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K Char

on 5 January 2016

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Transcript of Bullying

Anti-Bullying Plans in Schools
What is Bullying?
"Bullying is typically a form of repeated, persistent, and
aggressive behaviour directed at an individual or
individuals that is intended to cause (or should be
known to cause) fear and distress and/or harm
to another person’s body, feelings, self-esteem,
or reputation. Bullying occurs in a context where
there is a real or perceived power imbalance."
Educational Facts
Current Anti-Bullying Plans in Ontario Schools
The Community
What Makes Anti-Bullying Plans Effective?
Resources for Teachers
Quotes & Inspirational Words
By: The Upstanders
Kayla, Marina, & Mike
Bill 14, Anti-Bullying Act, 2012
-promotes Bullying Awareness and Prevention Week
-encourages school boards to create bullying prevention plans (http://www.ontla.on.ca/web/bills/bills_detail.do?locale=en&BillID=2550)
Bullying Awareness and Prevention Week
-during the third week of every November, students and teachers learning collectively about bullying and its effects on students
-some programs and assemblies offered for school to use for that week are:
-a Magical Anti-Bullying Presentation Program
-B.R.A.V.E. Bully Resistance Anti-Violence Education
-Be a Buddy, Not a Bully
-Bully Busters: a Bullying Prevention Program
-Bully Smart Series (http://www.edu.gov.on.ca/eng/safeschools/registry.html)
Pink Shirt Day
-On February 2015, students and staff are encouraged to wear pink to show that we will stand up to bullying; we will not tolerate it any longer (http://pinkshirtday.ca/)
According to the Ontario Safe Schools Action Team (2005), the most successful and effective anti-bullying plans consists of the following:
-"defines bullying;
-supports students who are bullied, as well as students who bully;
-are characterized by strong leadership from the principal and teachers;
-take a comprehensive approach by including elements and roles for the whole school community;
-are appropriate for students at different levels (primary, junior, intermediate, and high school);
-address gender-based differences;
-embed bullying prevention within the curriculum; and
-focuses on developing healthy relationships skills and explain the bullying dynamic". (Ontario Safe Schools Action Team, 2005)
Groups outside of the school community that can take active roles in preventing bullying are:
-public health agencies;
-recreation centres;
-youth criminal justice system;
-social services;
-children's mental health agencies;
-universities and colleges;
-businesses; and
-recreation centres.

Groups provide positive insights and implementation towards anti-bullying prevention programs; they are great support systems.

These groups provide the community with consistent messaging about bullying and what we can do as a team to prevent bullying outside of school.

(Safe Schools Action Team, 2005)

Parents play a very important role in determining if bullying is occurring with their child. Signs from your child to look out for that may symbolize your child being bullied are: fear of going to school, losing friends, and even poor appetite.

Parents should be involved in the school community by attending anti-bullying seminars and training programs to enhance their knowledge about bullying and how to prevent it from spreading not only within the school, but in the community as well.

(Safe Schools Action Team, 2005)
Teachers are there as witnesses to bullying and are also promoters of bullying prevention plans.

Teachers are important role models to bullies and those that are being bullied.

It is important for teachers to play an active role in creating and implementing the bullying prevention programs in their schools.

Teachers must also participate in surveys, questionnaires, and seminars to better prepare themselves for bullying prevention.

Not only do teachers play an important role in implementing anti-bullying strategies for students, teachers also need to interact with parents and the community regularly to educate and reach out to those outside the school community to help prevent bullying in and outside school grounds.

Incorporating anti-bullying procedures into the curriculum is highly necessary and allows teachers to provide mediation and effectiveness in bullying prevention.

(Safe Schools Action Team, 2005)

Definition of bullying from Policy/Program Memorandum 144, Ministry of Education
The Ministry of Education formally defines
bullying as the following:
"Bullying is when someone uses their power to hurt, frighten, exclude, or insult someone. It is always done on purpose and is usually repeated."
Canada ranked a dismal 26th and 27th out of 35 countries on measures of bullying and victimization, according to a recent World Health Organization survey.
Canadians “too nice” to bully?
At the School Level:
It is important that the school promote diversity in the classroom to help students acknowledge a wide range of human qualities and attributes. Diversity should be displayed through ways such as “ancestry, culture, ethnicity, gender, gender identity, language, physical and intellectual ability, race, religion, sex, sexual orientation and socio-economic status” . By promoting the diversity that shapes our classrooms students will have a better respect for their peers making the act of bullying less likely to occur. If students are educated about diversity and how it shapes our communities they will better understand their peers making it less likely to commit acts of bullying. Schools should also promote equity that allows for everyone a fair state that offers treating people equally and in the same manner no matter the individual differences. The classroom also needs to support an inclusive environment to allow for the acceptance of all students. Students should be reflected in the curriculum where diversity of all individuals is included and respected.
For the Families:
Parents can be the best defense in bullying prevention. Some successful recommendations can be to talk and listen to your children everyday. Asking questions about school, friends, and recess can help parents understand what happens when they are not around and can possibly lead to parent intervention before a serious act occurs. Parents can also be a good example by refraining from yelling at drivers or waiters for example. Children will pick up on negative talk and deem it okay to behave that way to others. Parents should also ensure that the child understand bullying. Make sure the children are informed that bullying is not a tolerable act and that no one should be bullied.
For the Teachers:
Often teachers will be the mediators and have to deal with the bullying in their classroom. The following are some recommendations suggested for teachers in order to address bullying. First and foremost teachers need to conduct a school-wide code of conduct and ensure that all teachers and staff reinforce the values defining clearly what is considered and unacceptable behaviour. Secondly if a teacher sees acts or hears of bullying it is important to assess the extent of the issue and find out what type of bullying is going on and how severe that act is. It is important to note when these behaviours take place and use prevention methods to negate further acts of bullying. If there is a pattern of bullying behaviour teachers can increase adult supervision particularly on the playground where studies suggest that this is where most acts of bullying take place. Teachers should also periodically conduct bullying prevention activities to reinforce the severity of the acts of bullying reinforcing that bullying is wrong.
To help eliminate bullying we need a shared and committed role from the school board, families, teachers and the community in order to achieve our goal of a safe and positive learning environment. By a commitment from all the parties we can help identify and remove threats and acts of bullying. A commitment from all educational parties is a positive movement working together to stop bullying.
“There is an increasing body of research showing that students who feel connected to school teachers, to other students, and to the school itself do better academically.” –Blum, McNeeley, & Rinehart, 2002.
“In a truly equitable system, factors such as race, gender, and socio-economic status do not prevent students from achieving ambitious outcomes. Our experience shows that barriers can be removed when all education partners create the conditions needed for success” –- Ontario Ministry of Education, 2008, p.8.
“Knowing what’s right doesn’t mean much unless you do what’s right” – - Theodore Roosevelt.
“With ignorance comes fear from fear comes bigotry. Education is the key to acceptance” - Kathleen Patel, The Bullying Epidemic-the guide to arm you for the fight.
“It is our choices… that show what we truly are, far more than our abilities” – - J. K. Rowling
“Never be bullied into silence. Never allow yourself to be made a victim.” - Tim Field
Carr, J. (2010). Be Who You Are. Bloomington, IN: AuthorHouse.
Lynch, J. (2014). Marlene, Marlene, Queen of Mean . New York, NY: Random House Children's Books.
O'Neill, A. (2002). The Recess Queen. New York, NY: Scholastic Press.
Van Stone, Bruce (2012). Real-World Tips for Ending Bullying in our Schools. Teach, Nov/Dec 2012, 5-8. Retrieved from http://search.proquest.com.proxy1.lib.uwo.ca/education/docview/1400496898/fulltextPDF/B55CD1AC6D5943BAPQ/7?accountid=15115
Module 2 stressed the significance of having a literacy based classroom. Below are some picture books that can be used to teach students about bullying. The last item is an informative article written by Bruce Van Stone that features several anti-bullying strategies and tactics, which have proven to be highly effective for a middle school in Fredericton New Brunswick.
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