Educator and author Mara Sapon-Shevin offers strategies and ideas to help students become allies -- people who stand with or for others.
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Whimsical watercolor illustrations follow Ralph, the soccer-crazed bunny, as he misbehaves at a birthday bash, plays soccer, and thwarts a trio of hungry foxes all on the same day.
Students learn how to effectively deal with bullying by participating in literature response groups and writing about when they experienced a similar situation or emotion as a fictional character.
This is the third lesson of the series “Dealing with Dilemmas: Upstanders, Bystanders and Whistle-Blowers,” which is designed to help students think about the importance of standing up for what they believe in despite both external and internal obstacles.
Based on data gathered from students, Saint Philips School has identified specific areas in which they need to improve their response to bullying among students. Working with the Olweus Bullying Prevention Program, Saint Philips faculty created a rubric for their school defining types and levels of bullying and their associated consequences. During their Anti-Bully Kickoff day, teachers and students work together to define bullying and clearly establish expectations and consequences in an effort to prevent instances of bullying at the school. Activities include class meetings, posting and discussing rules and working in groups across grade levels to illustrate and discuss bullying and identify ways for students to support one another in addressing this important topic.
This lesson aims to introduce students at the top of the K-12 ladder to the concept of Design Thinking via Common Core Literacy Standards recently introduced
When we put ourselves in another person’s shoes, we are often more sensitive to what that person is experiencing and are less likely to tease or bully them. By explicitly teaching students to be more conscious of other people’s feelings, we can create a more accepting and respectful school community.
Bullying is a widespread problem among our schools and communities that can lead to increased fighting and violent futures for both the victims and bullies themselves. How can youth change these statistics and contribute to a positive school environment?
Students read a work of realistic fiction about bullying and gain understanding through writing, Readers Theatre, and discussion.
This is the fourth lesson of the series “Dealing with Dilemmas: Upstanders, Bystanders and Whistle-Blowers,” which is designed to help students think about the importance of standing up for what they believe in despite both external and internal obstacles.
Students read and discuss literature about intolerance and diversity. They work with a partner to write two-voice poems that illustrate situations of intolerance at their school and suggest a step toward acceptance.
Students think about the impact of group labels and social hierarchies on their
sense of identity, self
esteem, and the way they socialize with others. Thr
ough discussion, poetry
sonal narrative, students explore ways to bridge the social boundarie
s at their school.
They learn about Mix It Up, a project that challenges students to move beyond cliques by
socializing with people from a variety of groups, and plan a Mix It Up event for their school.
Students reflect on the ways in which they have experienced or participated in namecalling based on physical appearance, and the ways in which expectations about appearance in our society affect us. They learn about media literacy and examine media images for 'attractiveness messages' that consciously and unconsciously impact our attitudes and behavior toward others. Students learn about Turn Beauty Inside Out Day, write essays about people in their lives who are beautiful Ňinside and out,Ó and think about other ways to get beyond appearance as a dominant force in their social lives.
Students reflect on the ways in which they have experienced or participated in
calling based on physical appearance, and the ways in which expectations about
appearance in our society affect us. They learn
about media literacy and examine media images
for “attractiveness messages” that consciously and unconsciously impact our attitudes and
behavior toward others. Students learn about
Turn Beauty Inside Out Day
, write essays about
people in their lives who are beautiful “inside and out,” and think about other ways to get beyond
appearance as a dominant force in their social lives.
This lesson is designed for use in the Physical Education class. The objectives of this short lesson are to:raise students' awareness about the effects of name-calling; have students learn the names of classmates; review Safe Sports Space Rules; elicit a commitment from students to stop name-calling in physical education class.
This book talk is based on the book Pinky and Rex and the Bully. In the story, Pinky is teased because his favorite color is pink and his best friend is a girl. Pinky has to decide whether he will stay true to himself, his best friend and his favorite color. The book provides an opportunity to explore name-calling and put-downs at a developmentally appropriate level. In addition to providing an anti-bullying message the lesson helps build confidence for students to remain true to who they are.