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Quote Life would be far simpler if there were one identified reason for children becoming bullies, the fact is many different influences and situations.

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Presentation on theme: "Quote Life would be far simpler if there were one identified reason for children becoming bullies, the fact is many different influences and situations."— Presentation transcript:

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2 Quote Life would be far simpler if there were one identified reason for children becoming bullies, the fact is many different influences and situations have an impact on behavior ranging from physical size, lack of supervision, environment, attitude, intelligence and opportunity. These and other factors in isolation or combination have the potential to turn a child into a bully. Ian Loft

3 Goal To develop better prevention and intervention strategies to stop the bullying cycle before it begins. Why? We realize that the responsibility of preventing bullying within the school will fall mainly on the classroom teacher.

4 Personality vs Character Personality is how you view life’s circumstances. Character is how you decide to act upon this view of life.

5 There is only one you. Four Basic Personalities - Temperaments Sanguine – very social, life of the party, attention seeking (Fun) Choleric – decisive, strong willed, focused (Leader) Melancholy – deep thinker, organized, committed (Thinker) Phlegmatic – quiet, observant, peaceful (Calm) Most people are blend of at least two types

6 The Good, the Bad and the Ugly Every personality has the potential to improve, encourage and draw out the best in others. No personality it better than another! Personality can be matured. If left unchecked any personality can become a bully in any situation.

7 References Personality Plus Florence Littauer, Baker Book House Co, 1983 Personality Plus for Parents, Florence Littuaer, Baker Book House Co, 2000 Communication Plus, Marita and Florence Littuaer, Regal Books, 2006

8 Sanguine Strengths Extrovert – Talker - Optimist Loves people – doesn’t hold grudges Story teller – holds on the listener Thinks up new activities Creative and colorful Energy and enthusiasm Charms others to work Turns disasters into humor

9 Sanguine Weaknesses Starts strong, but doesn’t always finish Disorganized Poor listening skills Can talk or ramble on too much Impatient Craves attention Forgetful – emotional, dramatic

10 Choleric Strengths Extrovert – Leader – Doer Organized – Loves work Problem Solver Trustworthy - Responsible Goal orientated - drive Excels in emergencies Decisive

11 Choleric Weaknesses Will try to control others Testing – Argumentative Insulting - Unemotional Judgmental Bossy – Expects immediate obedience Unrelenting Stubborn Unchanging – not very adaptable

12 Melancholy Strengths Introvert – Thinker - Perfectionist Clean – Neat Punctual Thoughtful – Compassionate Deep thinker – analyzer Organized and Purposeful High self standards Sensitive to others – true friend Responsible

13 Melancholy Weaknesses Moody – Extra sensitive Suspicious of others Withdrawn – uncommunicative Focuses on negatives Poor self-image Critical Negative Attitude - Perfectionist Too self-sacrificing Spends too much time planning Indecisive – Over Thinks

14 Phlegmatic Strengths Introvert – Watcher – Follower Calm - relaxed Good Listener Meditates on problems Witty Compromising - Agreeable Easily amused Peace Maker

15 Phlegmatic Weaknesses Messy Indecisive Unmotivated Quietly stubborn Unmotivated - lazy Fearful Shy - Uninvolved Indifferent - guarded

16 Do Opposites Attract? Would a sanguine be attracted to a melancholy personality? What would a Choleric see in a phlegmatic? Could these relationships become destructive? Have you ever seen this in your classroom? Could two of the same personality create unrest in the classroom?

17 Thought about Character We may see life from a different point of view, but when we decide to intentionally act in a way that harms others (emotionally or physically) we have a character defect. Character is your choice to either act upon the strengths or weaknesses of your personality.

18 What is a Bully? How would you define a bully? Bullying is generally defined as an intentional act that causes harm to others, and may involve verbal harassment, verbal or non- verbal threats, physical assault, stalking, or other methods of coercion such as manipulation, blackmail, or extortion. It is aggressive behavior that intends to hurt, threaten or frighten another person.

19 Bully by Design A person who has chosen to develop a personality that dominates as many situations as possible to ultimately get their own way. A Choleric can use their decisiveness to push others to make the same decision.

20 Bully by Perception A person who is labeled as a bully because someone else thinks they are being controlled by their behavior, but this is not their original intent. A phlegmatic may not want to work with a loud, talkative or pushy person because they feel threatened.

21 Building A Positive Classroom The teacher is the key to the atmosphere of any classroom.! Not all behavior can be monitored so our expectations must be well known. We will start with prevention

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23 References Bullying strategies for individual grades. Strategies to Prevent Bullying: Skills Kids Can Use to Stop Harassment | Suite101.com Strategies to Prevent Bullying: Skills Kids Can Use to Stop Harassment | Suite101.com bullies.html bullies.html Time to Teach

24 Prevention #1 Identify Class Personalities A) Set up a group activity and have them assign leaders, note takers, etc. Then ask then why they chose those positions during the activity. B) Have tasks that allow each personality to flourish. C) Ask them to list what they like in a friend. D) E) Other ways?

25 Prevention #2 Seating Arrangement A) Seating Arrangements! Be willing to keep switching seats until you find a good working environment B) Classroom layouts –build community C) Cholerics work well with sanguines, Melancholies with phlegmatics

26 Prevention #3 Clear Expectations A) Make anti-bullying rules a priority 1. We will not bully other students. 2. We will try to help students who are bullied. 3. We will include students who might be left out. B) Ensure students understand rules. (visual or verbal) C) Provide a “Voice Box”. Safe place to notify teacher.

27 Voice Box Form Name_____________ What happened? Who was involved? How did you feel? Did anyone else see or hear? Has this happened before

28 Intervention What is needed at the classroom level is a curriculum that promotes kindness, communication, cooperation, and friendship and includes lessons and activities stressing empathy, anger management, and conflict resolution skills. Dan Olweus

29 Intervention “Bully Side” “Time to Think”“B” What was the problem? What did you want? Was this the best way to behave? What could you do next time? How do you think they felt? Should you apologize?

30 Intervention “Bully Side” Immediate consequences for aggressive behavior and immediate rewards for inclusive behavior. Possible sanctions include having the bully 1. Set up a Reward System. 2. Discuss the incident with principal, and/or parents 3. Pay for damaged belongings 4. Spend time in another classroom 5. Forfeit recess or other privileges 6. Apologize: publicly or privately

31 Intervention “Victim” “I Want You to Know”“V” What was the problem? What did you do? How did it make you feel? What could you do next time? Has this happened before?

32 Intervention “Victim” Encourage them and let them know you are on their side. Move their seat Pair them up Set up a safe room Give them “Voice Box” forms

33 Scenarios: Bullying? Sarah loves attention and tells another young girls to “Shut up” while she is talking. Adds “or I’ll slap you” Steve grabs an art project from another boy and begins to color it. Steve says he just wanted to help because the student was going to slow.

34 Bullying? Obama “As I have made clear time and again during the course of my presidency, I will not hesitate to use force when it is necessary to defend the United States and its interests,”

35 Bullying? “We all prefer to resolve this issue diplomatically, having said that, Iran’s leaders should have no doubt about the resolve of the United States, just as they should not doubt Israel’s sovereign right to make its own decisions about what is required to meet its security needs,” Obama added. “I have said that when it comes to preventing Iran from obtaining a nuclear weapon, I will take no options off the table, and I mean what I say.”

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