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.
Friday, July 30, 2010
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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