Dealing with bullying and the importance of friends ... · Dealing with bullying and the importance...

Dealing with bullying andthe importance of friends

Dealing with bullying and the importance of friends

ContentsTeacher’s notesLesson ONELesson TWOLesson THREELesson FOURChildLine is a service provided by the NSPCC. In Scotland the ChildLine service is delivered by CHILDREN 1ST on behalf of the NSPCC.

NSPCC registered charity numbers 216401 and SC037717. CHILDREN 1ST Scottish registered charity number SC016092. Photography by Simon Hancock and istockphoto.com, posed by models.

Teachers notes

1 Dealing with bullying and the importance of friends

AimThis pack aims to raise awareness of bullying and help students to recognise that friends can be a good form of support.

ObjectivesAfter participating in the lessons, students should be able to:

• UnderstandwhatChildLineisandknowalltheessentialinformation.• Definebullyingandunderstandtypesofphysical,verbalandemotionalbullying.• Recognisethefeelingsassociatedwithbullying.• Recognisestrategiestodealwithbullying.• Recognisesimilaritiesanddifferencesbetweenthemselvesandothers.• Recognisethatfriendscanbeaformofsupport.• Identifypressurechildrenmightexperienceandideashowtohelp.• Identifyqualitiesofagoodfriend. • Identifygoodlisteningskills. • Demonstrateactivelisteningskills. • Demonstrategoodcommunicationskills. • Demonstratetheirunderstandingoftheissuesraisedthroughthisunit.

Lesson plansEachlessonisdesignedtolastbetween45and60minutes.However,dependingonthe needs and abilities of the students, lessons may be shorter or longer.

ObjectivesEachlessonbeginswiththeoverallobjectivesforthelesson.

IntroductionInlessonone,theintroductionisusedtotalktothestudentsabouttheprojectandinparticularaboutthehighnumberofcallstoChildLineaboutbullying.Fromlessonstwotofour,thelearningoutcomesfromthepreviouslessonsshouldberevisitedatthebeginningofthelessontoremindthestudentswhattheyhavelearntsofarandtoputthatlessonintocontext.

ActivitiesEachlessoncontainsthreeorfouractivitieswithfullinstructionsonhowtocarryouttheactivitiesand,insomecases,therearesomeresourcesthatsupporttheactivity.Theactivitiescanbeadaptedasnecessarytomeettheneedsandabilitiesofthestudents.

ResourcesEachlessonplanlistsalltheresourcesrequiredforthatparticularlesson

Learning outcomesThesehighlightwhatthestudentsshouldhavelearntineachlesson.Learningoutcomesshouldbereinforcedattheendofthelesson,forexample,with question-and-answersessions.


Teachers notesAQAIfthestudentsparticipateinalloftheselessons,theycanachieveanaccreditationthroughtheAccreditationandQualificationAlliance(AQA)UnitAwardScheme.Theunit,summarysheetandanadditionalassessedworksheetisprovidedwiththeseteachers notes.

TheAQAUnitAwardSchemeprovidestheopportunitytogivestudentsformalrecognition of their success in short units of work and in this case for completing the fourworkshops.Thisrecognitionofsuccesshasbeenshowntomotivatestudentsandimprovetheirperformance.

IfyourcentrealreadyofferstheAQAUnitAwardScheme,thenyouwillbefamiliarwithhowitworksandyourstudentswillalreadyberegistered.Ifnot,thereissomefurtherinformationprovidedwiththeteachersnotes,whichhighlightshowyourcentrecanregisterwiththeAQAUnitAwardScheme.


Teachers notes

Outcomes to be accredited

In successfully completing this unit the student will have shown knowledge on:

1. ThenatureoftheChildLinehelplineandhow and when this can be assessed.

Demonstrated the ability to:

2. Definebullyinganddistinguishbetween physical,verbalandemotionalbullying.3. Recogniseatleasttwofeelingsassociated with bullying.4. Take part in a discussion about strategies to deal with bullying.5. Recognisesimilaritiesanddifferences between self and others.7. Work as a member of a group to identify at least four pressures young people might experienceandtosuggestanddiscussideas how to help with each of these.8. Identifythreequalitiesofagoodfriend.9. Participateinagroupactivitytoexplorethe importance of good listening skills.10.Identifythreegoodlisteningskills.11.Showthreegoodlisteningskills.12.Takepartina“FamilyFortunes”stylequiz onthethemesofChildLine,bullyingand friendship.13. Work with a partner or partners to write a poem or rap on one or more of the themes ofChildLine,bullyingandfriendship.

Evidence to be offered

StudentcompletedChildLineworksheet(1-3,10)

StudentcompletedChildLineBingoworksheet(5)

StudentproducedChildLinefriendshiplinediagram(8)

Teacher completed checklist (4,6,7,9,11-13),itemised(7)

AQA Unit Award Scheme code no: 30302

Unit title:ChildLine.DealingwithbullyingandtheimportanceoffriendsCurriculum area(s):PSHE______________________________________________________________________________________ Unit description:Inthisunitthestudentwillincreasehis/herknowledgeoftheChildLineservice,increasehis/herawareness of bullying and the way it makes young people feel and identify pressures that young peopleareexperiencing.Thestudentwillalsorecognisethatfriendscanbeagoodformofsupport and appreciate the importance of good listening skills in offering such support. The studentwilllearnthroughparticipationingroupactivitiesanddiscussion.TheunitisassociatedwiththeChildLineschemeofworkdesignedtohelpstudentstodealwithbullyingandtorecognise the importance of friends.______________________________________________________________________________________ Procedures for making and recording assessments:Assessedbytheteacherthroughinspection(1-3,5,8,10)andobservation(4,6,7,9,11-13)All assessments recorded on an AQA summary sheet.______________________________________________________________________________________ Level:Entrylevel Notional learning time: 10 hours

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Bingo

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Checklist

Checklist

FriendshipLine

Checklist

ChildLineworksheet

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Checklist

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Teachers notesAQA unit award scheme ChildLine, dealing with bullying and the importance of friends

ChildLine worksheetHowmanyhoursadayisChildLineopen?

WhatdaysisChildLineopen?

HowmuchdothecallstoChildLinecost?

Whatisthetelephonenumber?

WhatagegroupcallChildLinethemost?

HowmanychildrenandyoungpeoplecallChildLineeachday?

WhatisthebiggestreasonforcallingChildLine?

Name a type of:

• physicalbullying:

• verbalbullying:

• emotionalbullying:

Givetwowordswhichdescribehowsomeonebeingbulliedmightfeel:

1.

2.

Givethreewaysyoucouldshowsomeoneyouarelisteningtothem:

1.

2.

3.


Teachers notesUnit Award Scheme

Purpose• Torecogniseandrewardsuccessinshortprogrammesofwork/activity.

What is a unit?• Acoherentprogrammeofworkwhichincludesoutcomestobeaccredited andevidencetobeoffered.• CentrescansubmittheirownunitstoAQAforvalidation(approval)oruse existingones.• Aunitcanhaveanyfocusfromatraditionalcurriculumareathroughtoan extra-curricularactivity.

How is achievement recognised and rewarded?• Centres’owninternalassessmentsareexternallymonitoredbyAQA.• StudentsareissuedwithaUnitAwardStatementaftereachunitiscompleted.• Theseareissuedthroughouttheyear.• Asummaryletterofcreditisalsoissued.Thisliststhetitleofalltheunitsa student has completed.

What is the status of the scheme?• Anaward,notaqualification,althoughsomeunitsarealsocomponentsofAQA EntryLevelqualifications.• RecognisedbyQCAandalsoincludedintheNationalFrameworkofAwardsin Non-FormalEducationalSettings.

With what kinds of student is the scheme used?• Allkinds–allages,allabilities,includingstudentswithspecialeducationalneeds.• Butparticularlyusefulwherestudents: -lackself-esteem -lackmotivation -areatacentreforashortperiodoftime.

How can a centre join?• CompleteandreturnaUnitAwardSchemeCentreregistrationform.• INSET(forwhichachargeismade)isarequirementofregistration.

On what basis are fees charged?• Feesarechargedperstudentperyear,notperunitorsubjectarea.• Afeeisalsochargedforeachnewunitacentrewritesandsubmitsforvalidation(approval).

Further information• Furtherinformationandcentreregistrationformsareavailablefrom: AQA,UnitAwardSchemeDepartment,31-33SpringfieldAvenue, Harrogate, North Yorkshire, HG1 2HW. Tel:01619351235,Fax:01423564875,Email:[email protected]

• InformationcanalsobeobtainedbyvisitingtheAQAwebsiteat:www.aqa.org.uk


Lesson plan ONE

By the end of the lesson students should be able to:• UnderstandwhatChildLineisandknowallessentialinformation• Definebullyingandunderstandtypesofphysical,verbaland emotional bullying• Recognisethefeelingsassociatedwithbullying• Recognisestrategiestodealwithbullying

ChildLine awareness• PhotocopytheChildLineQuizforeachstudentandaskthem to circle the right answer to get an idea of how much they knowaboutChildLine.• Usetheanswersheetandtheadditionalinformationprovided tohighlighttheessentialinformationabouttheChildLinehelpline.

What is bullying?• Askthegrouptocomeupwithadefinitionofbullying.• Askthegrouptogiveexamplesoftypesofbullying.• Writetheseuponaflipchartandaddanyotherexamples fromtheinformationsheetthatthegrouphavenotmentioned.

Anti-Bullying Alliance definition of bullying:“We consider bullying to be repetitive, wilful or persistent, intentionally harmful, carried out by an individual or a group. There is an imbalance of power leaving the victim feeling defenceless.”

DCSF definition of bullying:“Bullying is deliberately hurtful behaviour repeated often over a long period.”

Bullying diamonds• Beforethelesson,photocopyandlaminatethebullying diamondssothere’senoughforoneseteach.• Giveeachstudentasetofbullyingdiamonds.• Askeachstudenttogroupthecardsintophysical,verbaland emotional bullying.• Thenusingthesamecards,eachstudentmustdecide how serious each form of bullying is and rank the diamonds accordingly.• Eachstudentshouldfeedbacktotherestofthegroup.• Pickoutandcommentonanysimilaritiesanddifferences betweenthestudents’choices.

How does it feel?• Referbacktothebullyingdiamondsactivityandexplainthat the groups ranked the diamonds differently. This is most likely due to the fact that we all react and feel differently to bullying behaviour.Thiscanoftendeterminewhethersomethingis seenasbullyingornotbecauseforexample,“beinglaughed

Objectives

Activity one

Activity two

Activity three

Activity four


Lesson plan ONE

at”maynotbotheronechildbutmightreallyupsetanother.• Goaroundthegroupandaskeachstudenttogiveoneword that describes how someone being bullied might feel.• Writethesewordsuponaflipchartanddependingonthesize of the group ask each student for more than one word.

How can you help?• Whatcouldyoudotohelpafriendiftheywerefeelinglikethis?• Whatadvicecouldyougivetosomeonewhowasbeingbullied?

Dilemma• Readoutthestory.• Handoutthedilemmasheetandaskthestudentstogiveeach character a score from 1 to 8, based on how responsible they thinkthecharacterisforYasmin’sdeath.• Sumupeveryone’sscorestofindout,asagroup,whothey thought was most and least responsible.

ChildLinequiz,bullyingfactsheet,bullyingdiamonds,Dilemma!Story,Dilemmasheet.

Attheendofthelessonremindthestudentswhattheyhavelearnt today:• Therearemanyformsofbullying.• Bullyingisveryupsetting,buttherearelotsofwaystodealwithit.• ChildLineisatelephonehelplinewhichhelpslotsofchildren and young people who call with lots of different problems.• Thinkabouthowyourbehaviouraffectsothers.

Activity five

Activity six

Resources

Learning outcomes


Lesson plan ONEChildLine Quiz

How much do you know?(Circlethecorrectanswer)

1. ChildLine is open:

8am-8pm 24-hoursaday

2. ChildLine is open:

Everydayoftheyear MondaytoSaturday

3. Calls are charged:

10p a call The calls are free

4. The telephone number is:

0800 1234 0800 1111

5. Most callers who phone ChildLine are:

Under11 Aged12to15

6. The number of children and young people calling each day is:

Hundreds Thousands

7. The biggest reason for calling ChildLine is:

Bullying Sexualabuse

8. List five other reasons why a child might call ChildLine:

1.

2.

3.

4.

5.


Lesson plan ONEChildLine Quiz with answers

1. ChildLineisopen8am–8pmor24hoursaday. ChildLine is open 24 hours.

2. ChildLineisopeneverydayoftheyearorChildLineisopenMondaytoSaturday, closed on bank holidays. Open every day including all bank holidays such as Christmas Day.

3. Callsarechargedataflatrateof10pacallorcallsarefree. All calls are free, even from mobiles and the number does not show on the bill.

4. The telephone number is 0800 1234 or 0800 1111. 0800 1111

5. MostpeoplewhophoneChildLineareunder11ormostpeoplecallingChildLine areaged12-15. In fact 56 per cent of all calls are from 12 to 15 year olds, 23 per cent are from 5 to 11 year olds and 20 per cent are aged 16 to 18 years.

6. The number of children and young people calling each day is hundreds or thousands. Every day, thousands of children and young people call ChildLine for advice and support. Sadly, due to a lack of volunteers, we are only able to answer just over half of these calls.

7. ThebiggestreasonforcallingChildLineisbullyingorthebiggestreasonforcalling ChildLineissexualabuse. In 2006-7 ChildLine received 37,542 calls about bullying. Bullying can be very serious. Sometimes people being bullied get so desperate that they commit suicide because they see no other way of escaping it.

8. ListfiveotherreasonsforcallingChildLine. Physical, sexual and emotional abuse, pregnancy, drugs, alcohol, suicide, family relationships, friendship issues, self harm, facts of life and concern for others are just some of the reasons for calling.


• ChildLine’s number is 0800 1111. • Calls are totally free from any phone - even your mobile.• ChildLine is a helpline for children and young people of all ages. Most of our callers are aged 12 to 15 - but very young children and young people as old as 18 also get in touch. • Your call is completely confidential and will not show up on your bill.• The most common single reason for calling is bullying - this makes up almost a quarter of calls to ChildLine. Callers talk about all different types of bullying including being called names, being teased and physical violence such as being hit, punched, pushed or beaten up.• You can call 24-hours a day, seven days a week. • You can talk to us about anything at all.


BullyingWhat is bullying?

• Beingcallednames.• Beingteased.• Beingpunched,pushedorattacked.• Beingforcedtohandovermoney,mobilesorotherpossessions.• Gettingabusiveorthreateningtextmessagesoremails.• Havingrumoursspreadaboutthemormembersoftheirfamily.• Beingignoredorleftout.• Beingattackedbecausetheirreligion,gender,sexuality,disability, appearance, ethnicity or race.

How do people being bullied feel?

angry fearful powerless ashamed fed up

pathetic crushed gutted rejected depressed

helpless sad defeated hurt sick

deflated hopeless suicidal degraded isolated

tired desperate ill timid down

jealous troubled emotional lonely unhappy

excluded low upset empty miserable

useless embarrassed negative victimised frightened

nervous worried frustrated overwhelmed weak

What can you do if you or a friend is being bullied?

• Tellateacher.• Tellanadult.• Tellafriend.• Ignorethebullies.• Keepsafesostayinagroup/withfriends.• Actconfident.• Standuptothebullies–say“no”,“stop”.• Keepadiaryofwhatishappening.• Lookoutforyourfriends.• CallChildLine.• Donotgiveup.

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DilemmaThestorybeginswitha16-year-oldboycalledLeon,whosefamilywasquiterich.Hewasn’tthebestlookingboyandhewantedagirlfriend.Notmanygirlsfoundhimattractivesohewouldtellallthegirlshemethowmuchmoneyhehadandhowhewouldspenditonthemiftheybecamehisgirlfriend.Leonwouldhangoutatthelocal youth centre, where a girl he really liked called Yasmin, would hang out a lot too. LeonwasreallykeentohaveaprettygirlfriendtohangoutwithandYasmindidn’treallylikeLeonbutshelikedtheideathathehadmoneyandwouldbuyhernicethings.

Soonaftertheymet,itbecameobviousthatLeonwasquiteapossessiveboyfriendandwasworriedthatotherboyswouldfancyher.Hewasalwaystextinghertoaskwhereshewasandwhatshewasupto.Inthesummer,Leonwasgoingonholidaywith his family for a week and after taking her out on date, he told Yasmin he wanted her to stay in her house while he was away, so no other boys could chat her up. Yasmin agreed that she would not go out during the week and was happy to chill out athomewatchingDVDsallweekuntilhegotback,butonlyafterLeonboughtherapresent and promised to buy her more when he got back.

ThenightbeforeLeonwasduebackfromholiday,YasminwasinvitedtoapartybyherfriendNaomi.Yasminexplainedthatshecouldn’tgobecauseshehadpromisedtostayinwhileLeonwasaway.NaomitoldhershewouldbetheonlypersonnotgoingtothepartyandthatshewaspatheticforobeyingLeon’sordertostayinwhilehe was away. Yasmin thought about it for a while, reminding herself that she had beenreallygoodallweekandhadstayedinlikeLeonhadaskedanddecidedthatsheshouldgooutandenjoyherselfattheparty.

YasminarrivedatthepartywithherfriendLatishaandwithinminuteshadgotchattingtoaboycalledAaron,whoNaomireallyliked.Itwasn’tlongbeforeYasminandAaronwerekissing,eventhoughAaronknewshewaswithLeon.

Naomi suddenly spotted Yasmin kissing Aaron and started shouting at Yasmin, calling heraslagandallkindofothernamesbecauseshealreadyhadaboyfriend,Leon.

Yasmincouldn’tstandaroundwhileNaomiwasshoutingatherandshejustwantedtogohome.SheaskedLatishaforhelpbutLatishasaidshewasnofriendofhersandshewasn’tgettingalifthome.YasminhadnomoneyonherandaskedanotherfriendTyra,if she would lend her some money so she could get the bus home. Tyra told Yasmin thatshedidn’tlendmoneytoanybodyanymorebecauselasttimeshelentmoneytosomeoneshenevergotitback.Yasmintriedtoexplainthatshedidn’thavealifttogethomeoranymoneytogetthebus,butTyrastillwouldn’tlendheranymoney.

Feelingreallyupset,Yasminranoutofthepartyandthoughtaboutphoninghermumforlifthomebutwasreallyworriedbecausehermumwouldaskwhyshedidn’tgettheliftwithLatisha’smum,whichhadbeenarranged.Soshedecidedtowalkhome.

AsYasminwaswalkinghomeagroupofyoungpeoplestartedshoutingather.Shedidn’tknowwhotheywereandfeltreallyintimidatedandscaredsoshestartedcrossingtheroad,butwasn’tlookingwhereshewasgoingandranstraightintotheroadintoanoncomingcar.Yasmindidn’thaveachanceandwaskilledinstantly.


Worksheet

Leon Yasmin

Naomi

Latisha

Tyra Aaron Group of young people

Driver of the car

Your dilemma is to decide who is most responsible for Yasmin’s death. Award eight points for the most responsible and one point for the least responsible. Everyone in the story must have a score and they must all be different. Most points – most responsible, least points – least responsible.


Lesson plan TWO

By the end of the lesson students should be able to:• Recognisethesimilaritiesanddifferencesbetweenthemselves and others.• Recognisethatfriendscanbeaformofsupport. Asagroup,revisitthepreviouslessonandremindthestudentsofthelearning outcomes.

Bully Court• Readoutthescenariotothegroup.• Handoutthecardswiththecharacter’snamessoeachstudenthas one card each. • Askeachstudenttothinkabouttheircharacter.• Setuptheroomsothereisaseatforthejudgeandtheaccusedat the front of the class.• Inturn,thecharactersshouldbeinvitedbythejudgetotelltheir story to the court.• Thejuryneedtodecidewhetherthisisacaseofbullyingor wrongfulaccusationandwhatshouldhappennext. Inthedebrief,itisimportanttomentionthatCarlandNathanare both being bullied and they both need to be listened to. The students standing around watching must also take responsibility and work needs to be done with this whole group about recognising behaviourandrespect.

Judgements• Askthegrouptopairupandstandfacingtheirpartnerinacircle (thiswillactuallymaketwocircles,oneinsidetheother)or,ifthe groupissmall,justaskthestudentstopairup.• Explainthatyouaregoingtoaskthemaquestionabouttheir partnerandtheyaregoingtohavetoguesstheanswerwithout asking their partner. Once they guess the answer, they should check with their partner whether they are right or wrong.• Aftereachquestionthestudentsintheoutercircleshouldmove roundtotheirleft,soeveryoneshouldnowhaveanewpartneror, if working in with a smaller group, ask students to swap partners each time.• Askthestudentstokeepcountofhowmanyquestionstheyget right.• Afteraskingallthequestions,askthegrouphowmanytheygot rightandwrong.Itislikelythatmostpeoplegotlotswrong.• Askthegroupwhytheygotsomeanswerswrongandwhatwere theybasingtheiranswerson.Wasitpurelyguessing?Suggestions that usually sum up the thinking process include what the person is wearing, what they look like, who their friends are, what the answer wouldbeforthemselves.• Explaintothegroupthatyoucannotassumethingsaboutpeople. Insteaditisimportanttorecognisepeopleasindividualsandto treat them as such.

Objectives

Introduction

Activity one

Activity two


Lesson plan TWO• Unfortunatelybulliespickoutthedifferencesinothersanduse these differences to bully them and therefore not treating everyoneasindividuals.

Questions to use1.Whatisyourfavouritechocolatebar?2.Whatwouldbeyourdreamholiday?3.Whatdoyouwanttodoafterleavingschool?4.Whatfootballteamdoyousupport?5.Whatwasthelastalbumthatyoubought/downloaded?6.Ifyoucoulddateanycelebrity/famousperson,whowoulditbeandwhy?

Human bingo• Theideaofthegameisforthestudentstomovearoundtheclass andfindsomeonewhohasorlikesthesamethings.• Handoutahumanbingosheettoeachstudent,whichhasagrid consistingofnineboxeseachreferringtosomethingwhichthe studentsshouldhaveorlike.• Thestudentsneedtofindsomeoneintheroomwhoeitherhasor likesthesameanddifferentthingsasthem.Oncetheyhavefound someone,theyshouldwritethatpersonsnameintheboxontheir sheet.• Theymusttryandfinddifferentnamesforeachboxonthesheet.• Thefirststudenttoenteranameineachoftheboxesandtoshout bingo is the winner.• Youmaywanttogivethewinnerasmallprizeorwinningcould beaprizeinitself!• Askthegroupiftheyhaddifferentnamesintheboxes• Weallhavesimilaritiesanddifferences• Tosinglesomeoneoutbecauseoftheirdifferencesisnotacceptable. Weareallfantasticpeopleandindividual–thatiswhatmakesusso interestingandexciting.Sometimespeoplebullysomeonebecause they are scared that the person is or looks different to them but you shouldgettoknowthatpersonbecauseyouwillprobablyfindyou havesomethingincommonandcanevenbefriendswiththem.

Share/not shareTherearenorightorwronganswersinthisactivity.• Eithergiveeachstudentacopyoftheheadingsorlayonesetof headings out for all students to use.• Photocopythescenarioscardsandcutthemupsoeachstudenthas aseteach.Afewhavebeenleftblankforthestudentortheteacher to add others.• Askeachstudenttodecidewhotheywouldsharetheinformationon thecardswithandthenplacethecardontherelevantheading.

Activity three

Activity four


Lesson plan TWO

• Onceeachstudenthasplacedalltheircardsontheheadings theactivitycanbedebriefed.

Explainthattherearepartsofourselvesthatwesharewithdifferentpeople and bits that we chose to withhold. The aim is for the cards to promote discussion about what is appropriate to share, how we feel andhowthisdiffersdependingontherelationshipswehavewith people. Try to stress the importance of friends and for some young people,theyaretheonlypeoplewhotheywillshareorconfidein.

Bullycourtscenariosandcharacters,questionsforjudgementsactivity, humanbingosheets,resourcesforshare/notshareactivity.

Attheendofthelessonremindthestudentswhattheyhavelearnttoday:• Weshouldnotjudgeothersbywhattheylooklikebecausewe can often get it wrong.• Therearesimilaritiesanddifferencesbetweenusall.• Friendscanbeagreatformofsupport.

Resources

Learning outcomes


Bully courtCarlandNathanareinthesameclassatschool.Carlhasbeeninsometroublebeforeforstartingfightsandusingabusivelanguage.SomeofthestaffknowsthatCarliseasytowindupandtendtoplayonthis.Carlgetsreallyfrustratedbecausehefeelshealwaysgetstheblameandnoonenoticeswhatothershavedonetoupsethim.

Whenarrivingatclass,Carltripsoverabag.HeknocksagainstNathanashefallsdown.SomeoftheotherstudentstellNathanthatCarldiditonpurposeandisjustpretendingtohavefallen.NathanhitsCarlandafightbreaksoutbetweenthetwoboys.Inthefight,Nathan’seyeishit.SomeoftheotherstudentsbreakupthefightandNathanshoutsatCarlthatheisgoingtopayforthis.Holdingahandagainsthiseye,herunsoutoftheclassroom,justastheteacherwalksin.TheteacheraskswhathappenedandNathantellshimthatCarlhashithim.

Judge

Carl

Nathan

Teacher

Carl’s parent/carer

Nathan’s parent/carer

One of the students who was there

One of the students who was there

Jury member

Jury member


Human bingo

Someone with different colour

eyes to you

Someone who is wearing the same

clothes as you

Someone who has the same

pet as you

Someone who has the same number of people living in their

house as you

Someone who writes with the

same hand as you

Someone who likes the same TV programme

as you

Someone who likes the same music as you

Someone who likes the same favourite

food as you

Someone who supports a

different football team to you


Share / not share

I want to see my real dad

My mumhits me

I wish I was thinner

I want to go to college after

leaving school

I have inherited £5,000

I have got anew mobile

phone


Share / not share

I think I mightbe pregnant

I hate meeting new people

I sometimes get scared

walking home on my own

I wish Iwas taller

I borrowed

something and I’ve broken it

Sometimes I make myself

sick aftereating


Share / not share

I sometimes shoplift at the

weekend

I have beenchosen for the local football

team

I don’t wantto live at home

anymore

My mumdrinks too

much alcohol

I thinkI’m ugly

I can’t read very well

Sharewith

parents orcarers

Sharewith

friends

Sharewith

everyone

Keepto

yourself


Lesson plan THREE

By the end of the lesson students should be able to:• Identifypressureschildrenmightexperienceandideashow to help.• Identifyqualitiesofagoodfriend.• Identifygoodlisteningskills.• Demonstrateactivelisteningskills.

Asagroup,revisitthepreviouslessonandremindthestudentsofthelearning outcomes.

Pressures for young people• Beforethelessondrawaroughoutlineofapersononpieces offlipchartpaper.• Giveeachstudentapieceofflipchartpaperwiththedrawingonit.• Askeachstudenttowriteordrawasmanyconcernsor pressuresthattheythinkchildrenoftheirageexperiencein allaspectsoftheirlives.• Eachstudentshouldsharetheiroutcomeswiththerestofthegroup.• Focusonpointsraisedandaskthegroupquestions:

1. Isitauniversalpressure?

2. Isitapressure/problemthatisspecificallyagerelated?

3. Aretherechoicesorsolutionstothispressure/problem?

4. Whowouldtheytalktoifthiswastheirproblem? • Discusssupportnetworksandtheroleoffriends.

Friendship line• Handeachstudentasheetofflipchartpaperandsomemarkerpens.• Explainthateachstudentisgoingtomakeafriendshiplinetohighlight people whose friendship has been important to them from their earliest memories to the present. This can be done using words or drawings.• Nexttoeachname,askthestudenttoshowwhythatpersonwasa goodfriend.Itmayjustbeoneword.• Stresstothestudentsthatitdoesnotmatterhowmanyorfewfriends arerecordedontheline–thisisanexercisetolookatfriendshipand what it means.• Askthegrouptotalkaboutpartsofthefriendshiplinetheyfeel comfortablesharing.Aretheresimilarities?Whatmakesagoodfriend? Whatarethequalitiesofagoodfriend?

Listening lineTo be a good friend, it is really important that the students are good listeners.Thisisanactivitythatexploreslisteningskills.• Askthestudentstopairupandstand/sitfacingtheirpartner, forming parallel lines.• Giveoutthefirstsetofinstructions(1aand1b)tothegroup, beingcarefulthateachpairdoesn’tseetheirpartner’sinstruction.

Objectives

Introduction

Activity one

Activity two

Activity three


Lesson plan THREE

One instruction is on something to talk about and the other is on a way to listen. You could put the instructions on either side of a piece of paper and walk down the middle of the line.• Askthepairstostartfollowingtheirinstructions.Givethema coupleofminutestohavetheconversationaslistedonthe instruction cards.• Stoptheconversationsandaskthosewhoweredoingthetalking whethertheyfeltlistenedto.Ifnot,whynot?Turningaroundthe experience,whatisitthatthelistenershouldhavedonetomake thetalkerfeellistenedto?• Repeattheexercisewitheachsetofinstructionsbutswapping aroundinthepairswhotalksandwholistens.Debriefthegroup aftertheyhavegonethrougheachsetofinstructions,inthesame way as before.

Communication – back to back drawing• Askthestudentstopairupandsitbacktoback.• Giveoneofthepairapieceofpaperandapen.• Givetheotherapicture,whichtheyhavetodescribetotheir partner.• Howeverthestudentwhodescribesthepictureisnotallowedto saywhatitisoruseobjectwords.Forexample,ifitwasacar,you couldn’tsay,“It’sacar,drawtwowheelsatthebottom”,youneed totellthemtodrawtwocirclesatthebottomofthepage.Drawers havetodrawwhatevertheyhavebeentoldandcannotspeak.• Highlightthattocommunicateeffectivelyitisimportanttobe clear with what you say so the other person understands but it is also important to listen carefully to someone who is talking to you.

Flipchartandmarkerpens,instructioncardsforlisteningline,backtoback drawings, pens.

At the end of the lesson remind the students what they have learnt today:• Youngpeopleexperiencelotsofdifferentpressures.• Whatmakesagoodfriend.• Howtobeagoodlistenertofriends.

Activity four

Resources

Learning outcomes

Don

’t

look

at

the

othe

r pe

rson

1a

Talk

abo

ut

a tim

e yo

u w

ere

happ

y

1b

Laug

h at

ev

eryt

hing

th

e ot

her

pers

on

says

2b

Talk

abo

ut

a tim

e yo

u w

ere

very

an

gry

2a

Inte

rrup

t th

e ot

her

pers

on a

ll th

e tim

e

3a

Talk

abo

ut

a tim

e yo

u w

ere

afra

id

3b

Slou

ch a

nd

look

bor

ed

4b

Talk

abo

ut

your

pla

ns

for

the

wee

kend

4a

Trea

t th

e ot

her

pers

on a

s if

they

wer

e st

upid

5a

Talk

abo

ut

a tim

e yo

u di

d ve

ry

wel

l at

som

ethi

ng5b

Ove

r-re

act

as if

you

’re

bein

g to

ld

som

ethi

ng

terr

ible

6b

Talk

abo

ut

a tim

e yo

u w

ere

unh

appy

6a

Don

’t m

ove,

sit

mot

ionl

ess

(incl

udin

g fa

cial

exp

ress

ions

)

whi

lst

the

othe

r pe

rson

is

talk

ing

7a

Talk

abo

ut

an e

xciti

ng

time

or

even

t in

yo

ur li

fe

7b

Spea

k in

a

mon

oton

e vo

ice

(low

, flat

, bor

ing)

8b

Talk

abo

ut

your

fa

vour

ite T

V pr

ogra

mm

e

8a


Lesson plan FOUR

By the end of the lesson students should be able to:• Demonstrategoodcommunicationskills.• Demonstratetheirunderstandingoftheissuesraisedthrough this unit.

Asagroup,revisitthepreviouslessonandremindthestudentsofthelearning outcomes.

Bus stopThisisanactivitytousecommunicationandlisteningskillsinadebate.• Explaintothegroupthatthisactivityrevolvesaroundagroupof strangerswaitingforabus(onlyoneeveryhour!).• Askthegrouptonominateonepersontobethebusdriver• Therestofthegrouparepeoplewaitingtoboardthebusandeach studentisgivenaslipofpaper,whichexplainswhotheircharacteris.• Thereisonlyoneplaceleftonthebusandeachstudenthasto presentthereasonwhytheircharactershouldhavethelastplace. Encouragethestudentstobeascreativeaspossibleabouttheir characters reasons for getting on the bus. • Thebusdriverhasthefinalchoiceofwhogetstheplaceandthen places the other characters in order of importance.• Oncethebusdriverhasmadehisdecision,askthewholegroupif theythinkhe/shemadeagooddecision.Dideveryonecommunicate well?

Family fortunes• Dividetheclassintotwoteams.• Eachteamshouldchoseanameandanoise(studentscoulduse awhistleormusicalinstrument)thattheywillusewhentheywantto answertheirquestion.• Onememberofeachteamshouldcomeuptothefrontoftheclass.• Amemberofstaffshouldaskthefirstquestion• Ifthestudentknowstheanswer,theyshouldusetheteamnoise.• Thefirststudenttomakeanoisegetsthechancetoanswerthe question.• Ifthestudentanswersthequestioncorrectly,thentherestofthe teamalsogetachancetoanswerthesamequestion,buttheymust giveadifferentanswereachtime.• Ifanyonerepeatsananswer,theturnpassesovertotheotherteam.• Theteamwillgetonepointforeachcorrectanswer.• Everyonemustbelisteningatalltimesandusean“eereer”noise if there is a pass or repetition.

Questions to use1. GiveonefactaboutChildLine.2. LotsofthecallstoChildLineareaboutbullying.Whatelsedo childrencallabout?3. Canyounameoneformofbullying?4. Canyougiveonefeelingwordtodescribehowsomeonefeels whentheyarebeingbullied?

Objectives

Introduction

Activity one

Activity two


Lesson plan FOUR5. Canyougiveaway/strategytoovercomebullying?6. Canyougiveonepressurewhichachildmightbeexperiencing?7. Canyougiveonequalityofagoodfriend?8. Whatcouldyoudotoshowsomeoneyouarelisteningtothem?

Poem or rapIndividually,inpairsoringroups,writeapositivepoemorarapaboutanyofthetopicscoveredinthisunitofwork,eg:• Bullying• Howitfeelstobebullied• Strategiestodealwithbullying• Friends• Qualitiesofagoodfriend• Listeningtofriends• Supportingfriends.

Thinkbacktothewordswhichthestudentscameupwithinpreviousactivities.

Busstopscenarios,FamilyFortune-stylequestionsandexamplelyrics.

Attheendofthelessonremindthestudentswhattheyhavelearntthrough this unit of work.

Questions (cont’)

Activity three

Resources

Learning outcomes


The bus stop

You are ayoung mother

carrying a baby

You are ayoung

wheelchair user

You are apartiallysighted

teenager

You are anolder woman

carrying heavy shopping

You are abusiness man

late for anappointment

You are adoctor and

need to get to work

You arean adult

wheelchairuser

You are a pregnant woman


The bus stop

You are an old man leaning on a walking stick

You are a child late for school

You are acelebrity andnot used to queuing for

anything

You’re running late for work

You are anolder man who

feels faint

You are going to miss your train if you don’t get on

this bus

You are ateenager and

your friends have saved you a

place on the bus

You are a young man carrying a

parcel


Lyrics entitled:Bullying

By Diamond Babamuboni and Corey FregisFrom Boyhood to Manhood Foundation14.09.04

TheyhatingonmecosI’mbetterdandem

I’mnervousangryandfeelingsuicidal

IkindofwashtheideasofmymindwhenIcried

KnowingIdidn’ttakeylife

It’saddedtomyhatredinside

BeingbulliedmakesmethinkI’vebeenrejectedandhopeless

InmysleepsIevenhavenightmares

CosIdon’ttalkorlaughpeoplethinkI’manutter

NowIwalkwithmycutter

Suicidalmakesmesadandturnedmesick

I’mfeelingweak

NowIhavetoshowpeoplemyaggressiveways

Idon’twanttoliveinmymiserableways


Lyrics entitled:Bullying

By Ode ColeyFrom Boyhood to Manhood Foundation14.09.04

Iamsoangry

Beingatschoolmakesmeunhappy

Iratherstayathomewithmyfamily

Beingbullied,battered,bruisedmakesmedepressed

IsleepsomuchIfeellikeI’mstressed

IfeellikeIambeingrejected

I’vegotsomethingtodobutI’mabitfrustrated

Dealing with bullying and the importance of friends ... · Dealing with bullying and the importance...

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Transcript of Dealing with bullying and the importance of friends ... · Dealing with bullying and the importance...