1. Building safe and respectful communities: child’s voices in discussing and changing bullying behaviours in their world Session Two Kylie Smith

2. Session 2 overview Reflecting on what is happening in your classroom Reflecting on bullying policies Break (11.00 - 11.15) Explore strategies for talking with children Planning the next part of the journey CEIEC  2007

3. Reflecting on what is happening in your classroom Talk to one or two children individually: Ask them to draw a picture of their friends or the people they play with. Ask the children: - Who are your friends? - Who do you play with? What games do you play with them? - Who do you never play with and why? - Who would you love to play with but never get to? Why don’t you get to play with that person? CEIEC  2007

4.  Pilot reflection point Name: What did you learn from the children’s drawings? What did you learn by asking the children these questions? CEIEC  2007

5.  Pilot reflection point Name: Were there any surprises for you in this conversation? Did the conversations create a different image of what is happening in the classroom? CEIEC  2007

6.  Pilot reflection point Name: Who was included and why? Who was excluded and why? CEIEC  2007

7. The image of the child Innocent child Child as participantChild as citizen The child has valid and important knowledge about the world that is different not inferior to adults. The child is strategic and political. Identity is multiple, contradictory, and dynamic, never complete or fixed (Hughes & MacNaughton, 2001). The child is sponge or free agent where identity formation is a passive process. The child needs to be sheltered and protected The teacher provides information and experiences that provide the ‘right’ messages for the children. The child can share his/her understandings when asked or prompted by the teacher. Scaffolding children’s learning. The child can and will change behaviours when provided alternative knowledge or behaviours. Consensus on what are fair And respectful behaviours can be agreed. CEIEC  2007

8.  Pilot reflection point Name: What is your current image of the child? CEIEC  2007

9. Strategies for exploring bullying Persona doll stories Photography Art Drama Music Conversations CEIEC  2007

10. Bullying and Behaviour Guidance Policies Regulatory and Accreditation Requirement. ‘Politically, anti-bullying initiatives are actions designed to remedy a problem. Ideally, these initiatives are implemented, in part, to alleviate the anxiety of parents, students, and school staff about youth violence that are fueled by media preoccupation and exploitation. In short, such media incite moral panic about youth violence. In knee-jerk response to pressure to “do something” about bullying, administrators refer to anti-bullying initiatives and so called Zero Tolerance policies as evidence that all children are safe at school’ (Walton, 2005: 69). CEIEC  2007

11.  Pilot reflection point Name: Why was your bullying or behaviour guidance policy? How developed the policy? CEIEC  2007

12.  Pilot reflection point Name: When was it developed? Has it been reviewed? If yes when and with who? CEIEC  2007

13.  Pilot reflection point Name: How is your bullying or behaviour guidance policy currently used? What works and what doesn’t work? CEIEC  2007

14.  Pilot reflection point Name: What image of the child is reflected in your policy? How might the policy look different if you used a different image of the child? CEIEC  2007

15. Bullying Policies reflecting children as citizens Examining structures of power and privilege. Who is included and excluded? Teachers subjectivities. Examine cultural, social, political and historical constructions of identity - particularly sexualities - masculinities CEIEC  2007

16. Questions to consider How many ways are there to understand bullying? How can children take responsibility for the choices they make? How does your image of the child effect how you speak and act? What are your bottom lines? CEIEC  2007

17.  Pilot reflection point Name: Continuing the journey: What is one question or niggle that you have about bullying that your would like to explore? CEIEC  2007

18.  Pilot reflection point Name: What is one action that you will/can change tomorrow about how you work with bullying behaviours? What strategies will you use? CEIEC  2007

19.  Pilot reflection point Name: Who will you need to talk to? What resources will you need? What support will you need? CEIEC  2007

20. What next? Look out for an e-bulletin. Next session - Wednesday 9 May, 9.30-12.30 Contact me if you need help at Kylieas@unimelb.edu.au or 8344 4084 Kylieas@unimelb.edu.au Session 2 - Where to next?  Share and reflect on the action you have taken.  Reflect on your findings and questions. CEIEC  2007