Bullying Poster

CATEGORY: Heart
Grades 3-4 (can be adapted for younger/older students)

SCHOOL/DOG:
Anthony Wayne Local Schools (Waterville Primary)
Whitehouse, OH / Sara

AUTHOR OF LESSON:
Jillian Ranazzi, School Counselor

TITLE/SUBJECT:
Bullying Posters/Bullying, Part 1

Sara watches as kids work on Bullying project.

OBJECTIVES:

Students will understand the definition of bullying (unwanted and aggressive behavior that is repeated, intentional, and occurs where there is an imbalance of power).

Students will recognize bullying behavior.

Students will understand the four different types of bullying (physical, verbal, social, and cyber).

MATERIALS:

Paper and pencil for each student

Bullying definition poster (can be teacher-made, purchased, or drawn on the board)

Poster defining the four types of bullying (can be teacher-made, purchased, or drawn on the board)

Four big posters with the outline of a person and a question at the top of the poster:

1. What do bullies look like?
2. Why do bullies bully others?
3. How do bullies bully others?
4. Where does bullying happen?

Markers

PROCEDURE:

Do a short pretest with students. Ask them to identify on their papers the three qualities in the definition of bullying: repeated, intentional, imbalance of power. Have them turn their papers over to save for the end of class.

Ask students, “What qualities does Sara display every day that are Bucket Filling behaviors?” Answers will include such things as being gentle, quiet, loving, etc. Discuss how just one of Sara’s Bucket Filling behaviors can fill multiple buckets at the same time (for example, your bucket, your teacher’s bucket, and another student’s bucket) when she is showing her love by wagging her tail and being a well-behaved dog. In the same way, just one negative action of someone can dip out of multiple buckets at the same time.

Ask students, “Are bullying and Bucket Dipping the same thing?” Answers should be centered around the fact that, while bullying is definitely Bucket Dipping, all Bucket Dipping is not necessarily bullying. Bullying is a more extreme form of Bucket Dipping.

Review the definition of bullying with students using the poster. Emphasize that bullying is UNWANTED, INTENTIONAL, AND SHOWS AN IMBALANCE OF POWER. Give an example of  imbalance of power using Sara. If Sara was at a dog park and two dogs came over to take her toy away, who has more power? (the two dogs) If one of you brought your puppy to school, who would have more power? (Sara)

Divide the class into four groups. Give each group a poster with a question at the top of it. Instruct students to answer the question on the top of the poster using words or illustrations. Allow 5-10 minutes for group work. Walk around the room to offer guidance when necessary.

When group time is over, have them go to the front of the classroom to present their poster to the rest of the class. Focus on a few key points on each poster:

What do bullies look like? Many students will draw scary or mean looking people on their poster.  Emphasize that while some bullies may look like this, others can be more sneaky about bullying.

Why do bullies bully? Students typically come up with good answers for this. Make sure they understand that many times a person will bully because they have been bullied in the past.

How do bullies bully? Students will often draw or write things like hitting or kicking, suggesting physical bullying. Make sure all four types of bullying are represented.

Where does bullying happen? Make sure the poster illustrates the possibility that bullying can happen anywhere in and out of school.

When students return to their seats, explain that bullying can be either direct or indirect. Ask for a volunteer to help illustrate this. First have the student say to me, “You can’t play kickball with us at recess.” Second, have the student tell Sara, “Sara, don’t let Mrs. Ranazzi play with us at recess.” Ask students, “What could Sara do to help stop the bullying in that situation?” Answers should center on the fact that Sara will decide NOT to do what the bully told her to do and act as an ally rather than a bystander. Let students know that they will talk more about being an ally rather than a “do-nothing” bystander in following lessons.

Do the post test with students, using the same question as before the lesson and writing it on the back side of their papers. Hand in once they are finished.

EVALUATION:

Evaluate how much the students learned by looking at pre and post tests.

Track referrals of bullying behaviors to the office.

Meet individually or in groups with students who were absent during the lesson or who continue to struggle with treating others respectfully.

For a Printable PDF of this Lesson Plan, download this file: AP-LessonPlan-BullyingPoster

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