44 | CLEVELAND JEWISH NEWS | CJN.ORG
AUGUST 18, 2017
BACK TO SCHOOL II
Schools have zero tolerance for bullying of students MONTESSORI MORNINGS: FALL 2017 Learn about the benefits of an authentic Montessori education. Meet our Montessori Program Director. Observe a Montessori classroom in action. Register here: www.theratnerschool.org/admissions/admission-events or call Ginny Wagh, Director of Admission: 216-464-0033 x1120 NOW ENROLLING TODDLERS THROUGH KINDERGARTEN
A FOUNDATION FOR LIFE MONTESSORI MORNINGS: FALL 2017 DATES SEPTEMBER 15, 9-10:30 a.m. SEPTEMBER 29, 9-10:30 a.m. OCTOBER 13, 9-10:30 a.m. NOVEMBER 3, 9-10:30 a.m. DECEMBER 1, 9-10:30 a.m. DECEMBER 15, 9-10:30 a.m. Fully accredited by ISACS, the Independent Schools Association of the Central States
Temple Israel Ner Tamid Membership Has Its Benefits:
FREE* Religious School Tuition The small, hamish congregation with the big heart believes so strongly in Jewish education, we offer it at no cost* for members in good standing. (*$50 supply fee per student). Watch your child flourish in an environment that’s fun and supportive, with teachers dedicated to encouraging our Jewish heritage.
The 2017-2018 school year begins on Sunday, August 27th. For membership and Religious School registration, please call 440-473-5120. Matthew Eisenberg, Rabbi Edna Akrish, Education Director
T Temple Israel Ner Tamid
1732 Lander Road, Ro Mayfield Heights, OH 44124 ì 440-473-5120 ì
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B
ullying, or unwanted aggressive behavior, isn’t anything new in schools. However, its reach and effects have continued to grow as time has gone on. According to stopbullying.gov, 28 percent of U.S. students in grades six through 12 have experienced bullying and about 30 percent Chestnut of young people admit to bullying others as well. Almost 71 percent of young people said they have witnessed bullying at least two times per month. Mike Griffith, head of school at The Lillian and Betty Griffith Ratner School in Pepper Pike, and Sam Chestnut, head of school at The Lippman School in Akron, said their schools have no tolerance for bullying. If it does happen, they use those situations to teach their students to speak up and out in support of the victims, they said. “I would say that we have a zero tolerance for bullying and that fact is widely known within the school,” Griffith said. “It’s unacceptable and we will not let (that situation) go without some type of action taking place. We want our school to be a safe place and we want to make sure the potential victim of the bullying feels safe.” Griffith said that upon learning about a bullying situation, not only does the bully get reprimanded, but also they use the situation as a teachable moment so both parties understand. “We want to try and find out what the challenge and problem is so we can allow the bully to grow,” he said. “If not, that behavior is more likely to repeat. We want to take care of the person who is being bullied, but we also want to work to change the bully’s actions.” Chestnut said that The Lippman School works in the same way. He said the first negative interaction is approached as a learning experience, while repeat offenses call for more severe consequences. He said that the best defense for students is to understand how bullying happens and how to respond.
“Students need to understand how to respond to negative behaviors between students,” he said. “Ultimately, building empathy and explaining how a negative action can be felt, is the best way to help kids understand how to treat others with respect.” Chestnut said that it’s important to have the students truly understand how situations differ. Students shouldn’t feel discouraged to talk to someone or stand up for their friends, but shouldn’t be quick to label someone a bully. “All kids make mistakes and everyone has hurt someone’s feelings at some point,” he said. “To get to the level of a bully, this is something that goes well beyond the normal social dynamics. Those are much more unique cases than the normal.” The Ratner School is rooted in Jewish and Montessori values, and Griffith said the staff and students have a focus on peace, respecting others and being careful with language. Since the school doesn’t have a conflict mediation program, he said the school’s curriculum focuses on topics like bullying. “Even within the classroom, the actual curriculum itself and in the language arts in particular, (teachers) are very mindful of selecting pieces of literature where these topics would often arise,” he said. “There is a lot of discussion that takes place even within the curricular part of the classroom. We have small group discussions around dialogues and characters where those sensitive topics could arise. In the context of the curriculum, it’s a natural place where the conversation can take place. That way, those discussions aren’t contrived.” Both Griffith and Chestnut said their schools work with parents to have these lessons taught at home as well. Chestnut said he encourages students to talk to a trusted adult if they feel like someone is being bullied and they don’t think they can work through it themselves. “We then encourage the parents to tell the school,” he said. “So, if there is a challenge that is too big to handle peer to peer, they will have to help negotiate the challenge. Most often, we can resolve it in school and keep parents informed on how the resolution takes place and how to approach those situations in the future.”