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.
Nicholas Carlisle, Executive Director of No Bully, works with parents of Alvarado Elementary School in San Francisco, California, to share information about bullying and to devise and practice strategies for bully-proofing their children.Mr. Carlisle begins by defining the repetitive nature of bullying and looks specifically at four different kinds of bullying: physical, verbal, social/relational, and cyberbullying. Identifies best practices and preventative measures to help prevent bullying.Mr. Broecker, principal, tells parents about a group at the school focused on addressing the subject of bullying at school. He urges parents to join teachers and staff at Alvarado Elementary working with a group called PEACE (Practicing Empathy and Caring with Everyone).Addressing the larger question of how parents might bully-proof their children is the focus of much of the discussion. Mr. Carlisle asks parents to become a solution-coach, balancing both the use of empathy and setting limits and establishing consequences so that students are better prepared to deal with bullying in their lives.In small groups, parents practice what they have heard by discussing bullying scenarios and how they would help their child in specific bullying situations. This is followed by group discussion where parents share ideas for certain scenarios.
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.
Over the course of four years, Longfellow Middle School has changed its message to students from ŇDont be a bully!Ó to ŇBe an ally!Ó in an effort to change student attitudes toward bullying. Activities during the month of October are aimed at changing the school climate incrementally, one student at a time.October kicks off an anti-bullying campaign that focuses on the positive behaviors exhibited by student allies in combating the difficult situation of bullying. An eighth grade leadership team conducts a workshop with classes throughout the school focusing on the different roles of bullies, allies and bystanders and how each contributes to a given situation. Using skits and small group discussions, students share experiences and brainstorm possible actions that will reduce or stop instances of bullying.When students are not comfortable intervening, they are encouraged to get help from an adult. In these instances, counselors conduct mediation with involved students and seek to define specific roles as allies instead of contributing to a given problem. Mediation is followed up by a written agreement and the counselor checks in with each student to monitor the situation.
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.
Welcome! I have created this E-Portfolio as a guide for Elementary and Middle School ESL teachers (as well as myself), with the intention of utilizing any and all resources available to foster the development of my students, specifically in two areas: Culture and Language Literacy. My hope is that educators, parents, and students add to this website, thereby creating a professional development tool for all to use.
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.