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 Direct Aggression  Indirect or Relational Aggression  Cyberbullying.

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Presentation on theme: " Direct Aggression  Indirect or Relational Aggression  Cyberbullying."— Presentation transcript:

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3  Direct Aggression  Indirect or Relational Aggression  Cyberbullying

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5  Need for power, status and/or control  Proactive protection  Lack of empathy/social responsibility  Peer pressure  Jealousy  Boredom

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7  That they have a right to be treated with fairness and respect at all times  To tell an adult if they can not handle a bullying situation  That it is identified by what is experienced rather than intended  That bullies thrive off the sense of power and control they get from their behaviors

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9 Share of yourself so students feel comfortable talking about themselves

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12 Take advantage of every “teachable moment” to help students develop social/emotional skills such as empathy, fairness and impulse control

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14 Teach students how to step back choose their reaction to events (going to the balcony)

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16 Enable students to identify and discuss what they are uniquely sensitive about

17 Help students learn how to put feelings into words so that they can be effectively communicated

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19 Collaboratively develop group norms for classroom conduct

20 Teach students how to “talk back” to irrational thoughts/beliefs

21 Help students learn how to use deep breathing, visualization and meditation to overcome stress and achieve inner peace

22 Teach students to let go of their own self-judgments, take great care of themselves and talk to themselves like they are their own best friend

23 Allow students to talk about what is going on in their lives within a safe and supportive environment

24 Teach students skills to resolve conflict such as Socratic questioning, meta-communication and detachment

25 Use role-play and psychodrama to help students learn how to effectively respond to challenging situations

26 Use cooperative learning strategies to help students learn to work together effectively

27 Teach students how they can support each other academically, emotionally and socially

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30 Use negotiation and consensus to teach students problem-solving skills and enable them to take greater ownership of classroom decisions, consequences, activities, etc.

31 Mobilize students to become involved in service projects to help them learn the rewards of helping others

32 Help students develop their social skills and make healthy choices regarding their friendships

33 Establish routine “check ins” at the beginning and end of each class and/or day to give a students an opportunity for reflection

34 Hold regular classroom meetings to help students get to know each other on a deeper level, resolve classroom problems, plan future events, etc.

35  Be directive  Ask questions  Offer to be helpful  Use humor  Behave unpredictably  Detach and visualize a peaceful place/activity

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43  Three strike policy  Use natural consequences  Decrease the social freedom of students who exhibit inappropriate behaviors

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52  SAMSHA National Registry of Evidence Based Programs  No More Bullies, No More Victims (Cap Program)  Stop Bullying Now (http://www.stopbullyingnow.gov)http://www.stopbullyingnow.gov  Edutopia (Http://www.edutopia.org/groups/social- emotional-learning/stopbullyingHttp://www.edutopia.org/groups/social- emotional-learning/stopbullying  Reviving Ophelia by Rachel Simmons  Ophelia Project (www.opheliaproject.org)

53  Responsive Classroom (www.responsiveclassroom.org)www.responsiveclassroom.org  Olweus Bullying Prevention Program (www.olweus.org)www.olweus.org  Mom, They’re Teasing Me by Michael Thompson  Character Education Partnership (http://www.character.org/promisingpractices)  Cyberbullying Research Center (http:/www.cyberbulling.us)


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