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Take A Stand Prevention of Bullying – Ages 5-6, Day 1

Take A Stand: Prevention of Bullying

 

5-6 YEAR OLDS – Instructional Guide Day 1

By Sherryll Kraizer, Ph.D.

 

The Classroom Program

To be redundant and make my point about what is good for children and families – please do not use any of the children’s materials without watching the video in its entirety and reading the Guidelines for Teaching the Program and  giving all parents an opportunity to watch the video and read the Parent Handbook.  

 

I’ve made the process of teaching the Take A Stand Program as easy as possible, the manual walks teachers through what to say, what responses to expect, what role-plays to use and how to follow up.  It covers all the common – and some not so common – concerns children express, with the accompanying explanations.

This guide, however, is only a tool.  Teachers should feel free to use the curriculum guide in a way that is consistent with their own style and comfort level and the needs of the children in their group.  Teachers should feel free to break the presentation down into smaller parts, adapt the role-plays to the community or change some of the language to make it more appropriate to the developmental level of the group.

Because every group is different, you may cover more or less of the materials on any given day.  Feel free to move more quickly or slowly depending on the group you are working with.

The Program is most effective when the five sessions are presented about once a week.  This allows time for the children to utilize the skills and begin to see changes. 

Change over time is the goal, and the Program should be conducted on an annual basis.  This allows the children to learn new skills as they mature and keeps the concepts fresh for all age levels every year.

 

Objectives – Day 1

  • To identify what a bully is
  • To recognize the behaviors of bullies
  • To recognize feelings generated by bullying behavior
  • To establish the three elements of effective communication:
  • Eye contact,
  • Say what you mean, and
  • Consistent body language
  • To use these skills in role-playing

 

Teacher-Directed Discussion and Role-play

Who can tell me what a bully is?  Discussion

What are some things that bullies do?  How do they treat other people? 

List behaviors

Physical Verbal Emotional
Hitting Name-calling Exclusion
Pushing Teasing Talking about
Kicking Being mean Can’t play
Shoving Making fun Don’t like
Pinching

 

What about bullying that hurts your feelings?  Can you think of any examples?

Have you ever been around a bully?   No names – just talk about the behavior.

Which of these types of behaviors have you seen? (no names)

 

Communication

Communication has three parts:

  • Words – saying what you mean
  • Body language – having your body mean the same thing you’re saying
  • Eye contact

Practice using each of these in the following role-plays: (Coach them to make all three elements effective.)

 

Role-Playing

We’re going to act out some stories about bullies and see what we can learn.  I’m going to have two or three of you come up here with me.  I’m going to give you a part to play.  You’ll pretend to be that person and act the way that person would act. 

RP: I need two people to help me.  (1 bully, 1 target or victim)

Bully:  I’d like you to be the bully, to act out saying to the other child “You’re fat! 

Victim:  I’d like you to be the child being bullied.  Show us what you would say and do?

Have them act this situation out.

POSSIBLE RESPONSES
Hide
Run or walk away
Tell someone
“Don’t do that.”
“I’m going to tell if you do that again.”
Go play with someone else


Discussion:
  Was that a good way to handle this situation?  Why or why not?

Thank the role-playing children and have them return to their seats.

 

RP: I need two more people now. (1 bully, select one who wears glasses to be the victim.)

Bully:  Now let’s pretend you are the bully and you say to the second child “Four eyes, four eyes, can’t see a thing!”

Victim:  I want you to respond with “That’s not a nice thing to say.” and walk away. Be sure to look at the person, stand up tall, and speak clearly.

Discussion:  Was this a good way to handle this problem?  Why or why not?

 

RP: Let’s try one more.  I need four people. (3 bullies, 1 victim)

Bullies:  You are going to get together and point at ___.  You are going to say, “Your ideas are stupid and you can’t play with us.”

Victim:  You are going to say, “I don’t care what you guys think.” And walk away.

Have them act this out.

Discussion:  Did this solve the problem? 

If you were bullied in our role-play situations, how did it make you feel? (List as they think of feelings – see example below)

How did it feel to be the bully?

If you saw someone else being bullied, how did you feel?

Feelings of Person Being Bullied Feelings of Bully Feelings Seeing Someone Else Bullied
Pain / Hurt Powerful / Taking Over Sorry
Want revenge Superior / Justified Mad / Angry
Shocked Lonely / Isolated / Confused
Explosive In control Afraid
Want to bully back Tough Worried / Anxious
Get bully in trouble Sadness / Depression Vulnerable / Uncertain
Want to die Pain Want to defend person
Embarrassed Guilty Dislike / Hatred
Afraid / Terrified Afraid / Cowardly Guilty
Sad / Depressed Mean Revengeful

 

Discussion

Raise you hands if someone else has ever bullied you.

Raise your hands if you think you might have been a bully at some time.

Raise you hands if you don’t like how being a bully (or being bullied by someone else) made you feel. 

Raise your hands if you would like to find a way to not have this kind of behavior in our school.

We’re going to spend some time learning about bullies, ways to not be a bully, ways not to have people bully you and ways that you can stand up for each other when you see someone being a bully.

For now, I want you to start noticing bullying behaviors here at school and at home.  Notice how it makes you feel or how it makes other people feel. 

 

Day 2 – How to respond to bullying

Day 3 – Learning to be an advocate

Day 4 – Prevention of abuse

Day 5 – Asking for help when you need it

© 2016 Sherryll Kraizer, Ph.D.  Used with Permission

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Author Dr. Sherryll Kraizer has a Ph.D. in education with a specialization in youth at risk.