Empathy, courage, and individualism
Anti-bullying Classroom Activity for Educators step by step
Objective: students will learn about emphatic as the source of courage to refrain from and stand up to bullying.
Introduction: When students are seated, slam a book on a desk (or do something that is trivial, but was obviously your action). Then tell the class, “I know some of you may think I slammed the book, but I did not. I think the book fell on its own.
I would not have done something like that.” Allow students to respond to your obvious dishonesty and lack of responsibility. Then ask them what they observed about my behavior and its effects, such as the shifted blame, denied responsibility, dishonesty, etc.
Survey- Our experiences with bullying, Anti-bullying
Objective: Students will identify characteristics of bullying through a survey given in class. Students will indicate what they have personally seen or experienced (if comfortable) at school.
Introduction: Students will be given a survey from the teacher which asks them about their experiences at school. Students will be asked to share information they feel comfortable sharing. Honest feedback is necessary.
Activity: Students will take the survey in class. They will be asked questions such as “Why do you feel students bully each other?” and “What types of bullying behavior have you seen at school?” These questions will help springboard the discussion and other activities.
Wrap-up: Students will discuss their findings in a classroom discussion. In order for students to feel comfortable, they should only share information that would not put them on the spot.
In private, the teacher will conference with students who have additional topics to discuss.
Video-Why students bully
Objective: Students will watch a short video about students getting bullied at school and analyze what went right/wrong through a discussion.
Introduction: After completing the survey, students will watch a video to see real-life examples of students who have been bullied or have been bullied.
Activity: Students will watch the video in class. The video clip is about 3-4 minutes. After the video, students will compare and contrast what good character they noticed in the video and what bad character was observed.
Wrap-up: Students will understand why the bully’s actions were wrong and feel what the bullied victim experienced. The teacher will explain that bullies choose victims for a variety of reasons, but that most bullies often do not bully for life.
Skit- What can we do in a bullying situation?
Objective: Students will evaluate what can be done in the event of a bullying situation.
Introduction: Students will be told that they will be acting out different parts of a skit. They will try to make them as realistic as possible.
Activity: Students will be given the opportunity to act out different situations that they feel can happen at school. One student will play the victim, one the bully, and the others are witnesses. Students will then act on the scene, and the class will report what they saw.
Wrap-up: Students who are watching the scene will discuss what happened and what could have been done better by the witnesses. Also, students will be asked a “what would you have done?” question for each skit.
It can be safely assumed that some students will do what the witnesses did, and others will respond differently. This should lead to a classroom discussion regarding the different situations.
Parent Questionnaire– How much do the parents know about bullying?
Objective: Students will ask their parents’ various questions about bullying to understand how much/little they know about the issue.
Introduction: Students will ask their parents about the issue of bullying in order to understand the perspective of their parents.
Activity: In class, students will be given a list of questions (around 10) that revolve around the issue of bullying. Students will choose 5 questions and ask their parents at home.
The purpose is to see what parents know about the issue, to see how bullying has changed and stayed the same over the years, and evaluate solutions the parents feel will help alleviate the problem.
Wrap-up: Students will get together in small groups and discuss what similarities/differences they found with their parent surveys. This will ultimately lead to a class-wide discussion of the issue. The purpose is to gain parents’ perspective but also let them know about what we are learning about in school.
Anti-bullying Posters– creating awareness around the school to stand up to bullying.
Objective: Students will create a poster to display in school with a positive message/image that supports the anti-bullying theme.
Introduction: In class, students will draw an image or series of images that promote a positive learning environment. The drawing can include a slogan and/or captions promoting a positive environment.
Activity: Having a positive message will reinforce the central theme of a positive environment for all. With that, students will draw a scene, create a slogan, or print a message with this in mind.
They will color it, and student work will be displayed in the hallways, classrooms, etc. This will show that everyone is united in the anti-bullying cause, and the posters will raise awareness regarding what kids can do to be nice to each other.
Reflections- thinking about what we can all do better to create a safe, comfortable environment.
Objective: Students will write a brief summary about what they have learned over the course of study and what they can do better to make our school a better learning environment.
Introduction: Students will summarize in a 2-3 paragraph writing assignment what they learned during the course of study, and also what they can specifically do to help decrease bullying.
Activity: As the culminating activity for the unit, students will write a brief summary discussing what they learned and what can be done better at our school.
This activity should help students realize that everyone can do more to help the issue, including teachers and parents.
Ultimately, with reflection, students should be able to come up with steps that they, teachers, and parents can do to combat the issue of bullying.
Wrap-up: Students will share their findings with each other and then with the class if they feel comfortable doing so.
Students will see that many of them probably have similar solutions to the issue of bullying and that if we all work together, the frequency of such events will be minimized, to a point of complete eradication of such bad behavior.
Students’ case study Bullying
BULLYING MAY LEAD TO SUICIDE
We need to raise awareness of the negative effects bullying has on kids to decrease the number of suicides that occur each year.
Bullying may lead to suicide. People ages 5 to 25 are committing suicide because of bullying. On April 6, Carl Jose Ph.D. Walker hung himself with a wire because of bullying. Every year, more than 1,060 people in the world get bullied and the other half get bullied and commits suicide.
Why bullies bully? Bullies might feel the need to hurt other people because it makes them feel powerful and strong to do it to other people.
They might also hurt you so much that you commit suicide. Sometimes, bullies want to pick on someone who may be weaker than them emotionally or physically so they can take more advantage of.
What effects does this have on the person being bullied? Kids these days get bullied by bullies who think it is ok for them to hurt other people.
Kids who are bullied often feel sick, get stressed, do badly in school, and it affects them socially. A woman named Liza, a mother of three said that bullies made fun of her son Stanly who tried to commit suicide.
Some parents say that bullying might be ok sometimes if that person did something to you for revenge, even though it’s never the answer.
Overall, by teaching kids about bullying and how bad this is for everyone, we can lower the numbers of suicide that occur each year.