Bullying and Students

Preventing strong-arm Ralph Washington SOC 312 Child, Family & fiat Bridget Morales March 18, 2013 Bullying stooge be a very tough thing in our varietyrooms. It go off hinder the development of a chela and in cases ca manipulation them to harm themselves (Bojczyk, Shriner, Shriner, 2012). As a teacher it is our melody to secern the signs of strong-arm and create a lesson or activity to shamble students aw atomic number 18 of the problem. This whitethorn not solve the problem of bullying, plainly if much students are aware of the problem thusly more than net be d bingle about it.After reading The Bully in the Mirror by Antonio (Pacer substance, 2012), I think that it would be nice to do a striking bunk or scene around bullying. Mon daytime- The number ace day of the work up week we would research and get an witnessing of bullying. Students must be aware of the divers(prenominal) types of bullying and the signs of bullying. This activity should be based on wh at the student thinks depression and then compare their answers to the research. The students answers should be posted in the classroom and then usage websites such as http//www. stopbullying. com to chat just how many of the answers cope with the research.This website tells the educator what to do as well as the students. Teachers must first make their classroom environment safe and inviting before this activity can befool place (stopbullying. com, 2000). Children are more acceptable to open up if they are in a comfortable setting. When the answers are match and the class decides on the best ones to use, and then acquit the students write them down. This will be the base of our activity. Tuesday- We continue our lesson on bullying by reviewing from the previous day. today we take our information from yesterday and use it to write a misfortunate poem to prevent bullying.Encourage the students that it is not important if the poem rhymes or if it is in the actual format of a p oem. The meaning behind what they write is what is important. because have the students come up and read what they have written and prove it with the class. The teacher must emphasize that express joy is considered a form of bullying and no laughing will be tolerated while the poems are macrocosm read (Bojczyk, Shriner, Shriner, 2012). After the poems are read then the teacher should hive up them and then randomly pass them out to the students.Using their classmates work the students are asked to take the poems home and create a scene to use in our doing at the end of the week. Wednesday-The scenes should be completed and now it is time to work as a group. The class is divided up into two groups and the students should use their homework to create a short con. While this is going on the teacher must re-emphasize that laughter and picking is still a part of bullying and it will not be tolerated. The teacher take to encourage the groups to choose parts that they think will bes t avail the students in that group.If a student is considered more outspoken then they should play a part of a shy kid or the one that is being bullied. Use the shy student to be the bully. Reversing roles will resign the other to feel what the child goes through on a workaday basis. The students are asked to take their roles on home and practice with their parents and be sic to rehearse the next day. Thursday-Rehearsal begins today. The teacher becomes the director and helps the students with their skits. The teacher must exculpate that the object of this lesson is to teach the students how to recognize and prevent bullying.The best way for them to understand is to use their own language and concepts. The teacher is only there to take in them through the process. During rehearsal ask questions as to why they choose to use certain lines or swearings. Ask the class as a only if they understand what is taking place in the skit. By the end of the day the students should have so me idea on how to portray their part and they should be ready for the final performance. Friday-It is show time The students are given one more chance to go over their lines before the performance begins.All week they have been working on this project and they have an understanding of bullying, but the other students in the school may not. As a final gesture to prevent bullying, the students are asked to perform for another class. The shock may be a little much for some, but it is part of the lesson. The students are asked to do this to see if they will be able to handle things after-school(prenominal) their norm and to see if the other students are able to watch the play with being judgmental. Once again, the teacher must let the students know that laughing and picking is part of bullying.After the show is over, then the teachers should open the floor for discussions. instead of the teacher answering the questions, allow the students that did the skit to answer the questions. Th e teacher should only submit when necessary. This whole lesson is to allow some change on the bullying problem. It was a creative way for a bully to see his or her ways without having to expose themselves to others. Sometimes when we can actually see our problem, then we can recognize it within ourselves. That is way Antonio used the mirror in his writings. We have to take a look at ourselves in order to see what is wrong with us.By using the skits the bully can sit back and say hey that sounds a lot wish well me. Then they are able to take time off to change. Now that the students have an understanding on bullying and can recognize it, they can interject when they see someone being bullied or they can help someone who has a problem with bullying. A student like Antonio needs to learn that they will have more friends and have more fun if they just fit in and not trying to be superior. Students should embrace a bully and befriend them and when they see them starting to stray, la bel them out on it.Let them know that they can come and discuss anything and the sidekick system will work. Reference Bojczyk, K. E. , Shriner, B. M. , & Shriner, M. (2012). Supporting childrens acculturation A developmental approach. San Diego, CA Bridgepoint Education, Inc. Pacers National Bullying Prevention Center The End of Bullying Begins with you. Retrieved March 18, 2012 from http//www. pacer. org/bullying/resources/activities/toolkits/intro-to-bullying-prevention. asp Stop Bullying What Can You Do. Retrieved March 18, 2012 from http//www. stopbullying. gov/what-you-can-do/educators/index. html