TWB and Bullying.org Program

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Bullying

Teachers Without Borders

Bullying.org

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Printed: November 11, 2015

AUTHORS

Teachers Without Borders

Bullying.org

SOURCE

Busting up Bullying

iii

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Contents www.ck12.org

Contents

1 Course Description 1

2 Checklist 3

3 Busting Up Bullying 4

4 Bullying Infographics 8

5 Action Plan Model 1 9

6 Action Plan Model 2 17

7 Testimonials 27

8 Bullying Resources 30

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www.ck12.org Concept 1. Course Description

CONCEPT 1 Course Description• Orientation to new research on bullying and cyberbullying

• Practical applications in the classroom

Description: Bullying Prevention for Educators

This certificate program is offered by Teachers Without Borders in partnership with Bullying.org , the world’s most

visited online resource devoted to bullying and cyberbullying prevention.

Bullying is one of the most important issues facing our families, schools, communities and society today, yet teacher

professional development opportunities and resources on this timely topic are very limited. This program is designed

to address this gap.

In Article 29, the United Nations Convention on the Rights of the Child specifies that education shall be directed to:

The preparation of the child for responsible life in a free society, in the spirit of understanding, peace, tolerance,

equality of the sexes, and friendship among all peoples, ethnic, national and religious groups and persons of indigenous origin.

The United Nations Convention on the Rights of the Child also addresses the rights of children to be free from

bullying and harassment. Article 19 of the Convention states:

Parties shall take all appropriate legislative, administrative, social and educational measures to protect the child

from all forms of physical or mental violence, injury or abuse, neglect or negligent treatment, maltreatment or

exploitation, including sexual abuse, while in the care of parent(s), legal guardian(s) or any other person who has

the care of the child.

As professional educators, we have the responsibility to educate children to ensure they develop positive attitudes

and behaviours and avoid using their power to bully or keep others from achieving their potential as learners and as

citizens of our society.

Introduction to Bullying Prevention for Educators will help educators, administrators, and community leaders better

understand the issue of bullying and develop strategies to address and stop bullying in their schools and communities.

The course is based on the premise that an educator’s primary professional duty is to help students learn, and students

who are scared cannot reach their potential as learners.

This program will provide participants with an introduction to some of the world’s best research, information, helpful

resources, and practical strategies about bullying. Specifically, the program offers the following:

• A deep understanding of bullying behaviours and how they can manifest themselves

• Access to some of the world’s best academic research about bullying that educators will find relevant to their

schools

• Review of research findings related to the problem of bullying

• Opportunities to develop an awareness of the consequences of bullying, both personal and social

• Practical ideas and helpful resources that can be used to prevent bullying behaviours

• Effective strategies for preventing and eliminating bullying in classrooms and schools

• An introduction to successful research-supported anti-bullying programs and resources

• Practical course assignments that can be used by educators to address bullying in their schools

• Access to rich and engaging multimedia resources

• Access to experienced e-mentors who provide ongoing support and effective feedback

• An opportunity to join an international professional community of educators who can continue to support one

another after the course has been completed

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• All participants will maintain a professional portfolio and a blog to share reflections, ideas, and resources on

bullying prevention.

Time Commitment Required:

Participants will be given a total of 60 days from the day of their registration and fee payment to complete the

program. The program requires an average of 30 hours.

Course Requirements:

• Complete Learning Tasks for each unit

• Post one introduction activity and complete one reflection assignment for each unit

• Develop an Anti-Bullying Action Plan to address the issue of bullying (in the participant’s school and/or com-

munity) that can be implemented immediately after finishing the course. Action Plan development guidelines

and one-on-one mentor support are provided as part of the course.

Certificate in Bullying Prevention

Upon successful completion of the program, graduates will receive a Teachers Without Borders / Bullying.org

Certificate in Bullying Prevention.

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www.ck12.org Concept 2. Checklist

CONCEPT 2 ChecklistCourse Completion Checklist

1. Introduction

Personal Introduction and Self-Reflection

2. Unit Reflections

Unit 1: Developing Awareness, Empathy, and Understanding

Unit 2: The Facts on Bullying

Unit 3: The Facts on Cyberbullying

Unit 4: What Can Be Done Now?

Units 5 and 6: Prevention and Intervention: What Works? Parts 1 and 2

Unit 7: Expanding Thinking and Action: Bullying as a Community Health and Wellness Issue

Unit 8: Looking Ahead

3. Anti-Bullying Action Plan

In order to successfully complete the Action Plan requirement of this course, participants must include the following:

An example of a letter addressed to your school and/or school board administration asking for their support to

implement your school-community anti-bullying action plan (1 page, 250 words approximately)

A copy of your school’s current policy regarding bullying (1 page) * *Note that policies tend to be reactive and

outline what a school will do if and when bullying happens. The anti-bullying plan you are creating as the major

assignment for this course will focus on what your school and community can do in positive, proactive ways to help

raise awareness and prevent bullying.A example of anonymous school survey about bullying that can help assess the amount and nature of bullying in

your school and will also help to establish baseline data that you can use to assess the effectiveness of your plan after

six months, one year, two years etc. (2 pages)

An outline of information, practical approaches, strategies and resources that you can share at an upcoming Profes-

sional Development day in your school devoted to bullying prevention (1 page)

A checklist of at least ten practical action items that your school can implement in the short-term to provide more

effective supervision (1 page)

A checklist of short-term action items and long-term programs that your school and/or community can undertake to

raise awareness about bullying and encourage and support healthy interactions and relationships (1 page)

The creation of (or an update of) your school’s Internet Acceptable Use Policy and School Code of Conduct to

address the issue of cyberbullying (1 page)

A list of formative consequences (consequences that teach and encourage positive relationship choices, rather than

punitive reactions) that can be used by all staff at your school when they are working with students who bully others

(1 page)

A timeline that outlines when and how your proposed plan may be implemented that includes a timeline of short

term actions, long-term goals, and initial and follow-up school survey dates to establish baseline data and evaluate

the plan’s effectiveness (1 page)

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CONCEPT 3 Busting Up BullyingSkills to Succeed

• Describe the interrelationships of emotional, intellectual, physical, and social health when bullied • Adapt health messages and communication techniques about bullying to a specific target audience

YOU will learn...

How to advocate for a bully free school by learning how to make a change, take a stand and advocate for what you

believe.

Agenda

• What Would School Be Like?

• Bullying Effects on the Wellness Wheel

• Bullying Bust! Advocating Against Bullying• STOP and Review: 3-2-1

Key Terms

• Advocacy: Taking a stand on an issue and trying to influence others to show support

• Bullying: The deliberate, repetitive, harming or threatening by an individual or group with more power.

Bullies target victims who don’t fit in because of how they look or behave, their race, religion or sexual

orientation. Bullying is physical, psychological, and verbal. (The Nemours Foundation, 2010)

• Communication techniques include but are not limited to video, public service announcements, posters,

public presentations, a song, a poem, specialty messages such as a valentine heart with an anti-bullying

message, a fall colored leaf with an anti-bullying message, a spring flower with an anti-bullying messageon it

• Perspective Taking: the ability to see situations and events from the viewpoint of another person.

What Would School Be Like?

• In a Think-Pair-Share, ask students to write down 5 ways a school without bullying would look and 5 ways a

school without bullying would feel.

• Share out general answers with the class.

Bullying Effects on the Wellness Wheel

• Split the students into three groups. Distribute one Personal Bullying story to each group.

• Students read the selected story and use the graphic organizer or newsprint to describe how the student

responded to the bullying emotionally, intellectually, physically, socially, spiritually, and environmentally

when bullied.

– * No More

* I Lost Hope

* Stop!!!

– Select groups to share.

– Explain that today we are going to learn how to advocate for victims of bullying.

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www.ck12.org Concept 3. Busting Up Bullying

Bullying Bust! Advocating Against Bullying

• Ask students if they know what it means to advocate for something

• Explain advocacy: Taking a stand on an issue and trying to influence others to show support

• Read the story, The Table, to students: My older sister was bullied growing up. She had virtually no friends

up until high school and used to get in the car after school and cry nearly every day. It was beyond painful for

me to see her deal with that and I would never wish it on anyone.

I went to the same school my sister did and my best friend, Bekah, and I decided that we were going to

eliminate bullying in our grade. We started by finding the kids in our class that were tortured the most by our

classmates and ate with them every lunch

I went to the same school my sister did and my best friend, Bekah, and I decided that we were going to

eliminate bullying in our grade. We started by finding the kids in our class that were tortured the most by our

classmates and ate with them every lunch

Then we started to partner with them on projects, talk to them outside of class, and hang out with them after

school. Some upper classmen saw what we were doing and joined in with us.

Then we started to partner with them on projects, talk to them outside of class, and hang out with them after

school. Some upper classmen saw what we were doing and joined in with us.

Together we formed The Table, a group made up of a mix of the most popular and most bullied kids from 7th

grade to Seniors. The people I met by forming this group are some of the best people I have ever met and are

all still my friends today.

Together we formed The Table, a group made up of a mix of the most popular and most bullied kids from 7th

grade to Seniors. The people I met by forming this group are some of the best people I have ever met and areall still my friends today.

The youngest of the original group all graduated last year, but my sister, Bekah, and I passed on the legacy

to our younger brother and to this day bullying in our school has all but disappeared. I want to encourage

everyone on this site that it can be done.

The youngest of the original group all graduated last year, but my sister, Bekah, and I passed on the legacy

to our younger brother and to this day bullying in our school has all but disappeared. I want to encourage

everyone on this site that it can be done.

We can stop bullying in schools. Take a stand, and never give up. You are more brave than you give yourself

credit for.

We can stop bullying in schools. Take a stand, and never give up. You are more brave than you give yourself

credit for.

• In groups, ask students to answer the following questions:

– How did Rachel advocate against bullying?

* She found victims of bullying and ate lunch with them

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* Partnered with victims when school projects were assigned

* Talked to the victims outside of class

* Hung out with the victims after school

* Upper classmen joined the effort

* The group formed The Table

* Advocacy continued after they left the school

– Was the advocacy effective? Why?

* Yes, bullying has almost disappeared in the school.

• Explain that today we are going to adapt healthy messages and communication techniques that would help the

teens in the first three stories.

• Refer to the Student Support Materials for an explanation of communication techniques and examples. Other

holiday and seasonal messages are also appropriate.

• Each group design a health message to advocate for the victim in their story. Ask students to include one

strategy to stop bullying on their poster. Examples of a health message could be:

– More bullying, more problems.

– Being cruel is not cool.

• Share.

STOP and Review: 3-2-1 Exit Ticket

• On an index card:

– Explain how bullying affects 3 different wellness aspects.

– Write 2 anti-bullying strategies that can be used in your school.

– Write 1 slogan for an anti-bullying campaign.

• Share out and submit cards

Toolkit

• Markers

• Construction Paper• Index Cards

• Bullying Stories

• Graphic organizer

• Flip Chart paper

• Tulip graphic

• Maple leaf graphic

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www.ck12.org Concept 3. Busting Up Bullying

Painting the Whole Picture

• SPED

– Use language skills to speak the advocacy message

– Use graphics for drawing the advocacy message

• ELL

– Use graphics for drawing the advocacy message

– Use plants indigenous to the country of the student to advocate.

– Advocate through the native tongue and follow with an English translation

• Technology

– http://www.pacer.org/bullying/stories/?offset=30

– http://office.microsoft.com/en-us/images/?CTT=97

• Students from Diverse Backgrounds

– To advocate, use graphics representative of a person’s background.

Bibliography

Bronson, P. M. (2009). Glencoe Health. Woodland Hills: McGraw-Hill.

Microsoft Corporation. (2013). Maple leaf . Retrieved from Clip art: http://office.microsoft.com/en-us/images/res

ults.aspx?qu=maple+leaf&ex=1#ai:MC900238927|

Microsoft Corporation. (2013). Tulip. Retrieved from Clip art: http://office.microsoft.com/en-us/images/results.asp

x?qu=tulip&ex=2#pg:6|

Pacer Center Incorporated. (2012). Stories. Retrieved from Pacer’s Bullying Prevention Center: http://www.pacer

.org/bullying/stories/

Meeks, L., Heit, P., & Page, R. (2011). Comprehensive School Health Education, 7th edition. New York: McGraw-Hill.

TeenHealth by Nemours. (2010, August). Stress. Retrieved from TeenHealth by Nemours: http://kidshealth.org/te

en/your_mind/emotions/stress.html

TeenHealth by Nemours. (2012, November). Yoga for Stress Relief . Retrieved from TeenHealth by Nemours: http

://kidshealth.org/teen/your_mind/emotions/yoga_stress.html?tracking=T_RelatedArticle

UCLA/RAND Prevention Research Center. (2011, September). Teens and Stress. Retrieved from UCLA/RAND

Prevention Research Center: http://www.ph.ucla.edu/prc/downloads/Carson_Teen_Stress.pdf

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CONCEPT 4 Bullying InfographicsInfographics on Bullying

Curated by Teachers Without Borders

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www.ck12.org Concept 5. Action Plan Model 1

CONCEPT 5 Action Plan Model 1An Anti-Bullying Action Plan

- Exemplar 1 -

Dear Principal,We are writing to inform you that we have recently completed an online bullying course for educators offered by

Teachers Without Borders in partnership with Bullying.org. In this professional development course we have learned

how to identify bullying, prevention strategies and different courses of action to take when a bullying situation arises

in a schooling environment. While completing our bachelor of education degree at university bullying was an area

of study that was overlooked, yet is imperative to understand, as it is a common issue facing all schools.

For our final assignment we have created an anti-bullying action plan that is specifically designed for our school,

but can be modified for other schools. We ask that you support us in our efforts and implement our anti-bullying

action plan. We would like to take a preventative and proactive school-wide, classroom and individual approach that

involve all staff members and students.

We have attached a copy of our action plan for you to review. Please contact us if you would like more information

or to discuss this further. I hope that you will take every action possible to stand up to bullying as a respected leader

and raise awareness in our school.

Sincerely,

******** and ********

Enc.

Current Bullying Code of Conduct

HARASSMENT AND BULLYING

Although each case is judged on its own circumstances, OUR SCHOOL has adopted a systematic process for dealing

with harassment and bullying. Information pamphlets are available at the school. The four- step process is used forstudents found to be harassing or bullying their classmates:

Incident One: Verbal warning, documentation and possible conflict resolution.

Incident Two: A warning letter is issued. School Child Development Advisor becomes involved.

Incident Three: A 1-2 day suspension maybe given.

Incident Four : A 3-5 day suspension maybe given with a requirement to attend a mini course on the issue of Student

Bullying and Harassment.

Suspension and possible reinstatement occurs after an administrator meets with the parents and student. Support to

victims of harassment and bullying is given through the office of the Child Development Advisor. Guidance is given

as to how to deal with and report this behaviour. A critical element that assists the school in dealing with harassment

and bullying is the students’ willingness to report it. Everyone and each person has a responsibility to stop it.

WHAT TO DO IF YOU ARE BEING HARASSED

In a firm voice without shouting or showing your anger tell the other person to STOP. Describe exactly what you

want the person to stop. Example: “Stop calling me names”. DO NOT RETALIATE.

If the person does not stop, you need to warn the person that you will tell someone!!!

Look around for other people who saw or heard what happened and ask them if they saw. Example, “Did you see

that?” These people can be used as witnesses.

Write down what happened, who was involved, who witnessed, where and when the events happened.

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Get help from an adult. Take the statement of harassment to an adult.

Use mediation where possible to try to resolve the problem!!

Current Electronic Devices and Mobile Learning Technology Code of Conduct

Electronic Devices and Mobile Learning Technologies

There is a growing use of mobile technologies having a positive impact on our classrooms at SMS. For example, we

are fortunate to have a number of laptop carts for classroom use. We are also a completely wireless building.

With this in mind, the use of personal laptop computers and other forms of Mobile Technologies will be considered

within the parameters established by the school and under the direction of classroom teachers guided by the school

Administration.

The use of electronic devices should not interfere with learning or infringe upon the privacy or safety of other

individuals in the classroom. These devices include but may not be limited to MP3 players and variations thereof,

cellular phones, handheld games, portable DVD’s, PSPs, personal digital assistants, pagers, cameras and recorders.

The use of a student cell phone is prohibited in instructional spaces and should remain in the student’s locker during

the day.

Electronic devices for the purpose of Mobile Learning Technology should be used in the context of a learning

opportunity in the classroom and under the supervision of the classroom teacher. The purpose for using a MLT

device should fit within a curricular context. Students must be directed in using the devices. Students using devices

such as an iPod Touch or a personal laptop must access the school’s wireless network through the filters offered

by RVS. Outside the classroom, inappropriate use of such equipment is forbidden. At no time should any photos,

voice recordings or transmission of personal information be completed without the express written permission of all

persons potentially involved as per the Freedom of Information and Protection of Privacy Act.

All students will be required to complete an educational module regarding on-line technology use and safe

Internet protocols. This will be a prerequisite to school network access.

For the purpose of safety and communication, teachers’ use of MLT’s is different. Teachers will often need access to

their cellular phones as a means for contact with the school office or in the context of presenting curricular concepts.

Loss or theft of these sought after items have been frequent. Students risk loss and damage of their equipment when

brought to school. OUR SCHOOL accepts no responsibility for the loss or theft of personal electronic devices.

Bullying Consequences – Positive Action versus Punishment

Punitive action to deal with bullying issues often does not get to the root of the problem and does little to prevent the

situation from reoccurring. Below is a list of positive ways of dealing with bullying in the school setting.

• Have students take the Anti-Bullying Pledge

•

• Involve students in the Peer Power Youth Presenters Program

•

• Using the Peer Support Approach to solve issues between students

•

• Employ the method of Shared Concern pioneered by Anatol Pikas

•

• Encourage students to wear blue “Stand Up” bands so that students being bullied know that they are a safe

person to approach

•

• Teach empathy to students, by having bullies and bystanders think about their actions and the feelings of the

victim, writing letters of apology to the victim

•

• Ensure that both the parents of the bully and the victim are aware of the situation and are kept informed about

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any changes or progress on a regular basis

•

• Encourage both the victim and the bully to explore the www.bullying.org website. The victim will feel less

alone and the bully will gain a better understanding of the impact of bullying

•

• Develop a school culture where being a bystander is discouraged and standing up is encouraged.

•

• Have students who have been in bullying situations get involved in the activities and planning of BullyingAwareness Week

•

• Include bullying awareness into classroom lessons, developing awareness and classroom community

•

• Continue to monitor the relationship between the bully and the victim after any intervention to ensure the

interactions are of a positive nature

•

• Keep administration informed of any bullying situations, should the situation escalate the administration will

have knowledge of the events

•

• In the case of cyber bullying encourage the student to keep record of any bullying that takes place so that there

is evidence if it is required in the future

•

• Involve bystanders in the discussion about bullying, so that they understand that being a bystander is often just

as bad as being a bully

Student Bullying Survey

Please answer these questions to the best of your ability. Feel free to skip any questions you are unsure of. Your

answers and anonymous, nobody will know who wrote them.

• Bullying is a problem at OUR SCHOOL.•

Strongly Disagree

Disagree

Neither Agree nor Disagree

Agree

Strongly Agree

• Teachers at OUR SCHOOL are good at stopping bullying.

•

Strongly Disagree

DisagreeNeither Agree nor Disagree

Agree

Strongly Agree

• During my time at OUR SCHOOL I have been affected by bullying in the following ways (you can choose

multiple answers)...

I have bullied someone

I have been bullied by someone else

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I have seen bullying take place

I have reported bullying to a teacher

I have been part of a group that was bullying someone

I stood by in silence while someone was being bullied

• If I saw someone being bullied I would do something about it.

•Strongly Disagree

Disagree


Agree

Strongly Agree

• How often do you witness bullying on average?

•

A few times a day

Once a day

A few times a week Once a week

A few times a month

Once a month

• Where do you most commonly observe bullying? Select as many options as you want.

•

Classroom

Cafeteria

Hallways

Playground

Bus loopGymnasium

Other

• Bullying happens all the time in middle schools everywhere and is not a big deal.

•

Strongly Disagree

Disagree


Agree Strongly Agree

• What grade are you in?• 5

6

7

8

• Complete this sentence: Bullying at OUR SCHOOL is...

•

Much worse than at other middle schools

Worse than at other middle schools

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About the same as at other middle schools

Better than at other middle schools

Much better than at other middle schools

• I have experienced or witnessed bullying in the following ways:

• I have never witnessed bullying or been bullied

Verbal bullying (taunting, name calling, put downs)

Physical bullying (hitting, pushing, tripping)Cyber bullying (bullied on computer, cell phone etc.)

Social bullying (gossiping, exclusion, spreading rumours)

Short-term Effective Supervision Ideas

Implement Student Hall Monitors from the grade eight leadership team

Sign up sheet for parent volunteers for additional lunch/recess supervision

One teacher per grade team provides supervision each day during Locker Break. This involves roaming the hallways,

bathrooms and other common areas.

Paid supervision on the bus ride home for students.

Before school supervision in hallways and bus loop provided by administration.

Evaluate the school budget to inquire about adding additional paid lunchroom supervision.

Have teaching, administration and support staff take the Bullying Prevention Certificate Program offered by Teachers

Without Borders in partnership with Bullying.org so that they know how to identify and respond to bullying.

Train leadership students how to mentor victims, bullies and bystanders. This supervisory role will benefit students

because they may feel more comfortable reporting to somebody their own age. This will also empower youth.

Set up an anonymous reporting box so that supervisors know what areas they need to monitor more effectively.

Create more clubs that are supervised by adults.

Provide each supervisor with a communication device.Professional Development Day – Bullying Awareness

A great introduction to a PD day on bullying awareness and prevention would be to watch the webinar available from

www.bullyingcourse.com entitled “Bullying, What Teachers Should Know, What Can Be Done.” by Bill Belsey.

This is a great way to start the dialogue about bullying and the role of teachers in prevention and dealing with it

when it occurs.

A next great step would be to really understand what bullying is, often teachers don’t intervene when bullying

happens right in front of them. Recognizing bullying when it happens is a first step to getting the teacher to step up.

The teachers could read the bullying myths and facts sheet. Next, teachers can read “What is bullying? Defining

bullying: a new look at an old concept” by Dr. Ken Rigby. These two things will really help teachers understand

what bullying is, and how to recognize it.Once teachers are aware of what bullying is, the next challenge is to understand what to do once they’ve witnessed

it happening. A good resource for basic information is the “Steps for intervening in Bullying Situations” sheet,

available from www.bullyingcourse.com . Teachers should also become familiar with “The Peer Support Approach”

by Barbara Mains and George Robinson. This approach has been shown to be very successful. Perhaps teachers

might break into small groups and practice role-playing of this method. Acting out scenarios such as this will help

teachers become more familiar with what to say in the situation making dealing with the bullying scenario a more

comfortable situation.

For the second part of the professional development day teachers could attend smaller group sessions based around

the specific area of bullying that interests them the most. These groups could create action plans for their specific

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focus. Group focuses might include:

Cyberbullying

National Bullying Awareness Week

Supervision strategies to prevent bullying

Bullying in the workplace

Creating/updating a school bullying action planRaising Bullying Awareness and Supporting Healthy Relationships

Promote National Bullying Awareness Week November 16-20, 2009.

Caring Kids Awards presented to at least two students per grade by school principal. These students were nominated

by school staff and students and were selected based on the content of the nominations, number of nominations per

students and knowledge of the students’ contributions by child developmental specialist, ***** ***** and student

teacher ********.

Anti-bullying pop songs were played on the morning announcements daily. Artists included Bon Jovi, Billy Talent

and new artists displayed on Bullying.org.

Sale of Stand Up to Bullying Wristbands during the lunch and recess hour in the forum and cafeteria for $2.00 by

leadership students.

All classes participated in a poster homeroom challenge, where art teacher ***** ***** evaluated them on colour,

design and class pledge or slogan. Share poster contest on Bulying.org.

A package was sent out to teachers, which included lesson plan ideas that could be used in the classroom, wristbands

for teachers, descriptions and timeline of the week’s events and homeroom challenge materials.

Famous quotes were displayed on lockers in both French and English during the week.

Celebrity anti-bullying video clips were played in Forum during the sale of the wristbands.

Assembly with presenter ***** ***** and drama skits by grade seven students to wrap-up the week.

Peaceful Blue Shirt Homeroom Challenge for solidarity against bullying.Have Holocaust survivor, Eva Olsson speak to the school about bullying and hatred.

DEVIN Foundation presentation to grade eight students on bullying and violence.

Host a Professional Development Day on Bullying Awareness

Have the staff and students take part in the Family Channel pledge

Follow-up assembly with local band Seventh Rain performance and anti-bullying presentation.

Peer mentorship program and support through the leadership class

Openly discuss bullying during class meetings

Role play scenarios during health classEncourage and support students who demonstrate leadership qualities by helping them become involved with the

Peer Power Youth Presenters Program.

PSA contest (digital, electronic, hard copy, skits, raps, poetry, stories, poems, interviews, animations, songs, illus-

trations, cartons, etc.)

A description of Bullying Awareness Week was included in the School Newsletter

Bullying presentation to Parent Council

School Newspaper article: Teachers Perspective piece on bullying

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Footprints Initiative to share awareness with others: http://www.leavingfootprints.ca/

Student Name: ________________________________ Home Room: ____________

Updated Network, Internet and E-mail Acceptable Use Policy

At OUR SCHOOL the network is provided for students to conduct research and communicate with others for

educational purposes. Access to network services is given to students who agree to act in a considerate and

responsible manner. Individual users of the school computer network are responsible for their behaviour and for

communications over those networks. Internet usage is a privilege and inappropriate usage may result in suspensionor revocation of the privilege.

The Internet is used as an integral part of our daily teaching and learning. The Internet is available throughout our

school and provides access to a broad range of opportunities to select, share and explore information and media. Our

intent is to make Internet access available to support and enrich student learning.

Rocky View Schools has installed a software filtering program to limit access to inappropriate material on the

Internet, however, it may still be possible that your child may find material that you would consider objectionable.

Although staff will supervise your child’s use of the Internet, we cannot guarantee that your child will not gain access

to inappropriate material. Please discuss with your child your expectations regarding Internet usage. Items discussed

should include not accessing alternative browsers, not downloading unapproved software and not reconfiguring

computer settings. Students are given a specific ID on the network where their files are stored and are responsible

for the material that is saved there.

Our school encourages the use of email for homework purposes. Students must ask permission to use an email

program. The transmission of electronic files is also acceptable but these files must be virus checked before being

used in the school computers. We also require that students have their own flash drives, in which they can save and

transfer files.

During the month of September, students will be thoroughly briefed as to the school’s rules and expectations

regarding computer use. Students will also be required to attend a presentation on “social and moral” responsibility

in the “electronic” world. Parents are asked to view a video clip on the school website. All students will receive a

brochure on Internet safety, which will be reviewed with the classes by homeroom teachers.

Students will be taught that although they are not communicating face-to-face with individuals online, these inter-

actions are real and must be respectful. Similar to social etiquette in the real world, students must agree to practice

proper computer etiquette, or “netiquette” by being polite, civil, respectful and mindful of other’s feelings online.

Offensive language communicated online is unacceptable, offending and attacking people online is unacceptable,

and harassing people online is prohibited. Students are also educated about plagiarism, cyberbullying and media

awareness and the risks associated with giving out personal information online. It is inappropriate for students to

access social networking sites and to disclose information such as last name or contact information while accessing

the Internet at school.

This signed consent form will remain valid for the 2009-2010 school year.

As a user of the OUR SCHOOL computer network and Internet, I hereby agree to comply with the rules and policies.

I understand that any violation of these conditions or rules may result in a suspension of privileges and/or any other

disciplinary consequences deemed necessary by the school. Our school reserves the right to review your child’sInternet account and to remove any materials that the school deems unacceptable. Our school reserves the right to

terminate your child’s access to any or all Internet services at any time, without notice, for any reason.

As the parent or legal guardian to the minor student signing above, I grant permission for my son or daughter to

access the Internet.

_________________________ __________________________ ________________

Parent/Guardian Name Parent/Guardian Signature Date

_________________________ ___________________________ ________________

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Student Na me Student Signature Date

Bullying Action Plan Timeline – School Year Plan

SeptemberTeachers complete bullying awareness PD day

OctoberHave students’ complete survey to assess level of bullying in schoolIntegrate bullying awareness into lesson

plans

November

National Bullying Awareness Week (November 16-20th ) activitiesPresentation by Eva Olsson, Holocaust survivor-

Presentation by DEVIN foundation, one act of violence

Caring Kids nominations and awards

DecemberRecruit students to be in the Peer Power Youth Presenters ProgramReport on Bullying Awareness Week

in school newsletter

JanuaryBullying awareness presentation to parent councilStaff meeting to check in how things are going with staff

and bullying situations

FebruaryEncourage parents and teachers to take course from bullyingcourse.com

School newspaper article on bullying

MarchStudents take the Family Channel/Bullying.org Anti-Bullying Pledge

AprilHave students complete footprints projectNew start for spring, have students give someone in their class a

fresh chance

MayFollow-up assembly with Seventh Rain, local band and anti-bullying speakers

JuneHave students take the bullying survey for the second time to observe changes

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CONCEPT 6 Action Plan Model 2Anti-Bullying Action Plan

- Exemplar 2 -

Part 1: An example of a letter addressed to your school and/or school board administration asking for their

support to implement your school-community anti-bullying action plan (1 page, 250 words approximately)

******** School

Dear ******** staff members,

My name is ******** and I am a student teacher this semester at your school. I am writing this letter to ask for your

support in implementing my school-community anti-bullying action plan.

As many of you know, bullying is a very important issue that needs to be dealt with in schools. The impact of

bullying does not stop at the bully and the victim, but extends to the entire school and community. The entire school

atmosphere is affected by bullying, as even those who are not directly involved in bullying still suffer from fear, andworry that they may become the next target. It is often difficult for the victims of bullying to come forward due to a

fear that adults cannot help them, or worry that telling an adult may make the situation worse.

We need to reverse this stigma, and ensure that are students are comfortable coming forward and talking to us when

there is a problem involving bullying. Bullying is a school-wide issue that occurs in the social environment as a

whole. Since many bullying incidents happen at school, we need to respond in a way that will positively affect the

school’s climate. We need to be proactive with this issue, and ensure that we are preventing bullying as well.

I am asking for us to work together as a team to eliminate/significantly reduce the bullying that goes on within our

school. We want the students to experience a safe and healthy learning environment while they are at school. I am

asking for your support to implement my anti-bullying action plan. If we work together we can help eliminate this

serious problem, and create a safe and healthy environment for all students.

Sincerely,

********

Part 2: A copy of your school’s current policy regarding bullying (1 page) *

*Note that policies tend to be reactive and outline what a school will do if and when bullying happens. The ant-

bullying plan you are creating as the major assignment for this course will focus on what your school and community

can do in positive, proactive ways to help raise awareness and prevent bullying

***Found in the STUDENT/PARENT HANDBOOK***

EXPECTATIONS FOR STUDENT BEHAVIOUR

To ensure that the rights and safety of all individuals are maintained, we have specific expectations for student

behavior and attitudes. Our students will be expected to assume the responsibilities listed below:

1.Show consideration by

Treating others how you would like to be treated

Being friendly and thoughtful towards others

Thinking about how your actions may affect others and caring about how they feel

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Listening and respecting the point of view of others

2.Show respect by

Knowing and following the rules

Taking care of property and the environment

Using socially appropriate language

Valuing ourselves and others with dignityExpressing even your strongest feelings in a peaceful way

3.Show safety by

Not harming others or yourself (be peaceful)

Participating in sports and play that do not involve body contact (play fair)

Avoiding horse-play and rough-housing

Not bringing unsafe items to school

Avoiding and reporting unsafe areas and conditions

Moving through the building in a safe mannerUsing equipment as intended

Not leaving the school grounds without permission

Being traffic-safe

4.Show excellence by

Being the best you can be

Giving your best to every task you do and relationships you have

Setting personal learning goals and striving to achieve and surpass these goals

Being prompt and prepared - carry the tools you will need to assist you with your learningBeing organized, neat and accurate

Dress in a modest fashion by dressing

In a way that shows self-respect

In a manner that is neat, clean and will cause no embarrassment or discomfort to other students or staff members.

Please see dress code policy for further information

CODE OF CONDUCT

******** School staff is committed to making our school free of negative factors such as abuse, bullying, discrimi-

nation, intimidation, hateful words and actions and any form of physical violence. Our code of conduct encourages

problem prevention, peaceful problem-solving techniques and the creation of a safe and welcoming environment.

Anyone participating in a school activity including students, parents or guardians, volunteers, teachers and other

staff members, is expected to follow the Code of Conduct. The Code of Conduct applies even when the activity is

not on school property but is school related.

INAPPROPRIATE BEHAVIOUR AND SCHOOL DISCIPLINE

The school will discipline students who do not follow the code of conduct. Depending on the behavior, the discipline

may be verbal or written warnings, detentions, suspension from school or expulsion.

As per ***** ***** School policy IF, and Section 12, 24 and 25 of the ******* School Act, parents and students

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need to be aware that certain items and actions are forbidden and may result in suspension or severe discipline, which

can include a recommendation for expulsion as per ***** ***** Policy BDEA. Such actions/items include:

Use, possession of, or active contact with weapons

Threats which endanger others physically or emotionally

Theft

Assault causing bodily harm

Use or possession of laser pointers, lighters or matches

Vandalism

Use or possession of tobacco, drugs or alcohol

Personal or sexual harassment

Extortion

Other criminal activity

Open opposition to authority

Part 3: An example of anonymous school survey about bullying that can help assess the amount and nature of

bullying in your school and will also help to establish baseline data that you can use to assess the effectiveness

of your plan after six months, one year, two years etc. (2 pages)

Anonymous Survey About Bullying

~Thank you for taking time to honestly complete this survey~

~Please return to your teacher when completed~

Are you:Grade:

Male

Female

What is bullying?

Bullying is a conscious, willful, deliberate and hostile behavior by one or more people, which is intended to harm

others. It is repeated, intentional, and there is an imbalance of power between those involved. Bullying cam happen

anywhere; at home, school , in the park, at the store, etc.

Please answer the following questions by circling the answer that best fits for you:

1) Bullying is a problem in our school.

a) Strongly agreeb) Agreec) Don’t know d) Disagreee) Strongly disagree

2) Have you ever been bullied in this school?

Yes

No

3) How often have you been bullied in school?

a) onceb) twicec) more

4) The bullies were:

a) My ageb) Older than mec) Younger than med) My age

5) Where did the bullying happen?

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a) In the classroomb) In the washroomc) The hallway d) The school bus

e) On the playground f) Other (explain) _________________________.

6) Did you report the bullying to a trusted adult?

a) Yesb) No

7) After you reported it, did the bullying stop?

a) Yesb) No8) Do you know someone in our school who has been bullied in the last 12 months?

Yes (If yes, who? Circle all that apply)

FriendParentSiblingTeacherOther

No

9) If you circled yes for #3, where did the bullying take place?

a) At homeb) At a parkc) On the playgroundd) School

e) Other ________.

10) How do you think bullying should be dealt with in our school? Circle all that apply.Teach victims how/where to get help.

Teach peers how to help stop others from bullying.

Teach the school signs of bullying and give ideas how to address them.

Other ideas: _________________________________________________________________________________-

____________________________________________________________________________________________-

_____

11) I am interested in learning more about: (Circle all that apply).

Anti-bullying workshops.

Teaching victims how to stand up for themselves.

Teaching peers and bystanders to get involved in stopping bullies.

Identifying signs of bullying.

How to reach out for help.

Other: ______________________________________________________________________________________-

___

12) How can the school staff, students and teachers work together to prevent bullying?

____________________________________________________________________________________________-

____________________________________________________________________________________________-

____________________________________________________________________________________________-

______________.

13) Any additional comments?

____________________________________________________________________________________________-

____________________________________________________________________________________________-

____________________________________________________________________________________________-

______________.

~Thank you for taking the time to fill out the survey ~

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Part 4: An outline of information, practical approaches, strategies and resources that you can share at an

upcoming Professional Development day in your school. (1 page)

Anti-Bullying Information, Strategies and Resources

KEY TERMS and DEFINITIONS

Bullying: his behavior has three key aspects; it is repeated, intentional, and there is an imbalance of power between

those involved.

Bystander: someone who watches bullying and does not act.

Physical: A form of bullying that can involve hitting, pushing, tripping etc.

Social: A form of bullying that can involve gossiping, spreading rumours and exclusion.

Verbal: taunting, name-calling and put-downs are examples of this form of bullying.

Cyberbulling: The use of information and communication technologies that supports deliberate, repeated, and

hostile behavior by an individual or group, that is intended to harm others.

There is a new emerging threat to our students in respect to bullying, as they have constant access to the Internet.

Bullying can now take place over social networking sites, text messages, and emails. We need to be aware of this

issue, and work to encourage our students to use technology in positive ways. We need to let them know that the

internet is an amazing tool, but there are also responsibilities they have while accessing it.

It is important to note that bullying is not normal aggression between young children. Bullying is not a normal part

of growing up. It is a problem that greatly affects the school environment, and if we ignore it, we give the bullies

power.

PRACTICAL APPROACHES and STRATEGIES

Incorporate Anti-Bullying aspects into lesson plans.

Give the students scenarios to act out that involve bullying. Get the class or actors to brainstorm how they can fix

the problem.

Read the students a poem or show them a clip about someone who is being bullied.

Get the class to talk about the bullying, the feelings involved, and solutions to the problem.

Share with your students, and encourage them to share with you as well. Let them know that they can come talk to

you if something is bothering them.

If you see someone being bullied, intervene immediately!

Talk to the victim and bully separately and briefly after the incident. Remind the bully of school policies and make

sure they know what repercussions will happen if they act this way again.

Make sure you separate the behavior from the students. The student is not the problem; the behavior is.

Contact the parents of the bully and victim. Let them know what is going on and encourage them to help you come

up with an action plan.

Monitor the bullying to ensure the behavior does not consider.

A great method to use is called the Peer Support Approach. This method is great as it brings in several students and

gives the victims peers a shared social responsibility to end/prevent future bullying.

Interview the victim, talk to he/she about his/her feelings.

Call a meeting and include all of those involved. Include bystanders/peers who did not initiate the bullying but

witnessed it.

Explain the problem. Talk about how the victim is feeling. Do not blame anyone in the group, just talk about the

problem.

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Tell the group that they are all responsible to fix the problem. Encourage them to help the victim feel better and

brainstorm ideas.

Meet the same group about a week later. Discuss how things are going, what things have been done to help the

victim feel happier at school.

RESOURCES

www.bullying.org

www.cyberbullying.ca

www.bullyingawarenessweek.org

Part 5: A checklist of at least ten practical action items that your school can implement in the short-term to

provide more effective supervision (1 page)

EFFECTIVE SUPERVISION CHECKLIST

Have extra supervisors watching the playground area at recess and lunch. Instead of standing in one place, encourage

supervisors to walk around and monitor the activity of as many students as possible.

Identify bullying ’hot spots’ (through anonymous surveys). Increase supervision in these areas.

Have hallway supervision during transition times between classes, when the halls are filled with students.

Appoint extra supervisors in the lunchroom. Have these supervisors walk around the room as the students are eating

and talking so they are aware of any problems. Ensure there are supervisors in each enclosed lunchroom.

During working periods at school, encourage teachers to walk around the classroom to monitor both the student’s

work and the conversations that are going on. Instead of sitting at his/her desk, the teacher could make his/her way

around the classroom to eliminate problems.

After students are dismissed at the end of the day, have supervisors outside the school, by the buses, and in the

hallways. This discourages bullying behavior.

Before school, have supervisors outside with the students. Have supervisors by the bus stops, the doors and by the

playground.

On field trips where the entire class takes a bus, have parent volunteers placed throughout the bus instead of all

sitting together in a clump. Having the adults spread out on the bus discourages bullying.

Encourage parent volunteers in your classroom. The more adult bodies you have in the class, they less likely students

are to pick on each other.

Have extra supervision in gym class when students are spread out and working in groups.

Try to avoid letting students go to the washroom in pairs or groups. This may help to eliminate some of the bullying

that goes on in the washroom.

Part 6: A checklist of short-term action items and long-term programs that your school can undertake to

raise awareness about bullying and encourage and support healthy relationships (1 page)

BULLYING AWARENESS CHECKLIST

Short T erm

Adapt the Peer Support Method to deal with bullying.

Raise awareness about bullying in your school/classroom. Celebrate anti-bullying week as a school.

Educate staff and students about what bullying really is and what can be done to prevent it.

Take the family channel and bullying.org anti-bullying pledge. Get your students to as well.

Teach your students the difference between tattling and telling. Let them know that if they need help they can come

to you for support.

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their desk and must be in clear view at all times.

Games, movies, texting, email, social networking are only to be done during free time (recess and lunch) and

even then students must remember that when they are at school, only school appropriate materials should be

viewed/played. Students should not permit images to be taking of themselves. Students cannot take photos of

other students without permission. These photos are not to be posted to social networking sites without the proper

safeguarding. In addition, students cannot post criticisms of their teachers or peers on social networking sites. They

also cannot share personal or confidential information on social networking sites. If students do not comply with

these rules, they risk having their ipod/phone privileges revoked. The principal, parents and records managementwill become involved and a plan of action will be determined.

SCHOOL INTERNET USAGE AND SOCIAL NETWORKING SITES

It is the position of OUR SCHOOL that students should not have access to the internet or any social media site

without the explicit monitoring and control of all the students activities by the parent. It is therefore essential that

parents know their child’s passwords and have access to the various sites such as Facebook that are being used by

their children. Parents should regularly check their child’s activities and be aware of their discussions their child is

having with their “internet friends”. If you would like additional information or would like to discuss this matter

further please contact the administration at the school.

Students should not share their passwords with other students, or leave their computer on unattended at any time.

STUDENT CONDUCT IN THE DIGITAL WORLD

Electronic and digital communication has created new problems regarding student conduct. Parents and students

must sign an Appropriate Use Agreement for the use of all school-owned technology. The use of personal digital

devices at school, on school property or school sponsored activities is subject to the same standards of conduct and

consequences as any other behaviour. All use of digital recordings should be with honourable intent and with good

conscience.

(*Note is it not polite to write messages or emails in all capital letters. It comes across as shouting, and is poor

netiquette)

At no time should any photos, voice recordings or transmission of personal information be made without the clear

permission of all persons potentially involved or affected by such information. The school reserves the right to

confiscate digital devices if found to have been used in contravention of school rules and expectations. The school

discourages students from bringing electronic/digital devices to school and assumes no liability for lost, stolen or

broken devices.

Part 8: A list of formative consequences (consequences that teach and encourage positive relationship choices,

rather punitive reactions) that can be used by all staff at your school when they are working with students

who bully others (1 page).

FORMATIVE CONSEQUENCES FOR BULLYING

Get the student to talk about how he made the victim feel. Focus on feelings rather than actions.

Discuss with the student how they can make the situation right. Ask them to come up with some ideas to make the

victim feel happier.Ask the student to write an apology note to the victim. Include how they made the victim feel and why they are

sorry they made them feel that way. This will help the student who bullied the other understand how he/she made

the victim feel.

Get the student to spend some time on bullying.org. Ask he/she to look around the site and pick one story/poem/song

that they would like to share with you or maybe the class. Talk as a class about the story/poem/song.

Get the student involved in anti-bullying week. Give him/her some extra jobs or let them choose something they

want to get involved in.

Talk to the student and ask him/her if they have ever been bullied. Ask them to explain how it made them feel. After

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talking with them, ask them if they want to say/write anything to the victim.

Use the peer support approach to help deal with bullying issues. This allows the student who bullied to help see the

problem and work to fix it.

Integrate bullying prevention into lesson plans. This reaches out and makes all students think about bullying and the

consequences.

Remind the bully of classroom rules. Reiterate the consequences if this behavior happens again. Separate the

behavior from the student. The behavior is the problem, not the student.

Part 9: A timeline that outlines when and how your proposed plan may be implemented that includes a

timeline of short term actions, long-term goals and initial and follow-up school survey dates to establish

baseline data and evaluated the plan’s effectiveness (1 page)

Short-term Actions Timeline

Adapt the Peer Support Method to deal with bullying (start educating other staff members immediately, and imple-

menting it myself immediately)

Raise awareness about bullying in your school/classroom. (start immediately)

Celebrate anti-bullying week as a school. (Nov 13, 2011 be ready for start of anti-bullying week)

Educate staff and students about what bullying really is and what can be done to prevent it. (raise a significantamount of awareness by Oct 15, 2011)

Take the family channel and bullying.org anti-bullying pledge. Get your students to as well. (Have students do this

by Sep 30, 2011)

Teach your students the difference between tattling and telling. Let them know that if they need help they can come

to you for support. (immediately)

Teachers can increase supervision. Students can be encourage to walk near adults or friends to avoid situations with

bullies. (Encourage students and teachers immediately, hopefully the increase of supervision is done by Sept 30,

2011)

Encourage students and staff to spend some time on bullying.org (Immediately/Over the next week)

Incorporate anti-bullying aspects into your lesson plans. Educate your students about the issue of bullying, the

damage it causes, and what can be done to help eliminate it. (Over the next few months. I will implement it

immediately, and continue to incorporate anti-bullying elements into my lesson plans throughout the year)

Long-term Actions Timeline

These are more long-term goals as I feel in order to spread awareness about anti-bullying to our community, we need

to have a strong anti-bullying ideology in our school. Once we have a strong sense of anti-bullying in our school, it

will be easier and more effective to spread the awareness to our community.

Raise awareness about bullying in your community. Get students involved in projects that spread awareness about

the issue. (Over the next school year. By June 2012, have the community more involved in anti-bullying)

Approach local police force, town council, parents etc and invite them to be a part of the school’s anti-bullyingcommittee. It is important to get the entire community behind anti-bullying. (Raise awareness and approach

community members by March 2012).

Try to administer an anonymous survey about bullying to the community. Find out the communities attitude towards

bullying, as well as the preconceptions and ideas surrounding it. (Have them complete the survey by Jan 30, 2012)

Build awareness about the issue of bullying in the community. Encourage others to visit bullying.org and visit the

stories, poems, music videos etc that have been shared all over the world. (Immediately encourage others to visit the

site.).

Hold community events to raise awareness about anti-bullying (and gain support). (Throughout the school year. . . Hopefu

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the first one by Dec 30 2011)

Have your town/city council sign and publicly proclaim the www.bullying.org Bullying-Free Community Proclama-

tion. (Sept 1, 2012)

Have various groups around the community sign the anti-bullying pledge. (Start January 2012).

Initial and follow-up school survey dates

Initial anonymous survey date: Sept 30, 2011

1st Follow up survey: Nov 30, 2011

2nd Follow up survey: Jan 30, 2012

3rd Follow up survey: Mar 30, 2012

4th Follow up survey: May 30, 2012

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www.ck12.org Concept 7. Testimonials

CONCEPT 7 TestimonialsParticipant Testimonials

I am very impressed by this course. It seems comprehensive, accurate, and very needed in the schools and in

society. It is easily accessible to anyone who is interested in learning more about the area of bullying, cyberbullying,

harassment, and offers possible steps that can be taken to reduce these behaviors. [It includes] a wide assortment

of perspectives from youth, researchers, teachers, and practitioners, and diverse materials including videos, articles,

statistics, definitions, personal testimonials, and other types of resources.

Dr. Warren J. Blumenfeld, Associate Professor

Department of Curriculum and Instruction

Iowa State University

Iowa, USA

_________

[The course] is filled with practical information that teachers can relate to and use. Research has demonstrated a

need for teacher training in how to respond to bullying and cyberbullying. This course provides an accessible way

for teachers to get much-needed information. I think this course could be adopted by schools and used as the basis

for staff development.

Sheri Bauman, Ph.D., Associate Professor

Director, School Counseling Program

Editor, Journal for Specialists in Group Work

University of Arizona

Arizona, USA

_________

I recently completed the course and found this to be a very valuable learning, theoretical and practical experience. As

a student teacher I have found that this serious social issue has been overlooked in my teaching preparation courses.

I highly recommend that teachers, student teachers and other professionals working with children attend this course

[ . . . ] Most importantly, I found the course assignments to be practical and something that I can use as I begin

my teaching career. The assignment of creating my own Anti-Bullying Action Plan truly brought the course to life

for me. Having completed the assignment, I now understand how I can respond to, prevent and advocate against

bullying in the classroom, school, community, workplace and worldwide web environments.

Kimberly (Calgary, Alberta, Canada)

_________

Like many educators, I felt an uncertainty and discomfort when dealing with bullying. I was looking for a Pro-

fessional Development opportunity that would increase my knowledge and understanding about what actually goes

on when bullying takes place and what I can effectively do about it. In my view, a worthwhile starting point is

taking the course, Introduction to Bullying Prevention for Educators. Completion of this course is empowering . . .

it lays a firm foundation from which to grow both personally and professionally. It has helped me develop a greater

understanding and confidence in addressing the everyday challenge of dealing with bullying in schools.

Jacqueline (Ottawa, Ontario, Canada)

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_________

I would strongly recommend this Anti-Bullying course to any educator. This cours

TWB and Bullying.org Program

Documents