» Zero Tolerance to Bullying

LESSONS

SECTION 1

• 7 AGAINST THE CROWD - This page raises some of the issues involved in befriending someone who is unpopular with the existing friendship group. Students discuss a given situation and write a conversation.
• 9 BEHIND THE MASK - This page focuses on what might lie behind an aggressive front. Students fill in thought-bubbles to show the contrast between tough appearance and inner reality.
• 11 INNOCENT BYSTANDERS? - Students establish the role of intervention in a bullying situation. They decide on appropriate responses to given situations.
• 13 USELESS IN CLASS - This page encourages students to consider the importance of seeing the bigger picture when dealing with bullying behaviour. They read a poem (King Of The Toilets by Peter Dixon) and identify aspects of a bully's motivation.
• 15 UNDER PRESSURE - This page aims to highlight the pressures felt by a person being bullied. Students plan a structured presentation.
• 17 ONLY MESSING - Students identify the kinds of situations which can be defined as bullying. They discuss given examples and write a definition of what bullying is.
• 19 GENDER MATTERS - This page presents a matching activity focusing on different attitudes of males and females to bullying behaviour.
• 21 BULLYING AND RACE - This page offers a diary-writing activity to raise students' awareness of racist behaviour.
• 23 WHAT'S THE MATTER? - This page focuses on identifying student concerns. Students complete a questionnaire and share their replies.
• 25 TROUBLE SPOTS - Students fill in a report sheet to show places in school where trouble or bullying may be likely to occur
• 27 I'LL GET YOU! - This page highlights ways of responding to threats of violence. Students respond to a story, giving ideas about different courses of action.
• 29 THE THINGS THEY SAY - A scriptwriting activity focusing on some of the attitudes that adults have towards bullying.
• 31 BOYS WILL BE BOYS - This page investigates the pressures caused by stereotypical male attitudes. Students identify and practise the kind of words and actions that can combat pressure.
• 33 REWIND THE CLOCK - This page looks at practical ways of dealing with sexual harassment. Students make a storyboard to show an alternative way of dealing with a situation.
• 35 HUMAN RIGHTS - Students consider the issues of human rights in society and draw up a charter of the rights of students in school.
• 37 HUMAN RESPONSIBILITIES - This page enables students to establish a set of agreed responsibilities. They apply particular headings to a range of bullying situations and produce a set of ground rules.
• 39 VICIOUS CIRCLE - Students complete a diagram to identify the number of people involved and reactions when bullying takes place.
• 41 GETTING PHYSICAL - This page encourages students to consider issues of sensitivity to disability and physical conditions. They explore the effects of a range of comments and produce alternative responses.
• 43 WHY BULLY? - This page focuses on acquired behaviour. Students consider a number of bullying attitudes and identify how the behaviour may have been learnt.
• 45 THE NEW PUPIL - This page aims to encourage empathy with students who are new to a school. Students create a series of phone calls to explore the emotions involved.
• 47 WITNESS! - This page focuses on the process of giving evidence from what has actually been seen. Students interpret a series of situations and record their observations as Fact or Opinion.
• 49 READING THE SIGNS - Students consider how to recognise and react to symptoms of bullying. They draw up a list of symptoms and devise an opening strategy to encourage the person to talk.
• 51 A QUESTION OF HARASSMENT - This page presents an issue of inappropriate sexual behaviour. Students fill in a chart showing how different people could challenge the behaviour.
• 53 THE ABANDONED SCHOOLBAG - This page focuses on the implications for the owner of a schoolbag that has been vandalised. Students make up a story based on illustrated clues.
• 55 AGREEING TO IMPROVE - The focus of this page is improving behaviour. Students complete a student profile by identifying strategies for dealing with negative aspects of behaviour.

SECTION 2

• 57 SELF-ESTEEM - This page encourages students to look at positive aspects of themselves and to develop a sense of self worth. They complete an illustration of a conversation between the negative and positive sides of a personality.
• 59 VALUING OTHERS - This page encourages students to find positive ways of supporting and celebrating other people. Students list positive and negative points about people and record their responses to hearing these attitudes expressed.
• 61 SUPPORTIVE STUDENTS - Students become aware of the formal and informal ways they can help fellow students. They fill in speech-bubbles to show the advice they would give in particular situations.
• 63 TEACH THE TEACHER - This page aims to make students aware of the kinds of strategies and concerns that teachers have. Students write a dialogue showing teachers engaged together on dealing with a problem.
• 65 CONFUSING MESSAGES - This page enables students to deal with conflicting advice about handling bullying. Students list the consequences of following particular lines of action.
• 67 WHO DO I TELL? - This page focuses on identifying the people in school who can be told about bullying. Students analyse a given example to identify the qualities that make a person approachable in this context.
• 69 DIFFICULT SITUATIONS - This page enables students to deal with difficult situations. They practise behaving assertively in order to maintain some measure of control when they feel coerced.
• 71 BAD TO GOOD - This page focuses on the kinds of behaviour that will improve a bad situation. Students consider illustrations of bullying situations and produce positive pictures to counteract them.
• 73 PARENTS AND SCHOOL - The focus of this page is the importance of positive communication between families and schools to combat bullying. Students analyse the content and tone of a letter from school and improvise a telephone conversation.
• 75 THE PERSISTENT BULLY - This page looks at longer-term solutions for dealing with a persistent bully. Students brainstorm sanctions and rate them according to their severity and effectiveness.
• 77 FACING UP TO FACTS - This page looks at the implications of setting up a forum where pupils deal with bullying themselves. Students devise questions to challenge bullies' behaviour.
• 79 CRIMINAL CONSEQUENCES - This page focuses on the possible consequences of bullying. Students describe the reactions of a range of people to a criminal prosecution.
• 81 BOILER ROOM - This page enables students to experience the range of emotions felt by those involved in a bullying incident, and to come up with appropriate judgements to suit the situation.
• 83 WHAT TO DO WITH THE BULLY? - This page looks at the range of approaches that school staff can have towards a bully. Students place options in their order of choice and give reasons for their decisions.
• 85 THE BULLY ASLEEP - This page is based on the poem The Bully Asleep by John Walsh. Students write a script to highlight the bully's homelife and the range of responses to him.
• 87 AN ANTI-BULLYING SCHOOL - Students create a piece of artwork to convey the school's anti-bullying ethos.

APPENDICES

• 88 Principles And Values For Teachers
• 89 Promoting Good Behaviour In The Classroom
• 90 Promoting Good Behaviour In The Playground
• 91-2 Towards A Whole School Policy
• 93 Monitoring An Anti-Bullying Policy
• 94 A Statement Of Entitlement For The Whole School Community
• 95 Assertive Discipline
• 96 A Hierarchy Of Consequences
• 97 A Specimen Behaviour Contract
• 98 Points For Parents
• 99 Signs And Symptoms Of Bullying
• 100 A Bullying Incident Report Sheet
• 101 A Specimen Letter To Parents
• 102 Useful Books And addressess