Dealing with bullying
To read and discuss two scenarios to identify an example of a correct strategy to use to deal with bullying
1. Story A: (a), (b), (e).
Story B: (c), (d), (f).
• To persist with bullying, bullies rely on evoking a reaction from their targets. They want to see fear, hurt or anger. These responses give bullies the feeling of power on which they thrive. By learning strategies to deal positively with bullying attacks, students are empowered to stand up for themselves and are less likely to be regular targets in the future.
2. Story B
3. Answers should indicate they enjoyed making Jayne cry yet again after they said something nasty, which would mean they’d do it again.
• Students should have a ready response for a given bullying situation and deliver it with direct eye contact with the bully before walking away confidently. Confident students with a positive self-image may be able to dismiss their bullies naturally, but others need to be given strategies to deal positively with them. They need to be given examples of responses which can be practised during role-plays of relevant bullying situations. It takes courage for them to appear brave while inside they may be feeling quite the opposite, especially if they are on their own against more than one assailant. Students need to have good body language by walking purposefully with head held high and shoulders back. By reacting in this way, they are challenging the bully, who, in many cases, will back down, as most bullies are cowards. As students get older, they may be able to turn what the bully says or does into a joke. Without making fun of the bully, if a target can make light of the situation, the bully will see that he/she has no power over the target.
4. Answers should indicate they were surprised she didn’t cry and wondered why it wasn’t working.
5. Answers should indicate because Jayne acted confidently and Zoe and Erin didn’t get enjoyment out of her reaction.
r o e t s Bo r e p ok u S Page 65
1. Teacher check students’ alternative answers before they use them in role-playing practice. Answers could be similar to the example given or another positive, confident comment.
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• Role-play being the different characters in both scenarios on page 63. Talk about the differences between what happened when Jayne was confident and not confident. • Compare answers with other pairs of students in the class for the activity on page 65 and practise role-playing their answers too.
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• The pictorial scenarios on page 63 both have the same characters—Jayne, the target, and Erin and Zoe, the bullies. In Story A, Jayne is not appearing confident—her shoulders are slumped, she is looking down and cries when Zoe makes nasty remarks about her hair. In Story B, she acts confidently—stands tall, looks them in the eye and has a ready response when Zoe makes nasty remarks. Zoe and Erin don’t get the reaction they want and back off. Discussing the text
• How did Jayne act in Story A?/Story B (See comments above.)
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• Refer to page ix for further information.
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• How did Zoe and Erin act in Scene A after Jayne began to cry? (Laughed, glad she cried, said she was a pain and a crybaby) • How did Zoe and Erin act at the end of Story B? (Noticed she didn’t cry at what they said, surprised)
• How can being confident help bullies stop? (They don’t get the reaction they are after/They see that their target doesn’t appear to be affected by what they do.)
Bullying in a cyber world
www.ricpublications.com.au - R.I.C. Publications®
Published on Dec 27, 2013
Published on Dec 27, 2013
The blackline masters cover the following: What is bullying?, Forms of bullying, Cyberbullying, Targets of bullying, Effects of bullying, Wh...