The following classroom guidance lesson was developed at Kennedy Elementary School by Candy Bell (Professional School Counselor) and Abigail J. Ostby (School Counseling Intern). This lesson was designed to help young children (Kindergarten and Grade 1) learn the difference between put-ups and put-downs as well as their effects on people's feelings.
Purpose:
To learn the difference between put-ups and put-downs and the feelings they elicit.
Learner Outcomes:
Students will be able to identify the difference between put-ups and put-downs.
Students will give examples of put-ups and put-downs.
Students will identify emotions that we feel when we hear put-ups and put-downs.
Materials:
Two objects (one soft and fuzzy; one hard and sharp)
Felicia Flower (puppet)
Construction Paper Hearts (2 large and same # small hearts as # of students)
Andrew's Angry Words by Dorothea Cachner
OR The Rainbow Fish to the Rescue by Marcus Pfister
Introduction:
The counselor will ask two students to volunteer to help with the lesson. One student at a time, the counselor will put the soft and fuzzy object in his/her hands and ask for words to describe what it feels like. Then the cold and sharp object is placed in the two students' hands. Again, they are asked for describing words of what it feels like. The counselor tells the class that these objects are like the words we use--some make us feel warm and fuzzy inside, other words are cold and sharp and hurt our feelings. The counselor then introduces new vocabulary: put-ups and put-downs. Felicia Flower can be used when discussing what emotions we have after hearing a put-up or put-down. The counselor reads the story to the students, discussing the put-downs in the story and the related feelings that we feel after hearing a put-up or put-down.
Activity:
The counselor shows the students a paper heart and talks about how this is like our heart when we are given put-downs, it too is affected. The counselor asks the students for some examples of put-downs that others say to us (i.e., siblings, classmates). As each put-down is stated by a student, the counselor wrinkles the heart. After about ten put-downs, the counselor asks the students what happened to this heart? What does it look like now? How might we feel if our heart looked like this? Then the counselor asks the students to share examples of put-ups, words that might us feel good about ourselves. As each put-up is shared, the counselor tries to smooth out the wrinkles in the heart. Twice as many put-ups should be shared.
Closure:
The counselor will then hold up a fresh, unwrinkled heart and the wrinkled heart. What do you notice about these two hearts? What is different about them? What does this tell us about the effects of put-downs and put-ups? (Not easy to undo a put-down, they last for a long time.) What do we need to be sure to do? (Think before we speak.) The counselor will then ask the teacher to hang up the two hearts in the classroom as a reminder of the effects of put-ups and put-downs. The children will also receive a small paper heart as a reminder to be careful with their words and to think before they speak.
Monday, April 26, 2010
Healthy Habits – Eating
Healthy Habits – Eating
Three lessons were developed at Jonathan Elementary School by Suzan Petersen and with Pam Slack at Chaska Elementary to assist 6th grade students in learning to use the decision-making model to promote healthy behaviors, to prevent or reduce the risk of unhealthy behaviors, and to select foods that contribute to a healthy diet. The lessons are designed to be delivered in a 30-minute period.
Lesson one’s objective is to Identify Healthy Eating Habits and to make a menu for that day. Lesson two is on Eating Disorders. This lesson could involve more time and more lessons depending on your needs. The lesson is divided into three parts. Part one –Why? Points to consider are: Society, Parents, Self-Worth, Feminine/Masculine, and Distorted Body Image. Part two - What Happens Physically? – Starvation (effects and characteristics), Moods and Depression. Part three is on Signs and Symptoms. The third lesson is on Body Image/Wellness. Part one is an activity that involves looking into a mirror and a worksheet titled Looking Out Looking In. Part two is listing "Personal Qualities" on the white board. Part three is going over the fact sheets from Methodist Hospital of Minnesota and having a discussion.
Lesson one goes as follows:
Objective:
The students will be able to identify healthy eating habits and make a menu for at least one day.
Need:
Paper
Overhead of "Foods I Eat Often"
Pencils
Introduction:
*Brainstorm habits that are healthy and those that are not healthy.
*Do the overhead of "Foods I eat often".
*Pair together with a partner and share – give each other suggestions on how to change.
Suggestions: eating, exercise, hygiene, behavior, and attitude.
Closure:
Share with the class changes you are willing to make.
Discuss the benefits of making these changes.
Create a healthy menu for one day.
Connections to the Profiles of Learning
Healthy Habits – Eating directly relates to the Minnesota Graduation Standards Number 8 – Decision-Making under Personal Health and Nutrition. All of the lessons for Healthy Habits – Eating are reflective of the Educational and Guidance Development domains of the Minnesota School Counselors’ Model of Developmental Guidance and Counseling.
Three lessons were developed at Jonathan Elementary School by Suzan Petersen and with Pam Slack at Chaska Elementary to assist 6th grade students in learning to use the decision-making model to promote healthy behaviors, to prevent or reduce the risk of unhealthy behaviors, and to select foods that contribute to a healthy diet. The lessons are designed to be delivered in a 30-minute period.
Lesson one’s objective is to Identify Healthy Eating Habits and to make a menu for that day. Lesson two is on Eating Disorders. This lesson could involve more time and more lessons depending on your needs. The lesson is divided into three parts. Part one –Why? Points to consider are: Society, Parents, Self-Worth, Feminine/Masculine, and Distorted Body Image. Part two - What Happens Physically? – Starvation (effects and characteristics), Moods and Depression. Part three is on Signs and Symptoms. The third lesson is on Body Image/Wellness. Part one is an activity that involves looking into a mirror and a worksheet titled Looking Out Looking In. Part two is listing "Personal Qualities" on the white board. Part three is going over the fact sheets from Methodist Hospital of Minnesota and having a discussion.
Lesson one goes as follows:
Objective:
The students will be able to identify healthy eating habits and make a menu for at least one day.
Need:
Paper
Overhead of "Foods I Eat Often"
Pencils
Introduction:
*Brainstorm habits that are healthy and those that are not healthy.
*Do the overhead of "Foods I eat often".
*Pair together with a partner and share – give each other suggestions on how to change.
Suggestions: eating, exercise, hygiene, behavior, and attitude.
Closure:
Share with the class changes you are willing to make.
Discuss the benefits of making these changes.
Create a healthy menu for one day.
Connections to the Profiles of Learning
Healthy Habits – Eating directly relates to the Minnesota Graduation Standards Number 8 – Decision-Making under Personal Health and Nutrition. All of the lessons for Healthy Habits – Eating are reflective of the Educational and Guidance Development domains of the Minnesota School Counselors’ Model of Developmental Guidance and Counseling.
Lesson #2: Peer Pressure
The focus of this lesson is on coping with peer pressure. The goals include: 1) Giving students a chance to discuss different kinds of peer pressure, 2) Illustrating how peer pressure relates to school performance, 3) Allowing students to practice saying no and/or leaving situations in which they are being pressured.
Process: Discuss students’ experiences in using the decision-making worksheet, using the following questions.
* How did your decision-making plan work out?
* What do you think you could have done differently?
* How do you think you could use this decision-making process in the future?
Activity:
Explain that learning to say no is an important skill to use in avoiding peer pressure. Invite students to generate some examples of situations in which they feel pressured. These might involve the use of drugs or alcohol, rule breaking or illegal activities, demands for certain types of behavior, and so forth.
Brainstorm ways to say no. For example:
* Look directly at the person and say, “No” or “No, thanks.”
* Laugh and say, “You’ve got to be kidding.”
* Say, “No way,” then turn and walk away without looking back.
* Say, “That’s not for me.”
* Say, “I’m sorry, I won’t do that.”
* If a person persists, repeat any of the above exactly (broken-record technique).
* If someone heckles you, look straight ahead and walk away. (Look forward, not up or down. This gives the message that you mean what you say, won’t change your mind, and don’t feel bad about saying no.)
Point out that a good deal of peer pressure can surround school performance, and that it is important for students to be able to stand up for themselves and resist this pressure. Ask students to pair up, then give each pair an index card on which you have written one of the following role-play situations.
* Your friend asks you to give her your homework to copy.
* Your older sister/brother wants you to use her/his science project as your own so you will have extra time to hang out and do fun things.
* Some kids at school ask you to go to the shopping mall with them, but you have extra homework to do tonight.
* The most popular girl at school asks you if you will steal a copy of the test on the teacher’s desk and give it to her.
* A kid at lunch says that he will rip up your school folder if you don’t give him five dollars.
* Your best friend asks you to study with her, but you know that when you study together time gets wasted and no studying gets done.
* Your three best friends ask you to skip class and goof off.
* Your friend asks you to help play a mean joke on one of your teachers.
Instruct pairs to choose who will play which role and together devise a way to say no to the request. After a few minutes, reassemble the group and have pairs perform their role-plays. Discuss whether or not students feel the responses will be effective, allowing everyone a chance to participate. Emphasize the idea that it is often difficult to say no under pressure.
Conclusion: Discuss the following questions:
* What did you learn about saying no?
* What did you learn about peer pressure?
* Do you think saying no in the ways illustrated would work for you?
* Ask whether students would be willing to try saying no sometime between now and the next time class meets. What kind of situations do they anticipate?
Process: Discuss students’ experiences in using the decision-making worksheet, using the following questions.
* How did your decision-making plan work out?
* What do you think you could have done differently?
* How do you think you could use this decision-making process in the future?
Activity:
Explain that learning to say no is an important skill to use in avoiding peer pressure. Invite students to generate some examples of situations in which they feel pressured. These might involve the use of drugs or alcohol, rule breaking or illegal activities, demands for certain types of behavior, and so forth.
Brainstorm ways to say no. For example:
* Look directly at the person and say, “No” or “No, thanks.”
* Laugh and say, “You’ve got to be kidding.”
* Say, “No way,” then turn and walk away without looking back.
* Say, “That’s not for me.”
* Say, “I’m sorry, I won’t do that.”
* If a person persists, repeat any of the above exactly (broken-record technique).
* If someone heckles you, look straight ahead and walk away. (Look forward, not up or down. This gives the message that you mean what you say, won’t change your mind, and don’t feel bad about saying no.)
Point out that a good deal of peer pressure can surround school performance, and that it is important for students to be able to stand up for themselves and resist this pressure. Ask students to pair up, then give each pair an index card on which you have written one of the following role-play situations.
* Your friend asks you to give her your homework to copy.
* Your older sister/brother wants you to use her/his science project as your own so you will have extra time to hang out and do fun things.
* Some kids at school ask you to go to the shopping mall with them, but you have extra homework to do tonight.
* The most popular girl at school asks you if you will steal a copy of the test on the teacher’s desk and give it to her.
* A kid at lunch says that he will rip up your school folder if you don’t give him five dollars.
* Your best friend asks you to study with her, but you know that when you study together time gets wasted and no studying gets done.
* Your three best friends ask you to skip class and goof off.
* Your friend asks you to help play a mean joke on one of your teachers.
Instruct pairs to choose who will play which role and together devise a way to say no to the request. After a few minutes, reassemble the group and have pairs perform their role-plays. Discuss whether or not students feel the responses will be effective, allowing everyone a chance to participate. Emphasize the idea that it is often difficult to say no under pressure.
Conclusion: Discuss the following questions:
* What did you learn about saying no?
* What did you learn about peer pressure?
* Do you think saying no in the ways illustrated would work for you?
* Ask whether students would be willing to try saying no sometime between now and the next time class meets. What kind of situations do they anticipate?
Peer Pressure Lesson 1
Lesson #1:
Time: This lesson was designed for a 45-50 minute time period.
Materials: The materials needed for this lesson include several copies of the “Pressure Seat Situations” (See below). You will want to select five situations for each group.
Begin by saying: All of us are faced with situations when our friends or acquaintances invite us to do whatever they are doing. Some of these things are good for us and some can be harmful to us. We all want to have friends. We sometimes feel pressure to join the crowd and to do whatever they are doing.
Next, divide the students into groups of five and say “Let’s play a game called ‘Pressure Seat.’” Select one student in each group to choose a pressure seat situation of the five given to each group. The student will read the situation aloud and respond in one minute. The group will discuss the situation and tell if they agree or disagree with the decision made by the student. The student in the pressure seat then chooses another to take his or her place. This student selects from the remaining four situations given to the group and so on until each member of the group has been in the pressure seat.
Processing Activity: The activity concludes with a discussion with the entire class. Questions might include: How do you feel about the decisions you made? What are some of the factors you considered in making your decision? Some examples may be: peer pressure, consequences, and so forth. Peer pressure is part of everyday life. Being aware of the effects of peer pressure will help you make better decisions. Be aware of the effects peer pressure has on your daily decisions.
“Pressure Seat Situations”
* You are on your way home from school. Your best friend shows you a pack of cigarettes and says, “Let’s go over behind the building and smoke one.” What would you do? Why?
* You are at school taking a test. The person sitting next to you is cheating and offers the test answers to you. What would you do? Why?
* Three people in your room are wearing the most popular brand of athletic shoe. You really would like to have a pair and think your friends are cool. Your mother tells you she does not have the money to buy a pair. What would you do? Why?
* You are at your friend’s house on Saturday. Your friend shows you a marijuana joint and tries to get you to smoke with him. What would you do? Why?
* Your friends decide they are mad at the teacher and are not going to study for the social studies test. They also are not going to do homework for the rest of the year. What would you do? Why?
* You are going to the store for your mother and you see two of your older friends hanging around the store. They try to get you to steal a bag of chips for them and promise you a ride on their motorcycle in return. What would you do? Why?
* It is after dark and you are still playing outside. Some of your friends decide it would be fun to throw rocks at some cars. They want you to come along. What would you do? Why?
* You’ve learned that another student has brought a gun to school. What would you do? Why?
* You are home alone. Your mother has told you not to leave the house while she is gone. Your friend calls and wants you to come over and tells you that your mother will never know. What would you do? Why?
* You have permission to go skating with a friend. You are to be home by 9:00 pm. Your friend decides to go next door for a hamburger after skating and wants you to go along. You realize that if you go along, you’ll be late getting home. What would you do? Why?
* Your friend is passing notes in class which say ugly things about a classmate. Someone gives the note to you. What would you do? Why?
* Several of your friends are wearing makeup. Your parents think you are too young to wear makeup. What would you do? Why?
* Some of your friends have dyed their hair in a punk style. You really don’t think it looks good, but would really like to feel more a part of the group. Your parents do not approve of punk hair styles. What would you do? Why?
* You are invited to a friend’s house for a party. You get there and realize your friend’s parents are not there. Your friend is drinking beer and offers you some. What do you do? Why?
* One of the students in your room (classmates) tells you that if you don’t want to get beaten up after school, you had better give him your lunch money. What would you do? Why?
* Suggestions for Use with Younger Children:
This lesson/activity can be adapted to use with early elementary children by changing some of the “Pressure Seat Situations” to reflect situations or behaviors more typical of younger children (e.g., pretend that a good friend of yours from school asks you to steal a toy from a girl in your class, what do you do?) The process questions following the activity could also be modified to fit the age group. Children could be asked questions like what choices do we have when someone asks us to do something we don’t want to do? How can we let people know that we do not want to be a part of something? Why is it important that we do not follow others when we know that what they want us to do is wrong?
Time: This lesson was designed for a 45-50 minute time period.
Materials: The materials needed for this lesson include several copies of the “Pressure Seat Situations” (See below). You will want to select five situations for each group.
Begin by saying: All of us are faced with situations when our friends or acquaintances invite us to do whatever they are doing. Some of these things are good for us and some can be harmful to us. We all want to have friends. We sometimes feel pressure to join the crowd and to do whatever they are doing.
Next, divide the students into groups of five and say “Let’s play a game called ‘Pressure Seat.’” Select one student in each group to choose a pressure seat situation of the five given to each group. The student will read the situation aloud and respond in one minute. The group will discuss the situation and tell if they agree or disagree with the decision made by the student. The student in the pressure seat then chooses another to take his or her place. This student selects from the remaining four situations given to the group and so on until each member of the group has been in the pressure seat.
Processing Activity: The activity concludes with a discussion with the entire class. Questions might include: How do you feel about the decisions you made? What are some of the factors you considered in making your decision? Some examples may be: peer pressure, consequences, and so forth. Peer pressure is part of everyday life. Being aware of the effects of peer pressure will help you make better decisions. Be aware of the effects peer pressure has on your daily decisions.
“Pressure Seat Situations”
* You are on your way home from school. Your best friend shows you a pack of cigarettes and says, “Let’s go over behind the building and smoke one.” What would you do? Why?
* You are at school taking a test. The person sitting next to you is cheating and offers the test answers to you. What would you do? Why?
* Three people in your room are wearing the most popular brand of athletic shoe. You really would like to have a pair and think your friends are cool. Your mother tells you she does not have the money to buy a pair. What would you do? Why?
* You are at your friend’s house on Saturday. Your friend shows you a marijuana joint and tries to get you to smoke with him. What would you do? Why?
* Your friends decide they are mad at the teacher and are not going to study for the social studies test. They also are not going to do homework for the rest of the year. What would you do? Why?
* You are going to the store for your mother and you see two of your older friends hanging around the store. They try to get you to steal a bag of chips for them and promise you a ride on their motorcycle in return. What would you do? Why?
* It is after dark and you are still playing outside. Some of your friends decide it would be fun to throw rocks at some cars. They want you to come along. What would you do? Why?
* You’ve learned that another student has brought a gun to school. What would you do? Why?
* You are home alone. Your mother has told you not to leave the house while she is gone. Your friend calls and wants you to come over and tells you that your mother will never know. What would you do? Why?
* You have permission to go skating with a friend. You are to be home by 9:00 pm. Your friend decides to go next door for a hamburger after skating and wants you to go along. You realize that if you go along, you’ll be late getting home. What would you do? Why?
* Your friend is passing notes in class which say ugly things about a classmate. Someone gives the note to you. What would you do? Why?
* Several of your friends are wearing makeup. Your parents think you are too young to wear makeup. What would you do? Why?
* Some of your friends have dyed their hair in a punk style. You really don’t think it looks good, but would really like to feel more a part of the group. Your parents do not approve of punk hair styles. What would you do? Why?
* You are invited to a friend’s house for a party. You get there and realize your friend’s parents are not there. Your friend is drinking beer and offers you some. What do you do? Why?
* One of the students in your room (classmates) tells you that if you don’t want to get beaten up after school, you had better give him your lunch money. What would you do? Why?
* Suggestions for Use with Younger Children:
This lesson/activity can be adapted to use with early elementary children by changing some of the “Pressure Seat Situations” to reflect situations or behaviors more typical of younger children (e.g., pretend that a good friend of yours from school asks you to steal a toy from a girl in your class, what do you do?) The process questions following the activity could also be modified to fit the age group. Children could be asked questions like what choices do we have when someone asks us to do something we don’t want to do? How can we let people know that we do not want to be a part of something? Why is it important that we do not follow others when we know that what they want us to do is wrong?
Peer Pressure
The following guidance lessons include activities from two different resources and can be used for more than one lesson on peer pressure and decision making. The first activity – “Pressure, Pressure, and More Pressure” is one out of a series of lessons on decision making and dealing with peer pressure from an activity book called Large Group Guidance Activities: A K-12 Sourcebook by Joe Wittmer and Diane W. Thomson . The second activity involving a decision-making worksheet and role-playing, comes from a book called Skills for Living: Group Counseling Activities for Young Adolescents. These two guidance lessons can be incorporated into classroom curriculum or used to meet a specific classroom need. The lessons described below are geared primarily to students in upper elementary school and junior high; however suggestions for how the activities could be adapted to younger children have been included at the end of each lesson. The purpose of these guidance lessons is to help students understand the effects of peer pressure on decision-making.
Monday, April 19, 2010
Paying Attention Game
Divide the class into small groups to practice skills they have just learned. Each group is instructed to play the “pay attention game” where each student will have a chance to sit up straight, lean in toward the speaker, and maintain eye contact just as the models did in lesson one. Each student should get the chance to be a speaker and all should try the skill each time they do not speak. Twenty seconds should be counted off by a timer in the group so as to know when to switch. All group members should help each other with the skills. Continue activity until all have tried out each position then have them re-assemble in the large group. Process the activity with the class asking specific questions of each group. Ask process questions like, “How do you think using these skills will help you in school?” “What are some ways you can pay attention even if others around you are not?” “What was it like trying to use good eye contact with the leader?” and “What other ways can you think of to let the speaker know you are listening?” Review the three skills with the class and end the lesson.
Model Proper Attention Getting Behavior
Choose a male student to model proper attention giving techniques. Tell the class to observe the male student as he listens to the teacher for 20 seconds. Process the activity with the class asking if the male-student used the three skills that they just learned: sitting up straight, eye contact, and leaning in. Now have a female student do the same activity. Give positive reinforcement to the model student and process the activity again asking if the student did anything different or the same. Continue processing this activity asking the class what they noticed about the models paying attention. Emphasize that teacher’s notice who is sitting up straight and using good eye contact.
Paying Attention Tip
Introduce non-verbal communication to students emphasizing that they will learn to communicate more effectively using their bodies. Have a student send the rest of the group a message using only their facial or body language. Have the rest of the students guess what message the student is sending. Do a classroom activity where a list of ways to communicate non-verbally is generated. List the ways on the blackboard or overhead. Ways include smiling, clenched fists, hands folded, scowling, and a head nod. Introduce proper listening body behavior: sitting up straight, using eye contact, and leaning into the speaker or presenter. Explain how each gesture lets the speaker know that they are being listened to. Explain how these skills help the students to become more successful in school and that teachers prefer students who pay attention. Here are the three skills they learn in this lesson:
1. Sitting up straight – sitting nice and tall with their bottom on the seat and straight back. Not being so firm that you feel you might break, but tall enough to signify you are listening.
2. Eye contact – looking at the person who is talking, but not staring.
3. Leaning in – leaning toward the speaker and nodding your head to signify you are absorbing what the speaker is saying.
1. Sitting up straight – sitting nice and tall with their bottom on the seat and straight back. Not being so firm that you feel you might break, but tall enough to signify you are listening.
2. Eye contact – looking at the person who is talking, but not staring.
3. Leaning in – leaning toward the speaker and nodding your head to signify you are absorbing what the speaker is saying.
Thursday, April 15, 2010
Motivation/Goal Setting
1. Ask the children, what will you do after school today? Have you thought about doing something special? How would you go about it? List the children's answers on the board.
2. What would you do if you found a quarter? Would you spend it on candy? What else might you plan to do with it? What kinds of plans does our mother make for you? Does she plan to take you to school, or to fix your dinner?
3. What of what we might do we plan and some we don't plan. For example, you don't plan to fall down and bump your head or to lose a favorite toy.
4. Ask the children: Can you think of something you have done that you didn't plan? List the children's answers. Can you think of something you like to do that you do plan? (e.g. Painting a picture requires some planning) List the children's answers.
5. With the class, plan a project or an activity to be done at a later time. List the materials they'll need and the things they need to do. Make a time line of what needs to be done.
2. What would you do if you found a quarter? Would you spend it on candy? What else might you plan to do with it? What kinds of plans does our mother make for you? Does she plan to take you to school, or to fix your dinner?
3. What of what we might do we plan and some we don't plan. For example, you don't plan to fall down and bump your head or to lose a favorite toy.
4. Ask the children: Can you think of something you have done that you didn't plan? List the children's answers. Can you think of something you like to do that you do plan? (e.g. Painting a picture requires some planning) List the children's answers.
5. With the class, plan a project or an activity to be done at a later time. List the materials they'll need and the things they need to do. Make a time line of what needs to be done.
Friendship
Grade Level: K-3
Objectives: The student will recognize ways to be a friend and discover ways to make new friends.
Materials Needed: none
Directions:
1. Lead a group discussion of the definition of friendship
2. On the board, write "How To Be A Friend" and ask the children to think of every possible idea on this subject. Record all of the children's suggestions and discuss these ideas.
3. On another area of the board, write "How To Make A New Friend" and ask children to think of as many ways as possible to make a new friend. Record these suggestions and discuss.
4. Have children role-play their suggestions.
5. Ask children to try to make one new friend this week using some of the ideas that have been discussed.
Objectives: The student will recognize ways to be a friend and discover ways to make new friends.
Materials Needed: none
Directions:
1. Lead a group discussion of the definition of friendship
2. On the board, write "How To Be A Friend" and ask the children to think of every possible idea on this subject. Record all of the children's suggestions and discuss these ideas.
3. On another area of the board, write "How To Make A New Friend" and ask children to think of as many ways as possible to make a new friend. Record these suggestions and discuss.
4. Have children role-play their suggestions.
5. Ask children to try to make one new friend this week using some of the ideas that have been discussed.
Tuesday, April 13, 2010
Cyberbullying
Keeping password information to yourself
Watch the following clips:
Watch "Cyberbullying: Broken Friendship.“
NET SMARTZ.org
Safety on the Internet
Make a class list of things we use passwords for:
E-mail, Instant Messenger, web sites, bank accounts. Why do you think the girl in the story gave her password to her best friend? Was it a good reason? What types of things can happen to her now that her password is out?
Her E-mail can be tampered with; people can assume her identity online; her bank or shopping accounts can be tampered with.
What should the girl do right away? Change her password; tell her parents or guardian; contact her bank.
Watch the following clips:
Watch “Angela’s Experience”
NETSMARTZ.org
Tips
Even though it might seem like you know someone well online, you have no way of knowing whether the person is telling the truth. This is why you must not give personal information even to someone you have communicated with online for a long time.
As a class answer the following Questions:
1. If you come across any information that makes you feel scared, uncomfortable, or confused, you will?
2. If someone online asks you for a picture of yourself, you will?
3. If someone you first “met” online asks you to meet him or her in person, you will?
4. If someone online asks you for my personal information, you will?
5. If you see any messages that are mean or make you feel scared, uncomfortable, or confused, you will?
6. If you receive a file over the Internet from someone you don’t know, you will?
Watch the following clips:
Watch "Cyberbullying: Broken Friendship.“
NET SMARTZ.org
Safety on the Internet
Make a class list of things we use passwords for:
E-mail, Instant Messenger, web sites, bank accounts. Why do you think the girl in the story gave her password to her best friend? Was it a good reason? What types of things can happen to her now that her password is out?
Her E-mail can be tampered with; people can assume her identity online; her bank or shopping accounts can be tampered with.
What should the girl do right away? Change her password; tell her parents or guardian; contact her bank.
Watch the following clips:
Watch “Angela’s Experience”
NETSMARTZ.org
Tips
Even though it might seem like you know someone well online, you have no way of knowing whether the person is telling the truth. This is why you must not give personal information even to someone you have communicated with online for a long time.
As a class answer the following Questions:
1. If you come across any information that makes you feel scared, uncomfortable, or confused, you will?
2. If someone online asks you for a picture of yourself, you will?
3. If someone you first “met” online asks you to meet him or her in person, you will?
4. If someone online asks you for my personal information, you will?
5. If you see any messages that are mean or make you feel scared, uncomfortable, or confused, you will?
6. If you receive a file over the Internet from someone you don’t know, you will?
Bullying Part 3 Cyberbullying
Cyberbullying
Bullying also can happen online or electronically. Cyberbullying is when children or teens bully each other using the Internet, mobile phones or other cyber technology. This can include:
Sending mean text, email, or instant messages
Posting nasty pictures or messages about others in blogs or on Web sites
Using someone else's user name to spread rumors or lies about someone
Watch the following clips:
Cyberbullying Stop Now
Discussion:
Should you tell others if you are being bullied?
Have you ever been cyberbullied? What did you do?
Should you respond to a cyber bully?
Is cyberbullying against the law?
Bullying also can happen online or electronically. Cyberbullying is when children or teens bully each other using the Internet, mobile phones or other cyber technology. This can include:
Sending mean text, email, or instant messages
Posting nasty pictures or messages about others in blogs or on Web sites
Using someone else's user name to spread rumors or lies about someone
Watch the following clips:
Cyberbullying Stop Now
Discussion:
Should you tell others if you are being bullied?
Have you ever been cyberbullied? What did you do?
Should you respond to a cyber bully?
Is cyberbullying against the law?
Bullying Part 2 Are you being bullied?
What to do if you are being bullied
Are You Being Bullied?
So you're being bullied, huh? That can feel pretty awful. But, no matter how bad it makes you feel sometimes, you should know you're not alone. That's right ... there are plenty of kids all over the world who go through the same things you do every day. And, even though you may feel helpless sometimes, there are a lot of things you and others can do to help stop the bullying. Give these tips a try.
Always tell an adult. It's hard to talk about serious things with adults sometimes, but they can help put a stop to bullying. Tell an adult that you trust and can talk to - your parents, your teacher, your school counselor, your coach, your neighbor. If you've told a grown-up before and they haven't done anything about it, tell someone else. And if you're afraid to tell an adult that you have been bullied, get another person - like a friend or a sister or brother - to go with you. Having someone else there to support you can make it a lot less scary. Tell the adults exactly what has happened - who did the bullying, where and when it happened, how long it's been happening to you, and how it's making you feel. If you talk with an adult at your school, ask them what they will do to help stop the bullying. It is their job to help keep you safe. Most adults really care about bullying and will do everything they can to help you.
Stay in a group. Kids who bully like to pick on kids who are by themselves a lot- it's easier and they're more likely to get away with their bad behavior. If you spend more time with other kids, you may not be an easy "target" and you'll have others around to help you if you get into a difficult situation!
If it feels safe, try to stand up to the person who is bullying you. If the person who is bullying you thinks you won't do anything about it, they are more likely to keep picking on you. This doesn't mean you should fight back or bully them back. Instead, tell the person bullying you that you don't like it and that they should stop! Keep it simple. You might just say, "Cut it out, Miranda!", and then walk away. If possible, try to talk to them in a calm voice. Kids who bully often like to see that they can make you upset. If you're afraid to talk to the person who is bullying you by yourself, then you might want to ask someone else to be there with you. Kids who bully are more likely to listen, and less likely to bully you, when you're with someone and not alone. If you're not comfortable standing up to someone who has bullied you, that's definitely OK! Just walk away. But be sure to tell an adult.
Join clubs or take part in activities where you'll meet other kids. Sometimes, it can help to join clubs or take part in activities that interest you. Think about joining a sports team, taking an art class, or joining a scouting group, for example. You can meet other kids who share your interests and you might make some good friends!
What not to do if you are being bullied
If you are being bullied online, don't reply. This may actually make the bullying worse. Instead, be sure to tell a family member or another adult you trust. If possible, block any more communications from this person. (For example, it might be a good idea only to accept messages from people you know.) Save evidence of the bullying. If you get a nasty e-mail, print it out or save it so that you can show it to an adult.
What NOT To Do If You Are Bullied
DON'T...
Think it's your fault. Nobody deserves to be bullied!
Fight back or bully a person back. This probably won't make things any better and it might get you into big trouble. Besides, you should try to act better than the person who bullies you.
Keep it to yourself and just hope the bullying will "go away." It's normal to want to try to ignore bullying and hope that it will stop-or hope that the person will start to pick on someone else. But, often, bullying won't stop until adults and other kids get involved. So, be sure to report the bullying.
Skip school or avoid clubs or sports because you're afraid of being bullied. Missing out on school or activities that you enjoy isn't the answer. You have a right to be there!
Think that you're a "tattle tale" if you tell an adult that you've been bullied. Telling is NOT tattling! It's the right thing to do.
Hurt yourself. Some kids who are bullied get so sad and depressed that they may try to hurt themselves because they think there is nothing else they can do. This definitely isn't the answer. Talk with an adult immediately and tell them how you are feeling. They can help stop the bullying.
Can bullies change?
STOP BULLYING NOW
Discuss video after watching:
STOP BULLYING NOW
Should you stick up for people who get bullied?
Are You Being Bullied?
So you're being bullied, huh? That can feel pretty awful. But, no matter how bad it makes you feel sometimes, you should know you're not alone. That's right ... there are plenty of kids all over the world who go through the same things you do every day. And, even though you may feel helpless sometimes, there are a lot of things you and others can do to help stop the bullying. Give these tips a try.
Always tell an adult. It's hard to talk about serious things with adults sometimes, but they can help put a stop to bullying. Tell an adult that you trust and can talk to - your parents, your teacher, your school counselor, your coach, your neighbor. If you've told a grown-up before and they haven't done anything about it, tell someone else. And if you're afraid to tell an adult that you have been bullied, get another person - like a friend or a sister or brother - to go with you. Having someone else there to support you can make it a lot less scary. Tell the adults exactly what has happened - who did the bullying, where and when it happened, how long it's been happening to you, and how it's making you feel. If you talk with an adult at your school, ask them what they will do to help stop the bullying. It is their job to help keep you safe. Most adults really care about bullying and will do everything they can to help you.
Stay in a group. Kids who bully like to pick on kids who are by themselves a lot- it's easier and they're more likely to get away with their bad behavior. If you spend more time with other kids, you may not be an easy "target" and you'll have others around to help you if you get into a difficult situation!
If it feels safe, try to stand up to the person who is bullying you. If the person who is bullying you thinks you won't do anything about it, they are more likely to keep picking on you. This doesn't mean you should fight back or bully them back. Instead, tell the person bullying you that you don't like it and that they should stop! Keep it simple. You might just say, "Cut it out, Miranda!", and then walk away. If possible, try to talk to them in a calm voice. Kids who bully often like to see that they can make you upset. If you're afraid to talk to the person who is bullying you by yourself, then you might want to ask someone else to be there with you. Kids who bully are more likely to listen, and less likely to bully you, when you're with someone and not alone. If you're not comfortable standing up to someone who has bullied you, that's definitely OK! Just walk away. But be sure to tell an adult.
Join clubs or take part in activities where you'll meet other kids. Sometimes, it can help to join clubs or take part in activities that interest you. Think about joining a sports team, taking an art class, or joining a scouting group, for example. You can meet other kids who share your interests and you might make some good friends!
What not to do if you are being bullied
If you are being bullied online, don't reply. This may actually make the bullying worse. Instead, be sure to tell a family member or another adult you trust. If possible, block any more communications from this person. (For example, it might be a good idea only to accept messages from people you know.) Save evidence of the bullying. If you get a nasty e-mail, print it out or save it so that you can show it to an adult.
What NOT To Do If You Are Bullied
DON'T...
Think it's your fault. Nobody deserves to be bullied!
Fight back or bully a person back. This probably won't make things any better and it might get you into big trouble. Besides, you should try to act better than the person who bullies you.
Keep it to yourself and just hope the bullying will "go away." It's normal to want to try to ignore bullying and hope that it will stop-or hope that the person will start to pick on someone else. But, often, bullying won't stop until adults and other kids get involved. So, be sure to report the bullying.
Skip school or avoid clubs or sports because you're afraid of being bullied. Missing out on school or activities that you enjoy isn't the answer. You have a right to be there!
Think that you're a "tattle tale" if you tell an adult that you've been bullied. Telling is NOT tattling! It's the right thing to do.
Hurt yourself. Some kids who are bullied get so sad and depressed that they may try to hurt themselves because they think there is nothing else they can do. This definitely isn't the answer. Talk with an adult immediately and tell them how you are feeling. They can help stop the bullying.
Can bullies change?
STOP BULLYING NOW
Discuss video after watching:
STOP BULLYING NOW
Should you stick up for people who get bullied?
Bullying Part 1 Do you bully others?
Are you a Bully?
If you bully others, You need to STOP NOW!
If you're not sure if what you're doing is really bullying, then here's a hint: If you are hurting or threatening others in some way and using your size, strength or popularity to do it ... you're probably bullying someone!
Hey - let's face it, hurting and making others feel bad is NEVER cool. Just admitting that you are doing things to harm others takes some guts. But that's not enough. Trying to find out what you should do to change the way you're acting ... now that's a step in the right direction! So check out these tips ... they'll help you to start treating others with the respect they deserve.
Signs that you are a Bully
Okay, time for the truth. Or at least time to consider if you have a confession to make! Have you ever bullied someone. Questions to ask yourself.
1. There's a boy or a girl (or maybe more than one) whom you've repeatedly shoved, or punched or physically pushed around in a mean way just because you felt like it.
2. You had someone else hurt someone you don't like.
3. You've spread a nasty rumor about someone, in conversation, in a note, or through email or instant messaging.
4. You and your friends have regularly kept one or more kids from hanging out or playing with you. Examples: at your lunch table at school, during sports or other activities, or activities that are a part of a club or other kind of group activity.
5. You've teased people in a mean way, calling them names, making fun of their appearance, or the way they talk or dress or act.
6. You've been part of a group that did any of these things - even if you only wanted to be part of the crowd.
All over the country, in all types of neighborhoods and schools, there are all types of young people who bully others. Bullying is serious business. It causes young people a lot of pain, and it can affect their ability to do well in school and their general happiness.
But it doesn't have to be that way. You can learn about better ways to treat your friends and acquaintances, as well as become part of the solution to this serious problem!
How do your actions affect others?
Think about what you're doing ... and how it affects others. If you think calling others names is really harmless, or if you think pushing, hitting or stealing from other kids is funny, you've forgotten what it feels like to be hurt yourself! Teasing, hitting, keeping others out of a group - all of these things harm someone. All of us have been hurt at one time or another and we all know how it feels - awful! So the next time you are about to bully someone:
Put yourself in their shoes
Think about how it must make them feel
And just don't do it
Talk to an adult. Making other people feel badly should never make you feel good. If it does, or if you're not really sure why you bully other kids, you need to talk to an adult about it. Even though you might think an adult won't understand, or that you'll get yourself into trouble, they can help! Whether it is your parent, a counselor, a teacher or another trusted grown-up, you should tell an adult how you've been acting so that they help you deal with it.
How can you stop bullying
When asked the question: "What threatens your safety and emotional health?" most kids say, teasing and bullying. Yet many adults, even your parents and teachers, may not realize how often you see or experience bullying at school and elsewhere. Often adults don't see bullying when it happens. And those adults who see it, and do nothing, may not understand that kids can be hurt by bullying.
Kids who are bullied day after day can feel helpless and alone. They may become too scared to report the bullying, fearing that adults won't believe them. Kids also worry that if the bullies find out they "tattled," the bullying may get worse. To protect kids who are bullied, parents and all adults must understand what bullying is, how harmful it can be, and the best ways to stop bullying behaviors.
School Policy about Bullying
Class Discussion: watch the following cartoon first:
STOP BULLYING NOW
1. What is the school’s policy on bullying?
2. What should you do if you are being bullied?
3. Are you a bully when you fight back?
4. What is the difference between bullying and teasing?
Be the solution to the problem, and stop bullying!
If you bully others, You need to STOP NOW!
If you're not sure if what you're doing is really bullying, then here's a hint: If you are hurting or threatening others in some way and using your size, strength or popularity to do it ... you're probably bullying someone!
Hey - let's face it, hurting and making others feel bad is NEVER cool. Just admitting that you are doing things to harm others takes some guts. But that's not enough. Trying to find out what you should do to change the way you're acting ... now that's a step in the right direction! So check out these tips ... they'll help you to start treating others with the respect they deserve.
Signs that you are a Bully
Okay, time for the truth. Or at least time to consider if you have a confession to make! Have you ever bullied someone. Questions to ask yourself.
1. There's a boy or a girl (or maybe more than one) whom you've repeatedly shoved, or punched or physically pushed around in a mean way just because you felt like it.
2. You had someone else hurt someone you don't like.
3. You've spread a nasty rumor about someone, in conversation, in a note, or through email or instant messaging.
4. You and your friends have regularly kept one or more kids from hanging out or playing with you. Examples: at your lunch table at school, during sports or other activities, or activities that are a part of a club or other kind of group activity.
5. You've teased people in a mean way, calling them names, making fun of their appearance, or the way they talk or dress or act.
6. You've been part of a group that did any of these things - even if you only wanted to be part of the crowd.
All over the country, in all types of neighborhoods and schools, there are all types of young people who bully others. Bullying is serious business. It causes young people a lot of pain, and it can affect their ability to do well in school and their general happiness.
But it doesn't have to be that way. You can learn about better ways to treat your friends and acquaintances, as well as become part of the solution to this serious problem!
How do your actions affect others?
Think about what you're doing ... and how it affects others. If you think calling others names is really harmless, or if you think pushing, hitting or stealing from other kids is funny, you've forgotten what it feels like to be hurt yourself! Teasing, hitting, keeping others out of a group - all of these things harm someone. All of us have been hurt at one time or another and we all know how it feels - awful! So the next time you are about to bully someone:
Put yourself in their shoes
Think about how it must make them feel
And just don't do it
Talk to an adult. Making other people feel badly should never make you feel good. If it does, or if you're not really sure why you bully other kids, you need to talk to an adult about it. Even though you might think an adult won't understand, or that you'll get yourself into trouble, they can help! Whether it is your parent, a counselor, a teacher or another trusted grown-up, you should tell an adult how you've been acting so that they help you deal with it.
How can you stop bullying
When asked the question: "What threatens your safety and emotional health?" most kids say, teasing and bullying. Yet many adults, even your parents and teachers, may not realize how often you see or experience bullying at school and elsewhere. Often adults don't see bullying when it happens. And those adults who see it, and do nothing, may not understand that kids can be hurt by bullying.
Kids who are bullied day after day can feel helpless and alone. They may become too scared to report the bullying, fearing that adults won't believe them. Kids also worry that if the bullies find out they "tattled," the bullying may get worse. To protect kids who are bullied, parents and all adults must understand what bullying is, how harmful it can be, and the best ways to stop bullying behaviors.
School Policy about Bullying
Class Discussion: watch the following cartoon first:
STOP BULLYING NOW
1. What is the school’s policy on bullying?
2. What should you do if you are being bullied?
3. Are you a bully when you fight back?
4. What is the difference between bullying and teasing?
Be the solution to the problem, and stop bullying!
Monday, April 12, 2010
Thoughts About Guiding Students
What to do when you have students who create a bunch of drama? This drama is utter nonsense. Name calling and rumor spreading. It has to stop! But the only way it will stop is when all parties decide to make a change and stop their part. What happens when you get 4 girls who just won't let it go. They tell stories about themselves to each other and then are extremely mad when of them spread the stories. It is a vicious cycle and must stop!
I Have Choices (Feelings)
Objectives: The student will become aware of appropriate ways to handle angry feelings.
Materials Needed: balloon
Directions:
1. Help the children share times when they have felt anger in the past.
2. Ask what would happen to our bodies if we didn't let the anger out - if we pretended not to be mad.
3. Take out a balloon and say, "I am angry!" I am filling my balloon with my anger. Blow it up a little at a time while making these statements.
4. Ask what would happen to the balloon if I didn't let my anger out. Talk about people who keep their anger inside until they "pop."
5. Since we all get mad sometimes, ask the students what things they can do to deal with their angry feelings. Here are some suggestions:
Tell someone you're angry.
Explain why you're angry.
Try to do something about what is making you angry.
Cry
Yell
Jump up and down.
Hit a pillow or punching bag.
Ride your bike
Run
Write a letter expressing your anger
Draw a picture expressing your anger
Materials Needed: balloon
Directions:
1. Help the children share times when they have felt anger in the past.
2. Ask what would happen to our bodies if we didn't let the anger out - if we pretended not to be mad.
3. Take out a balloon and say, "I am angry!" I am filling my balloon with my anger. Blow it up a little at a time while making these statements.
4. Ask what would happen to the balloon if I didn't let my anger out. Talk about people who keep their anger inside until they "pop."
5. Since we all get mad sometimes, ask the students what things they can do to deal with their angry feelings. Here are some suggestions:
Tell someone you're angry.
Explain why you're angry.
Try to do something about what is making you angry.
Cry
Yell
Jump up and down.
Hit a pillow or punching bag.
Ride your bike
Run
Write a letter expressing your anger
Draw a picture expressing your anger
My Buddy
My Buddy is a second grade guidance lesson developed at Crystal Lake Elementary by Pat Ruddle Dooley to help students promote an acceptance of the differences in people and an understanding of some of the issues a person who is physically disabled may have to deal with. The students should be able to distinguish between differences in cultures, lifestyles, and abilities. My Buddy is a non-fiction book written by Audrey Osofsky. Ms. Osofsky is an author from Burnsville, Minnesota. She wrote this book after interviewing a young boy with a physical disability. The following lesson is designed for a 30 minute period.
A typical lesson follows by asking students the following questions:
* What is a disability?
* What are some different kinds of disabilities that people have?
* How should we treat people who have disabilities?
* Today’s story is about a boy who is disabled and the dog who works with him and loves him unconditionally.
Read the story to the students and follow up with a discussion by asking the following questions:
* What did you think about the boy’s situation?
* How was his dog helpful to him?
* How do you think it would feel to be in a wheelchair?
* How would you want others to treat you if you were in a wheel chair?
* What did you learn today about disabilities and how to treat people who may have a disability?
As you are reading the story you may stop and ask questions to make sure the students are following along and comprehending the story. You can also have some discussion with the students if someone has something to share or a personal story to tell.
A typical lesson follows by asking students the following questions:
* What is a disability?
* What are some different kinds of disabilities that people have?
* How should we treat people who have disabilities?
* Today’s story is about a boy who is disabled and the dog who works with him and loves him unconditionally.
Read the story to the students and follow up with a discussion by asking the following questions:
* What did you think about the boy’s situation?
* How was his dog helpful to him?
* How do you think it would feel to be in a wheelchair?
* How would you want others to treat you if you were in a wheel chair?
* What did you learn today about disabilities and how to treat people who may have a disability?
As you are reading the story you may stop and ask questions to make sure the students are following along and comprehending the story. You can also have some discussion with the students if someone has something to share or a personal story to tell.
Wednesday, April 7, 2010
Decision Making
# Say to the students, “Today we are going to talk about making decisions. Some decisions are big and others are small. Sometimes adults make the decisions for us and other times we need help from adults, like when we need to buy a shirt, if we are going over to a friend’s house, etc.”
“We are going to start today by making a decision. I am going to give you two choices. If you decide on one choice you need to go to one corner and if you decide the opposite you need to go to the opposite corner.” [Or ask the students to stand up or sit down to choose the situation so there is less movement in the class]. Ask the students to stand up. State the following scenarios…
“You have a choice…”McDonalds or Pizza Hut for lunch. If you want McDonalds go by the window & if you want Pizza Hut go to the other side of the room”.
Eating lunch from home or school
Staying inside to play or going outside
Jumping rope vs. kickball
Valleyfair or Camp Snoopy
Do you like to do things alone or in a group
Helping Dad inside the house or outside the house
Process the activity: What decisions were easy? Did you need help making the decisions? Who can help? What made you choose jumping rope over kickball? When your friend went to one side did that make you want to go over there, too? Summarize!
“We are going to start today by making a decision. I am going to give you two choices. If you decide on one choice you need to go to one corner and if you decide the opposite you need to go to the opposite corner.” [Or ask the students to stand up or sit down to choose the situation so there is less movement in the class]. Ask the students to stand up. State the following scenarios…
“You have a choice…”McDonalds or Pizza Hut for lunch. If you want McDonalds go by the window & if you want Pizza Hut go to the other side of the room”.
Eating lunch from home or school
Staying inside to play or going outside
Jumping rope vs. kickball
Valleyfair or Camp Snoopy
Do you like to do things alone or in a group
Helping Dad inside the house or outside the house
Process the activity: What decisions were easy? Did you need help making the decisions? Who can help? What made you choose jumping rope over kickball? When your friend went to one side did that make you want to go over there, too? Summarize!
Decision Making
I Have Choices
Grade Level: K-3
Objectives: The student will become aware of choices they make and choices made for them.
Materials Needed: Pictures
Directions:
1. Put the words (or pictures) Mother, Father, Me, Teachers, and Friends on the board.
2. Ask the children who decides:
What you wear to school
What you have for breakfast
With whom you play
Whether or not you should do your homework
What TV program you watch
When you should do your homework
What you should do for your homework
What your favorite food is
What game you should play with your friend
What you should do when there is no one to play with
What your jobs at home are
3. Ask the children after each one, "Could anyone else make this decision?"
4. Help them understand that they have many decisions that they can make on their own.
Grade Level: K-3
Objectives: The student will become aware of choices they make and choices made for them.
Materials Needed: Pictures
Directions:
1. Put the words (or pictures) Mother, Father, Me, Teachers, and Friends on the board.
2. Ask the children who decides:
What you wear to school
What you have for breakfast
With whom you play
Whether or not you should do your homework
What TV program you watch
When you should do your homework
What you should do for your homework
What your favorite food is
What game you should play with your friend
What you should do when there is no one to play with
What your jobs at home are
3. Ask the children after each one, "Could anyone else make this decision?"
4. Help them understand that they have many decisions that they can make on their own.
Thursday, April 1, 2010
How to respond to bullies:
1. Don’t let the bully see you looking mad or sad – they’ll feel a power trip.
2. Shrug it off and don’t sweat the small stuff.
3. Ignore it, especially if it is someone you may not see again.
4. Say, “Don’t worry about it.”
5. Say, “That’s O.K. You don’t have to like it.”
6. Say, “I’m sorry you feel that way.”
7. Say, “Gee, thanks!”
8. Say, “Whatever.”
9. Say, “Oh, hi, (name). Did you want something?”
* Laughingly agree with them. “Yeah, it’s pretty weird, isn’t it?”
* Laugh at yourself before they get to comment.
* “Wow! That was really pathetic!” or “Wait till you see my next trick!” “Now you know why the NFL isn’t scouting me.”
* Say, “I don’t bug you so don’t bug me.”
* Tell an Adult!
2. Shrug it off and don’t sweat the small stuff.
3. Ignore it, especially if it is someone you may not see again.
4. Say, “Don’t worry about it.”
5. Say, “That’s O.K. You don’t have to like it.”
6. Say, “I’m sorry you feel that way.”
7. Say, “Gee, thanks!”
8. Say, “Whatever.”
9. Say, “Oh, hi, (name). Did you want something?”
* Laughingly agree with them. “Yeah, it’s pretty weird, isn’t it?”
* Laugh at yourself before they get to comment.
* “Wow! That was really pathetic!” or “Wait till you see my next trick!” “Now you know why the NFL isn’t scouting me.”
* Say, “I don’t bug you so don’t bug me.”
* Tell an Adult!
How to avoid being a victim of bullies:
Stay away from known bullies by using a different hall or path. Be with your “allies” as much as possible. Not alone around bullies. Don’t give dirty look or make negative comments that may invite revenge. (if you need to say, ”Just Kidding” after a comment, Save It)
* Watch your body posture and facial expressions – look confident, even if you have to fake it. Walk tall, look ahead and look happy.
* Apologize if you accidentally bump someone so it doesn’t look like you’re trying to start something.
* Watch your body posture and facial expressions – look confident, even if you have to fake it. Walk tall, look ahead and look happy.
* Apologize if you accidentally bump someone so it doesn’t look like you’re trying to start something.
Dealing with Bullies
Description of the Lesson or Program
The Dealing with Bullies lesson is a conducted in the 6th grade FACS classroom during the second month of school. The guidance lesson was developed to assist incoming 6th grade students in dealing with the situations that might arise as they enter the middle school setting. The lesson is presented in a fifty-five (55) minute classroom environment and is adopted from several different guidance curricula, including Sunburst staff development and Current Health magazine.
A typical lesson follows.
5 minutes: Introduce yourself and begin talking to the students on frequency and severity of incidences within your given environment.
21 minutes: Sunburst Video presentation on Bullying: Strategies and Prevention.
10 minutes: Generate discussion on video and begin brainstorming on ways to avoid being a victim and how to respond to bullies.
The Dealing with Bullies lesson is a conducted in the 6th grade FACS classroom during the second month of school. The guidance lesson was developed to assist incoming 6th grade students in dealing with the situations that might arise as they enter the middle school setting. The lesson is presented in a fifty-five (55) minute classroom environment and is adopted from several different guidance curricula, including Sunburst staff development and Current Health magazine.
A typical lesson follows.
5 minutes: Introduce yourself and begin talking to the students on frequency and severity of incidences within your given environment.
21 minutes: Sunburst Video presentation on Bullying: Strategies and Prevention.
10 minutes: Generate discussion on video and begin brainstorming on ways to avoid being a victim and how to respond to bullies.
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