceptions to the Rule 31-36 15 Closing Remarks 37 5 Total of 2 hours and 45 minutes (not including break) Helpful tip! This workshop can be broken up into shorter sessions so that you can adapt the presentation according to your time constraints.

Section III: Presenter Materials and Notes Slide 4 Always separate attitude and behavior. They are two different student responses, and an educator should respond differently to each. The important thing to realize about attitude and behavior is that you should not make an issue of both at the same time. Remember, the appropriate behavior is your primary goal. If you tell a child to do something and he or she begins a movement in that direction, regardless of how slowly or with what degree of reluctance, be satisfied with the behavior for the time being. Attitude is just the secondary desire. 16 If you criticize attitude when you're getting the desired behavior, you may end up getting neither the desired behavior nor the desired attitude.

Section III: Presenter Materials and Notes Slide 14 Activity: Pass the Message Allow 15 minutes for this activity. Divide the participants into groups of 10-15 people and ask them to form lines, but not too close to each other. Ask for a volunteer from each group. Speak to the volunteers and give them a message. They will have to whisper this message to the first person in the line. That person will whisper to the person behind him or her, and so forth. The last person has to come to the front and write the complete message on the board. The team who gets the message correct wins. Choose one of the following messages. The volunteers should be asked to read and memorize the same message. Twinkle, twinkle little sheep. Have you any wool? Up above the world so high. Yes, sir. Yes, sir. Three bags full. Betty Butter bought a pack of pickle pepper and Peter Piper picked a bit of bitter butter. 26 Debrief: Ask each group about the activity and what they think hindered them from getting the message correct (if applicable). The participants may say that it was difficult because they assumed that the message they got was wrong because they know the correct version of the nursery rhyme or tongue twister. Tell participants that this activity was probably an exaggeration, but the idea was to make them think about listening. Let s go on to learn about effective listening.

Student Needs: Influence on Behavior Strand: Teaching and Learning Student Behavior0 PDX 113710

Workshop Overview Following is a general overview of this workshop, including desired participant outcomes, an explanation of the workshop s alignment with National Staff Development Council Standards, and resources that are included in print and electronic form. Strand: Teaching and Learning Student Behavior Duration: Full workshop 3 hours Desired Outcomes: Participants will Understand the meaning of behavior. Identify students needs and how they affect behavior and learning. Recognize inappropriate student behavior. Apply strategies to teach students problem-solving techniques. National Staff Development Council Standards: (Process) Applies knowledge about human learning and change. (Process) Uses learning strategies appropriate to the intended goal. (Process) Provides educators with the knowledge and skills to collaborate. (Content) Prepares educators to understand and appreciate all students; to create safe, orderly, and supportive learning environments; and to hold high expectations for their academic achievement. Student Needs: Influence on Behavior Resources in This Module: Handouts: Activity Sheet: Problem Solving Worksheet Workshop Agenda Attendee Notes 3-2-1 Evaluation Form Certificate of Completion Think About It Exercise Ready, Set, Go Planning Activity 1

Section I: Pre-Class and Promotional Materials Topic Outline Understanding the general flow of topics to be covered is an important part of giving a strong presentation. This allows the presenter(s) to lead effective group discussions and speak extemporaneously. Following are the main topics covered in this PowerPoint presentation. As you prepare to give the workshop, you may want to refer to this page often. Main Topics: 1. Understanding Behavior 2. Recognizing Basic Human Needs 3. Discipline in the Classroom 4. Causes of Inappropriate Behavior 5. Problem Solving Skills Subtopics: 1. Understanding Behavior a. Definition of Behavior b. Elements of Behavior 2. Recognizing Basic Human Needs a. Levels of Basic Human Needs b. Maslow s Hierarchy of Needs c. Physical Needs d. Safety Needs e. Need to Belong f. The Need for Esteem g. The Need for Self-Actualization h. Remember... 3. Discipline in the Classroom a. Defining Discipline 4. Causes of Inappropriate Behavior a. Attention b. Power c. Revenge d. Self-Esteem 5. Problem Solving Skills a. Key Moments 2

Section III: Presenter Materials and Notes 12 Presentation Outline This outline is designed for you to see the PowerPoint presentation at a glance. Note that slide numbers and the approximate amount of time needed per slide are shown in the right two columns. The times in bold print show the approximate total time needed for that topic, which includes the approximate times for the activities, shown in parentheses. You might consider keeping this page within reach during the presentation. Section of Presentation Slide # Timing (mins) Getting Started Introduce self, co-teacher, participants 1-2 Explain materials issued to participants Cover objectives (from Workshop Overview) 2 10 Topic 1 Understanding Behavior 3-6 15 Activity Two-Sided Behavior 6 (10) Topic 2 Recognizing Basic Human Needs 7-18 50 Activity Group Activity 18 (30) Topic 3 Discipline in the Classroom 19-23 20 Break Activity Think, Pair, Share 23 (10) Topic 4 Causes of Inappropriate Behavior 24-29 45 Activity Role Play 29 (30) Topic 5 Problem Solving Skills 30-35 30 Activity Teaching Students to Resolve Problems 35 (20) Closing Thoughts 36 10 Total of 3 hours (not including break) Helpful tip! This workshop can be broken up into shorter sessions so that you can adapt the presentation according to your time constraints.

Section III: Presenter Materials and Notes Slide 6 Activity: Two-Sided Behavior Allow 10 minutes for this activity. How we perceive a behavior as a strength or a deficit has more to do with the context in which the behavior is displayed, than with the behavior itself. (Schubert, 2008). Here are some examples: The detail-oriented student usually produces precise work, but might take too long on written assignments or tests. A student whose voice projects well in a sporting event or drama production may be criticized for speaking too loudly in academic classes. Now we get a chance to misbehave. 18 Instructions: Say a behavior from the list below. Have participants shout out whether the behavior is positive or negative. If the behavior is negative, participants should shout out the positive behavior. For example, if the presenter says, Know it All, the participants would say, Negative. Then the participants should state the positive as High Performer. (Note: some of these behaviors may be viewed as either positive, or negative, or both. Allow for discussion throughout this activity.) Outspoken Bully In everyone s business Helpless Over achiever Sad Teacher s Pet Emphasize that negative behavior can be channeled into positive action and visa versa. Ask if anyone has an example of this that they would like to share.

Section III: Presenter Materials and Notes Slide 21 Display and discuss the points on this slide. Teaching must promote self-discipline. Self-discipline develops when children internalize appropriate behaviors. Internalization occurs from repeating the behaviors that consistently bring them the attention and recognition of adults who support them at home or at school. The behaviors become good habits because they satisfy emotional needs. Discipline in the classroom should help students learn how to behave well and perform tasks independently. Students must know what the expectations are in the classroom. Expectations must be clearly communicated to students. Remember that standards vary year to year, from teacher to teacher, and from class to class. They must understand what is required in your classroom. 34 Appropriate student behavior must be determined by the situation. Your behavioral expectations should be flexible, rather than rigid, depending on the occasion and the environment. For example, students can run in the gym and talk in the cafeteria, but they may not run in the hallways or talk in class without permission.

Teaching Self-Discipline and Appropriate Behavior Strand: Teaching and Learning Student Behavior0 PDX 113725

Workshop Overview Following is a general overview of this workshop, including desired participant outcomes, an explanation of the workshop s alignment with National Staff Development Council Standards, and resources that are included in print and electronic form. Strand: Meeting All Learner Needs Duration: Full workshop 3 hours Desired Outcomes: Participants will Determine the strategic position for educators in teaching discipline to students. Explain how the student s social and emotional situation affects academic position. Identify key strategies in handling teacher-student conflict or confrontation. Identify four virtues essential for educators in order to teach students self-discipline and appropriate behavior. National Staff Development Council Standards: (Process) Uses multiple sources of information to guide improvement and demonstrate its impact. (Process) Applies knowledge about human learning and change. (Process) Prepares educators to apply research to decision making. (Content) Prepares educators to understand and appreciate all students; to create safe, orderly, and supportive learning environments; and to hold high expectations for student achievement. Teaching Self-Discipline and Appropriate Behavior Resources in This Module: Handouts Activity Sheet: We re Just Having a Conversation Script Workshop Agenda Attendee Notes 3-2-1 Evaluation Form Certificate of Completion Think About It Exercise Ready, Set, Go Planning Activity 1

Section III: Presenter Materials and Notes Presentation Outline This outline is designed for you to see the PowerPoint presentation at a glance. Note that slide numbers and the approximate amount of time needed per slide are shown in the right two columns. The times in bold print show the approximate total time needed for that topic, which includes the approximate times for the activities, shown in parentheses. You might consider keeping this page within reach during the presentation. Section of Presentation Slide # Timing (mins) Getting Started Introduce self, co-teacher, participants 1-2 Explain materials issued to participants Cover objectives (from Workshop Overview) 2 10 Activity Group Reflection 3 (15) Topic 1 The Educator s Position 4-13 45 Activity Role Play 13 (25) Topic 2 The Students Position 14-22 20 Break Topic 3 Confrontation to Conversation 23-32 60 Activity Making Conversation 32 (40) Topic 4 Four Virtues of Teaching Discipline 33-37 10 Closing Thoughts 38 20 Activity Group Reflection 38 (15) Total of 2 hours and 45 minutes (not including break) Helpful tip! This workshop can be broken up into shorter sessions so that you can adapt the presentation according to your time constraints. 12

Slide 13 Activity: Role-Play Allow 25 minutes for this activity. Instructions: Explain that in this scenario, the student groups are a mix of ability levels and the teacher has a legitimate reason for wanting Dana to be with her assigned group. Teaching Self-Discipline and Appropriate Behavior Thinking about positive discipline, self-adjustment, and positive reinforcement, role-play interactions between teacher and student with a partner. After the partners have had time to role-play, call on a few groups to present their roleplay to the whole group. Discuss what they did well and ask for other thoughts and ideas. 25

Slide 31 Explain that it is vitally important for educators to keep their sarcasm in check. Here are examples of times to be aware of when sarcasm may find its way to the surface. When your students exhibit attitude problems and act superior. It feels easier to put down students who act or feel superior to us. But cutting students down to size only reveals our own pettiness and small-mindedness. Teaching Self-Discipline and Appropriate Behavior When you are tired, exhausted, and physically vulnerable. It might sound more convenient to dispatch persistent students with a quick, snide remark, and then to use our fatigue to justify it. This kind of attitude benefits no one in the long run. When you are upset, angry, and emotionally vulnerable. We may even feel pleasure or satisfaction when we use sarcasm. It can be quite an effective defense mechanism. But you should ask yourself this: Who is really hurt the most by its use the giver or the receiver? Remember: We must always exercise compassion. When we don t, our actions can be worse than the wrong we are punishing. 43

Section V: Post-Class Materials Think About It Exercise Have staff complete this exercise to begin implementing what they learned during the workshop. Distribute this document to staff by attaching the file to the Next Day Follow-Up Email, or make copies for the staff. 1. Which strategies discussed in the workshop are currently implemented in your school or department? How do these strategies help learning and influence student behavior in your classroom? Treat your students the same way you want to be treated. Never make threats to any of your students. Never use sarcasm with any of your students. Show respect to your students even when disciplining them. Help students interact socially in your classroom. Be aware of your students social and emotional state. Use a calm, moderate tone when talking to students at all times. Allow flexibility in curriculum and instruction for the benefit of some students. Get involved in your students lives outside of the classroom. 2. Are there any concerns about student discipline that the presentation did not cover? What are they, and how do you propose handling the problem? If you are not sure of how to handle the problem, how could you find the answer? 3. Recall an experience where a strategic position has helped you gain the confidence and trust of a student. Why is it far better to invest in caring for your students than to stand aloof and apart from them? 80