Literature SelectionAdvocacy Topic Names Component Subject or Topic
Literature Selection/Advocacy Topic Names Component Subject or Topic Objectives Did you establish a framework for learning by informing your viewers about the problem and what they would learn? Main Points & Supporting Details This is the elaboration on each main point/objective and includes all knowledge/input you want the viewers to KNOW about each. Did the presentation include both a story/topic summary and a critical analysis of the story/topic. Did you highlight each unfamiliar vocabulary word where it is found in the input section? Scale 1 1 2 3 Issue Resolutions The presentation includes current data & suggested resolutions or actions related to the topic. Were strategies presented for schools, teachers, and students? Conclusions/Closure Did your main points align with your objectives? Were there higher order questions? Were viewers involved in the closure? Audio & Visual Appeal These are presentation MID’s; audio, visual, internet links, includes color, transitions, MINIMUM 18 pt. font size, design, etc. 15 -20 min. time limit observed. 1 Resources Did you include a bibliography of Teacher Resources and Technology Are all resources cited? SCORE Comments 5 3 2 7 3 9 10 4 5 1 2 3 1 1½ 2 /25
B g n i y l ul By: Ashton Botts, Emily Wooten, and Justina Clopton
Objectives: Promote awareness of bullying • 86% of children between the ages of 12 and 15, reported that they get teased or bullied at school (Tsugawa, p. 1).
Bullying In Our Schools • Book Reviews • Bullying Defined • Who is at risk • Effects of bullying • Offer solutions
Book Reviews
Book Review Please Stop Laughing at Me: One Woman’s Inspirational Story By Jodee Blanco
Book Review Odd Girl Out: The Hidden Culture of Aggression in Girls By: Rachel Simmons
Bullying Defined
What Is Bullying? Bullying is… behavior that is continual physical, psychological, social, verbal or emotional methods of intimidation by an individual or group (Lines 2007, p. 19)
Types of Bullying • Verbal üMost common ü“just joking around” • Physical üUsed more by boys
Types of Bullying Cont… • Relational üUsed more by girls üHardest type to detect ü ignoring, isolating, excluding, shunning, spreading rumors, and using subtle gestures.
Types of Bullying Cont… • Enabling – is unwillingly protecting a person from the consequences of their actions out of a sense of love, compassion, fear, or survival instinct • Entitlement – is the belief that it is our right to use violence or threats of violence to express feelings, meet needs, or satisfy wants. • Tolerance – occurs when violence is accepted as the norm by adults or young people who ignore, rationalize, or minimize incidents of violence.
Who is at Risk
Who is at Risk • Teens or young adults Øprevalent in the middle and high school levels • Adults ØCollage and work field • Groups of people ØEthnic, sexual orientation, or something you believe in
Effects of Bullying
The Effects of Bullying • • Anxiety disorders Depression Stress Suicide attempts • “Bullies never remember, but the outcasts never forget” (Blonco, p. 163) • “no relationship can survive without conflict. ” (Simmons, p. 262)
Effects of Bully Cont… Role of Media • Promotion
Effects of Bullying Cont… • Biggest Challenge – Victims do not always speak up when they are being bullied *All depends on experience – School climate *71% of school shooters had been victims of bullying* – Previous experience The average bullying behavior lasts only 37 seconds. Teachers notice and intervene in only 1 out of 25 episodes.
Offer Solutions
Solutions Prevention is the ONLY solution! • Know the warning signs – Withdrawn – Jumpy – Depressed – Increased stress – Anxiety
Solutions • Schools – Policies – Whole school community – No Place For Hate • http: //regions. adl. org/missouri/programs/no-placefor-hate-1. html – Jodee Blonco • http: //www. jodeeblanco. com/
• Teachers Solutions – Advisory groups – “I am unique…” Have children complete the following statement: “I am unique because…” on construction paper, and post the statements around the room. Have students put finger prints on them. – Read and Discuss – Listening Journal Have students keep a listening journal for one week. As they listen to the people in their lives and to the media, they will record in their journal examples of prejudice, as well as positive or courageous responses to it.
Solutions • Students – Be willing to take actions – Acknowledge diversity and avoid stereotypical thinking – Understand learn to manage conflict – Be a role model
References Blanco, J. (2003). Please stop laughing at me, one woman's inspirational story. Avon, Massachusetts: Adams Media. Blanco, J. (2012). It's not just joking around: A survivor's guide to joking and peer abuse. Retrieved from http: //www. jodeeblanco. com/index. htm Lines, D. (2007). Understanding bullies and bullying. London, GBR: Jessica Kingsley Publishers Stomp out bullying. (2011). Retrieved from http: //www. stompoutbullying. org/aboutbullying_theissue. php Tsugawa, T. (n. d. ). Bullying / harassment information & statistics. Retrieved from http: //www. healthandlearning. org/harassment/bullyingstats. p df
References Simmons, R. (2002). Odd girl out: The hidden culture of aggression in girls. New York, NY: Harcourt Stopbullying. gov No place for hate
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