At my school, we teachers share the same 120 students. One of our student's parents contacted our block of teachers to report that their son was being bullying. A group of students were calling him "gay" and were calling his name with a pronounced lisp. The boy had been through similar bullying last year and had threatened to commit suicide. His parents had him in counseling and were calling to let us know that the bullying had begun again and that they had their son in counseling again.
As a group, we decided that we were going to speak with our students about bullying, share our personal experiences, and let our students know in no uncertain terms that bullying would not be tolerated in our classes or on our campus. We spoke to them about treating others as they would want to be treated, and we also spoke specifically and in private with the students who were accused of bullying. One student was placed in In-School Suspension because he continued to bully and call names after our warnings to stop.
Since then, we've had very few bullying reports. We placed anonymous bullying report forms in all teachers classes and have told students that we would be vigilant in investigating and dealing with any confirmed reports of bullying.
We've had some successes, too. We had a new student come to our campus from another district who has severe Tourette's Syndrome. On the first day of school, we invited him to speak to the class about his Tourette's and to tell the kids about it. After he spoke in my class, I told him that our school was the best place to be because our kids would be kind to him. They have been wonderful to him. We had one boy who tried to make fun of him, and the other kids stopped him immediately and reported his behavior to us teachers immediately.
Our hope is that this behavior will carry over into middle school where peer pressure is so strong. We use the term "upstander" at our school. We expect the kids to be "upstanders" - standing up for each other - instead of bystanders when bullying occurs.
We have a police officer scheduled to give a presentation to our students in a few weeks on bullying - cyberbullying included. I'll report on what he shares with the kids after the May 24 presentation.
Until then,
Barb
Saturday, April 2, 2011
Saturday, August 28, 2010
And we're off...
The opening of our new intermediate campus was exciting and went very smoothly. This coming week, all of the teachers on my campus will teach the bullying prevention curriculum to their fifth and sixth grade students.
This week, I met with several teachers to go over the key elements in our curriculum and led them through how the ELA teachers have presented the information in the past.
As soon as we get over the beginning of school craziness, I can begin to gather members for our campus's bullying prevention team (BPT). The BPT work on assessing the effectiveness of our current curriculum and will look to the future to see what we can do to make it more teacher-friendly and "kid-effective."
It's going to be a great year!
This week, I met with several teachers to go over the key elements in our curriculum and led them through how the ELA teachers have presented the information in the past.
As soon as we get over the beginning of school craziness, I can begin to gather members for our campus's bullying prevention team (BPT). The BPT work on assessing the effectiveness of our current curriculum and will look to the future to see what we can do to make it more teacher-friendly and "kid-effective."
It's going to be a great year!
Saturday, August 7, 2010
ACTION RESEARCH PLAN
Below is some information about my action research plan so you can get a clearer picture of where I'm heading. I'd appreciate any comments or suggestions. My main goal is to help to promote a safe and civil school environment for the kids on my campus. Here's the general plan...
I will be addressing bullying and strategies for prevention on my campus. I was able to visit with my site supervisor again this week, and we both agreed that focusing on this issue at our campus with our fifth and sixth graders will benefit our students not only during their two years on our campus but will also arm them with some effective strategies to handle middle school situations when our district students merge from two intermediate campuses into one middle school campus. My research will focus on finding the most effective way to teach the bullying prevention curriculum and deciding on which curriculum best serves our student population.
I am beginning at a brand new campus this year since our intermediate school has been divided into two separate campuses. Because it’s a new beginning, my target population will be the 2010-2011 fifth and sixth graders. This year, each homeroom teacher will teach the bullying prevention curriculum that has been taught by only language arts teachers in the past. With this change, we hope to make students aware that bullying is a serious situation that is a priority for all stakeholders on our campus.
Every child on campus will receive bullying prevention instruction via their homeroom teacher. We will also have a campus presentation on internet safety and cyber-bullying. I'm asking our counselors and assistant principal to “keep me in the loop” on office/counselor referrals of bullying so that I can observe and track the progress of those students.
Bullying affects all students at one point or another. If they are not the victims of a bully, they are bystanders who see the bullying occur. My goal is help those bystanders become part of the solution in stopping bullying when they see it happen.
With the help of our school counselors and the assistant principal, I will be tracking bullying situations and reports of bullying. I hope to gain valuable insight into how these situations can be resolved and what methods work best in reducing bullying referrals and complaints/concerns from students and parents. I also plan to conduct teacher interviews to gain their perspectives on what strategies they think would be effective. I would also like to offer a parent survey and a student survey this school year.
I will be addressing bullying and strategies for prevention on my campus. I was able to visit with my site supervisor again this week, and we both agreed that focusing on this issue at our campus with our fifth and sixth graders will benefit our students not only during their two years on our campus but will also arm them with some effective strategies to handle middle school situations when our district students merge from two intermediate campuses into one middle school campus. My research will focus on finding the most effective way to teach the bullying prevention curriculum and deciding on which curriculum best serves our student population.
I am beginning at a brand new campus this year since our intermediate school has been divided into two separate campuses. Because it’s a new beginning, my target population will be the 2010-2011 fifth and sixth graders. This year, each homeroom teacher will teach the bullying prevention curriculum that has been taught by only language arts teachers in the past. With this change, we hope to make students aware that bullying is a serious situation that is a priority for all stakeholders on our campus.
Every child on campus will receive bullying prevention instruction via their homeroom teacher. We will also have a campus presentation on internet safety and cyber-bullying. I'm asking our counselors and assistant principal to “keep me in the loop” on office/counselor referrals of bullying so that I can observe and track the progress of those students.
Bullying affects all students at one point or another. If they are not the victims of a bully, they are bystanders who see the bullying occur. My goal is help those bystanders become part of the solution in stopping bullying when they see it happen.
With the help of our school counselors and the assistant principal, I will be tracking bullying situations and reports of bullying. I hope to gain valuable insight into how these situations can be resolved and what methods work best in reducing bullying referrals and complaints/concerns from students and parents. I also plan to conduct teacher interviews to gain their perspectives on what strategies they think would be effective. I would also like to offer a parent survey and a student survey this school year.
Friday, July 30, 2010
OUTCOMES: Students will learn about bullying and how to prevent/refuse a bully. Focus will be on strategies for stopping bullying situations with emphasis on adult intervention when needed.
ACTIVITIES: Teach bullying prevention curriculum during Study/Tutorial homeroom classes.
RESOURCES/RESEARCH TOOLS NEEDED: Steps to Success curriculum. Our campus uses the Safe and Civil Schools model and additional bullying prevention curriculum.
RESPONSIBILITY TO ADDRESS ACTIVITIES: All River Valley fifth and sixth grade teachers who teach have a homeroom class.
TIME LINE: 1 ½ weeks for teaching the bullying prevention curriculum + ongoing activities throughout the school year.
Benchmarks/ASSESSMENT: N/A
OUTCOMES: Cyber-Bullying Presentation to inform students about cyber-bullying and the laws associated with internet harassment. Students will also receive strategies for preventing/stopping cyber-bullying.
ACTIVITIES: Whole school presentation in the cafetorium.
RESOURCES/RESEARCH TOOLS NEEDED: Bullying Prevention Presentation and
AV Equipment in cafetorium
RESPONSIBILITY TO ADDRESS ACTIVITIES: TBD
TIME LINE: 1 day
Benchmarks/ASSESSMENT: Class discussions during ST Homeroom class time
OUTCOMES: Student and Parent Referrals
ACTIVITIES: Monitor office referrals and parent requests for intervention
RESOURCES/RESEARCH TOOLS NEEDED: None
RESPONSIBILITY TO ADDRESS ACTIVITIES: Assistant Principal and Counselors
TIME LINE: 2010-2011 school year
Benchmarks/ASSESSMENT: N/A
OUTCOMES: Bullying Prevention Committee formation
ACTIVITIES: A committee will be formed to research the curricular options for bullying prevention.
RESOURCES/RESEARCH TOOLS NEEDED: Internet sites such as Stop Bullying Now! (www.stopbullyingnow.com) and Stop Cyberbullying (www.stopcyberbullying.com)
RESPONSIBILITY TO ADDRESS ACTIVITIES: Barbara Cross, Assistant Principal, Counselors, and Teachers (3 or 4)
TIME LINE: 2010-2011 school year
Benchmarks/ASSESSMENT: The committee will decide on a curriculum for the 2011-2012 school year and a revised approach for implementation if one is needed.
OUTCOMES: “Stop the Bullying” Fridays
ACTIVITIES: Teachers will share videos and internet sites with students during Study/Tutorial time on Fridays. A weblink or united streaming type video will be available via the internet or through the campus broadcast system.
RESOURCES/RESEARCH TOOLS NEEDED: Internet sites such as Stop Bullying Now! (www.stopbullyingnow.com) and Stop Cyberbullying (www.stopcyberbullying.com), United Streaming videos on bullying, student-created videos through our GT language arts classes, and wherever we can find great info on bullying prevention.
RESPONSIBILITY TO ADDRESS ACTIVITIES: Bullying Prevention Committee
TIME LINE: 2010-2011 school year
Benchmarks/ ASSESSMENT: N/A
OUTCOMES: End of the Year Survey
ACTIVITIES: A survey will be given to students in May asking for feedback on the current bullying prevention strategies used this school year and how we might make them better for next year.
RESOURCES/RESEARCH TOOLS NEEDED: Survey created by Bullying Prevention Committee
RESPONSIBILITY TO ADDRESS ACTIVITIES: Bullying Prevention Committee
TIME LINE: 2010-2011 school year
Benchmarks/ASSESSMENT: Survey results will determine the committee’s recommendations for the existing program and any future changes.
ACTIVITIES: Teach bullying prevention curriculum during Study/Tutorial homeroom classes.
RESOURCES/RESEARCH TOOLS NEEDED: Steps to Success curriculum. Our campus uses the Safe and Civil Schools model and additional bullying prevention curriculum.
RESPONSIBILITY TO ADDRESS ACTIVITIES: All River Valley fifth and sixth grade teachers who teach have a homeroom class.
TIME LINE: 1 ½ weeks for teaching the bullying prevention curriculum + ongoing activities throughout the school year.
Benchmarks/ASSESSMENT: N/A
OUTCOMES: Cyber-Bullying Presentation to inform students about cyber-bullying and the laws associated with internet harassment. Students will also receive strategies for preventing/stopping cyber-bullying.
ACTIVITIES: Whole school presentation in the cafetorium.
RESOURCES/RESEARCH TOOLS NEEDED: Bullying Prevention Presentation and
AV Equipment in cafetorium
RESPONSIBILITY TO ADDRESS ACTIVITIES: TBD
TIME LINE: 1 day
Benchmarks/ASSESSMENT: Class discussions during ST Homeroom class time
OUTCOMES: Student and Parent Referrals
ACTIVITIES: Monitor office referrals and parent requests for intervention
RESOURCES/RESEARCH TOOLS NEEDED: None
RESPONSIBILITY TO ADDRESS ACTIVITIES: Assistant Principal and Counselors
TIME LINE: 2010-2011 school year
Benchmarks/ASSESSMENT: N/A
OUTCOMES: Bullying Prevention Committee formation
ACTIVITIES: A committee will be formed to research the curricular options for bullying prevention.
RESOURCES/RESEARCH TOOLS NEEDED: Internet sites such as Stop Bullying Now! (www.stopbullyingnow.com) and Stop Cyberbullying (www.stopcyberbullying.com)
RESPONSIBILITY TO ADDRESS ACTIVITIES: Barbara Cross, Assistant Principal, Counselors, and Teachers (3 or 4)
TIME LINE: 2010-2011 school year
Benchmarks/ASSESSMENT: The committee will decide on a curriculum for the 2011-2012 school year and a revised approach for implementation if one is needed.
OUTCOMES: “Stop the Bullying” Fridays
ACTIVITIES: Teachers will share videos and internet sites with students during Study/Tutorial time on Fridays. A weblink or united streaming type video will be available via the internet or through the campus broadcast system.
RESOURCES/RESEARCH TOOLS NEEDED: Internet sites such as Stop Bullying Now! (www.stopbullyingnow.com) and Stop Cyberbullying (www.stopcyberbullying.com), United Streaming videos on bullying, student-created videos through our GT language arts classes, and wherever we can find great info on bullying prevention.
RESPONSIBILITY TO ADDRESS ACTIVITIES: Bullying Prevention Committee
TIME LINE: 2010-2011 school year
Benchmarks/ ASSESSMENT: N/A
OUTCOMES: End of the Year Survey
ACTIVITIES: A survey will be given to students in May asking for feedback on the current bullying prevention strategies used this school year and how we might make them better for next year.
RESOURCES/RESEARCH TOOLS NEEDED: Survey created by Bullying Prevention Committee
RESPONSIBILITY TO ADDRESS ACTIVITIES: Bullying Prevention Committee
TIME LINE: 2010-2011 school year
Benchmarks/ASSESSMENT: Survey results will determine the committee’s recommendations for the existing program and any future changes.
Friday, July 23, 2010
BULLYING
I'm doing my research on bullying - mainly about the best approaches to teach kids not to bully and what to do if they find themselves the target of a bully. Instead of Barbara's Action Research Blog, I think the BARB could stand for "Bullies Are Really Bad!" :-)
If you have a story about a bullying situation that you'd like to share and how you (or someone you know) handled it, please share! I'd love some "real life" stories to share with our students.
If you have a story about a bullying situation that you'd like to share and how you (or someone you know) handled it, please share! I'd love some "real life" stories to share with our students.
Thursday, July 15, 2010
HOW EDUCATIONAL LEADERS MIGHT USE BLOGS
Educational leaders can share their thoughts and reflections on blogs and can make connections with other educational leaders. An educational blogger is able to share experiences with other educators who may live in a different state or country.
I use a blog with my students to gain feedback on lessons, promote higher level thinking, and to learn more about what my students think. Blogs are a great way to open the lines of communication with colleagues and students.
Wednesday, July 14, 2010
ACTION RESEARCH
Action research is a powerful vehicle for learning and school improvement. It can be used for overall school improvement, teacher instructional improvement, and as a personal learning tool for administrators and teachers alike. Action inquiry is an exciting approach that involves the principal and his or her faculty in solving the problems and concerns that occur on a daily basis. It allows the principal to become an integral member of the school by serving as a learner role model and encouraging those who work for and with children to seek answers by delving into personal experience, relevant data, and time-honored problem-solving techniques. It facilitates learning in every area of the school building and promotes positive change and success for all stakeholders.
Action inquiry differs from traditional research inquiry. Most traditional research inquiry is completed by university researchers who have little to no actual classroom or school experience other than what they experienced themselves as students of public or private education. It’s more relevant and “real world” to have the teachers and administrators who are in the trenches working with the kids day in and day out work toward solutions to problems with student learning, culture and climate, or any issue that the educator perceives as a potential problem. The great thing about action inquiry/research is that the inquirer decides what area to investigate and then seeks solutions based on data and experience. Action research encourages the researcher to reflect on past mistakes, to make changes if things aren’t going well, and to evaluate and re-evaluate a plan as needed. The action research process can be accomplished alone or with help from colleagues. It can be facilitated through professional learning committees or cite-based decision making committees.
Action inquiry allows the principal to take the lead role in solving problems within his or her school and to make improvements based on genuine concern with data-driven research and problem solving. Through personal and professional reflection and action, the principal can improve the learning of all students and facilitate a healthy campus climate for all members of the school community.
Action research is a powerful vehicle for learning and school improvement. It can be used for overall school improvement, teacher instructional improvement, and as a personal learning tool for administrators and teachers alike. Action inquiry is an exciting approach that involves the principal and his or her faculty in solving the problems and concerns that occur on a daily basis. It allows the principal to become an integral member of the school by serving as a learner role model and encouraging those who work for and with children to seek answers by delving into personal experience, relevant data, and time-honored problem-solving techniques. It facilitates learning in every area of the school building and promotes positive change and success for all stakeholders.
Action inquiry differs from traditional research inquiry. Most traditional research inquiry is completed by university researchers who have little to no actual classroom or school experience other than what they experienced themselves as students of public or private education. It’s more relevant and “real world” to have the teachers and administrators who are in the trenches working with the kids day in and day out work toward solutions to problems with student learning, culture and climate, or any issue that the educator perceives as a potential problem. The great thing about action inquiry/research is that the inquirer decides what area to investigate and then seeks solutions based on data and experience. Action research encourages the researcher to reflect on past mistakes, to make changes if things aren’t going well, and to evaluate and re-evaluate a plan as needed. The action research process can be accomplished alone or with help from colleagues. It can be facilitated through professional learning committees or cite-based decision making committees.
Action inquiry allows the principal to take the lead role in solving problems within his or her school and to make improvements based on genuine concern with data-driven research and problem solving. Through personal and professional reflection and action, the principal can improve the learning of all students and facilitate a healthy campus climate for all members of the school community.
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