By Mona O'Moore
Designed to paintings as a coaching guide, this e-book used to be built from education classes run through the authors on facing bullying in faculties.
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Additional info for Dealing with Bullying in Schools: A Training Manual for Teachers, Parents and Other Professionals
Readers will perhaps be interested to know that Chapter 5 of this book has been written for young people, and its corresponding appendix, Appendix D, comprises a sample ‘PowerPoint’ presentation, ‘Resources for general talks with students’. As well as simple repetition, if learning is to be of a meaningful and long-lasting nature, the students’ active involvement within the learning process must be fostered. It is to such techniques that we shall now attend in the sections that follow. Specific anti-bullying activity classes Whole-class groups with a self-esteem focus It is desirable and practical to conduct anti-bullying work with class groups as a whole.
In order to take one’s part as a facilitator in conflict resolution, being (and, perhaps as importantly, being perceived to be) objective is essential. Involved parties will need to know that the facilitator will hear everyone’s perspective, to which he or she will give equal and fair consideration, and that he or she will not make a decision or take action until he or she has heard everyone’s perspective. It is likewise important to communicate that when action is taken, it will be fair and just, and a direct consequence of the choices made by the person or people in the situation of conflict, and in his or her subsequent behaviour.
In giving such general talks, repetition (as in so many aspects of general educational practise) seems to be essential. One would not, after all, expect a student to be able accurately to conjugate a French verb on the basis of one passive hearing, but instead encourage the student to repeat the conjugation of the verb for himself or herself, and to learn to use the various forms of the verb in meaningful sentence constructions. 9265 CHAP 03 p28–48 10/9/04 1:29 pm Page 33 Chapter 3: What teachers need to know 33 The content of such talks should reflect how the school and the teachers conceive of bullying, such ideas being immediately underpinned by the school’s code of anti-bullying policy and procedures (see section ‘Anti-bullying policy in schools’ above, and Chapter 2, section ‘Formulating effective anti-bullying policy in schools’.