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Copyright August 2008 by Allan L. Beane, Ph.D.

Bully Free Lesson Plans -Second Grade-

ALLAN BEANE, Ph.D. and LINDA BEANE


Copyright © 2009 by Allan L. Beane. All rights reserved.

No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, scanning, or otherwise, except as permitted under Section 107 or 108 of the l976 United States Copyright Act, without either the prior written permission of the publisher, or authorization through payment of the appropriate per copy fee. Requests to the publisher for permission should be addressed to the Permissions Department, Bully Free Systems, LLC, 262 Ironwood Drive, Murray, KY 42071, 270 2270431, fax 270 7531937; or by email [email protected].

Certain pages from this book are designed for use in a classroom setting and may be customized and reproduced for classroom purposes by the schools purchasing this book. The only reproducible pages are the handouts and worksheets.

Copyright © 2009 by Allan L. Beane. All rights reserved.

The above notice must appear on all copied handouts and worksheets.

Bully Free ® , Bully Free Zone ® , and Bully Free Classroom ® are registered trademarks of Free Spirit Publishing, Inc., Minneapolis, MN.

This free permission to copy the handouts and worksheets does not allow for systematic or largescale reproduction, distribution, transmission, electronic reproduction, or inclusion in any publications offered for sale or used for commercial purposes—none of which may be done without prior written permission of the publisher, Bully Free Systems, LLC.

Readers should be aware that Internet Web sites offered as citations and/or sources for further information may have changed or disappeared between the time this was written and when it is read.

Limit of Liability/Disclaimer of Warranty: While the author has used his best efforts in preparing this book, he makes no representations or warranties with respect to the accuracy or completeness of the contents of this book and specifically disclaims any implied warranties of merchantability of fitness for a particular purpose. No warranty may be created or extended by sales representative or written sales materials. The advice and strategies contained herein may not be suitable for your situation. You should consult with a professional where appropriate. The author shall not be liable for any loss of profit or any other commercial damages, including but not limited to special, incidental, consequential, or other damages.

Some of the material in this book is reproduced from and/or based on The Bully Free Classroom: Over 100 Tips and Strategies for Teachers K8 by Allan L. Beane, Ph.D. © 1999. The material is used with permission from Free Spirit Publishing Inc., Minneapolis, MN: 18667037322; www.freespirit.com. All rights reserved.

The authors of this book claim no authorship or copyright to the poems that may appear in this book. The authors of the poems have been sited and hold sole copyright to their works. The Web sites from which the poems were retrieved are referenced, when appropriate. An effort was made with limited success to contact each author to obtain permission. Many of the poems were written by students and not professional. Therefore, they may not meet all writing standards. Since students wrote some of the poems and other poems have fictitious author names, it was impossible to reach many of them. The authors of the poems are urged to contact Dr. Allan Beane at [email protected]. The definitions quoted in this book were taken from the New Webster’s Dictionary (College Edition), Delair Publishing Company, 1981.

Bully Free Systems books and products are available through the website www.bullyfree.com. To contact Bully Free Systems, LLC directly call our Customer Care Department at 2702270431, or fax 2707531937.

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TABLE OF CONTENTS Preface ............................................................................................................................................. 1 Dedication........................................................................................................................................ 2 Acknowledgments ............................................................................................................................ 2 Introduction...................................................................................................................................... 3 Lesson Plan Record Chart................................................................................................................. 9

CORE BULLY FREE LESSON PLANS Lesson C1 How Can I Make Good Friends and Be a Good Friend?..................................................... 13 Lesson C2 Do All Students in Our Class Feel Liked?................................................................ 20 Lesson C3 What is Bullying?.............................................................................................................. 25 Lesson C4 What is a Bully Free Classroom? (Part 1) ................................................................ 32 Lesson C5 What is a Bully Free Classroom? (Part 2) ................................................................ 37 Lesson C6 What are Our Bully Free Classroom Rules?................................................................ 40 Lesson C7 Why Choose Not to Hurt Others? ...................................................................................... 44 Lesson C8 Should I Report Bullying? ................................................................................................ 49 Lesson C9 What is a Peace Place? ................................................................................................ 54 Lesson C10 What Does Physical Bullying Look Like? ................................................................60 Lesson C11 What Does Verbal Bullying Look Like? ................................................................ 63 Lesson C12 What Does Social Bullying Look Like?................................................................ 69 Lesson C13 What is Cyber Bullying and What Does It Look Like? ...................................................... 73 Lesson C14 Do You Cyber Bully? ................................................................................................ 77 Lesson C15 What was My Behavior Like this Past Week?................................................................ 81 Lesson C16 When and Where Have I Seen Bullying? ................................................................ 85 Lesson C17 What Should I Not Do When Someone Tries to Bully Me?................................................................ 89 Lesson C18 What Should I Do When Someone Tries to Bully Me? (Part 1Planning Ahead)................................ 92 Lesson C19 What Should I Do When Someone Tries to Bully Me? (Part 2Reject Mean

Words) ................................................................................................................................ 95 Lesson C20 What Should I Do When Someone Tries to Bully Me? (Part 3FourStep STOP

Method)................................................................................................................................ 99 Lesson C21 What Should I Do When Someone Tries to Bully Me? (Part 4Practicing the

FourStep STOP Method)................................................................................................ 103 Lesson C22 What Should I Do as a Bystander? .................................................................................... 106 Lesson C23 What is Empathy and Why is it Important?................................................................ 110 Lesson C24 What Should I Do If I Hurt Someone? ............................................................................... 116 Lesson C25 Am I Sad When I Am Bullied or Others are Bullied?......................................................... 119 Lesson C26 Am I Fearful When I am Bullied or Others are Bullied? .................................................... 122 Lesson C27 Am I Angry When I am Bullied or Others are Bullied?...................................................... 127 Lesson C28 What are Good Ways to Deal with Anger? STOPBREATHE SLOWLY

RELAXTHINKCOUNT ................................................................................................ 129 Lesson C29 What is a Bully Free Bathroom?........................................................................................ 134 Lesson C30 What is a Bully Free Cafeteria? ......................................................................................... 137 Lesson C31 What is a Bully Free Hallway? .......................................................................................... 141 Lesson C32 What is a Bully Free Playground?...................................................................................... 144 Lesson C33 What is a Bully Free Gym?................................................................................................ 148 Lesson C34 What is a Bully Free Bus? ................................................................................................ 151 Lesson C35 What Have I Learned? What Do I Need to Do Next?........................................................ 156


SUPPLEMENTAL BULLY FREE LESSON PLANS Lesson S1 Create a Class Directory or Scrapbook............................................................................... 158 Lesson S2 Why Do Some Students Bully Others? .............................................................................. 159 Lesson S3 What are the Facts About Bullying? .................................................................................. 161 Lesson S4 Physical Bullying or Verbal Bullying?............................................................................... 164 Lesson S5 Do You Remember the Different Types of Bullying? ........................................................ 166 Lesson S6 How Can I Encourage Others with Positive Comments?.................................................... 168 Lesson S7 How to Give Compliments ................................................................................................ 169 Lesson S8 Examples of Compliments................................................................................................ 172 Lesson S9 Practice Giving Compliments ............................................................................................ 174 Lesson S10 How to Accept a Compliment............................................................................................ 175 Lesson S11 Practice Giving and Accepting Compliments................................................................ 177 Lesson S12 Acts of Kindness Web ................................................................................................ 178 Lesson S13 Kindness Box .................................................................................................................... 180 Lesson S14 Kindness Pals .................................................................................................................... 183 Lesson S15 Secret Kindness Reporter................................................................................................ 184 Lesson S16 What are the Rewards for Acts of Kindness? ................................................................ 185 Lesson S17 Reading Faces – Feeling Words......................................................................................... 188 Lesson S18 Feelings Jar ....................................................................................................................... 190 Lesson S19 What are Good Ways to Deal with Anger? (Part 1 – The Anger Cloud) ............................. 192 Lesson S20 What are Good Ways to Deal with Anger? (Part 2 – Talk Sense to Myself) ....................... 196 Lesson S21 Behavioral Expectations in the Bathroom ................................................................199 Lesson S22 Behavioral Expectations in the Cafeteria ................................................................ 202 Lesson S23 Behavioral Expectations in the Hallways ................................................................ 204 Lesson S24 Behavioral Expectations in the Stairwells ................................................................206 Lesson S25 What is a Bully Free Stairwell? ......................................................................................... 208 Lesson S26 Behavioral Expectations on the Playground (Part 1) .......................................................... 211 Lesson S27 Behavioral Expectations on the Playground (Part 2) .......................................................... 213 Lesson S28 Planning for Recess to Avoid Bullying .............................................................................. 215 Lesson S29 Behavioral Expectations on the Bus (Part 1) ................................................................ 218 Lesson S30 Behavioral Expectations on the Bus (Part 2) ................................................................ 221 Lesson S31 Do You Want to Celebrate – Have a Party? ................................................................ 223

References.................................................................................................................................... 224 About the Authors ........................................................................................................................ 225

Copyright August 2008 by Allan L. Beane, Ph.D. 1

PREFACE Several years ago, the pain of being bullied visited our home. When our son, Curtis, was in seventh grade, he was bullied and eventually isolated by several students. My wife and I decided to transfer him to another school system. He found acceptance and a sense of belonging at the new middle school. Then at age fifteen, Curtis was in a car accident that changed his life. My wife and I had to give the surgeons permission to remove two fingers and onethird of his right hand. He had two other fingers repaired and one rebuilt. When he went back to school, many of his classmates encouraged and supported him. But many were cruel to him. Once again, I asked myself, “How can kids be so cruel?” There was a cry from within me for answers. I wanted to know if I could stop cruelty from developing, and I wanted to stop it after it had already developed.

There was also a cry from within my son, and it was deeper and more intense than mine. The bullying had a tremendous impact on his selfesteem, confidence and emotional health even into his adult years. At the age of twentythree, he suffered from depression and anxiety. He developed posttraumatic stress from the car wreck and the persistent bullying. He also sought the company of the wrong people. They convinced him to escape his depression, anxiety and emotional pain by taking an illegal drug, METH. He had a heart problem that no one knew about, and the drug killed him.

Now you understand why I am passionate about preventing and stopping bullying and why I am writing this book for you. I understand the pain expressed by children who are bullied and the heartache their parents experience. I want to stop the pain. I also have witnessed the frustration of professionals who seek to prevent and stop bullying. They have a tremendous need for resources designed to help them prevent and stop bullying. In response to my son’s bullying, I wrote my first book, The Bully Free Classroom. I wrote this book because I do not want any student to experience what our son did. I especially do not want them to take the path he took. After his death, my wife, Linda, and I wrote several books and developed numerous other materials and resources (bracelets, brochures, posters and others) that now make up the Bully Free Program. Thousands of schools in the United States and other countries now use our materials and resources. Linda and I work full time helping schools implement the Bully Free Program. We have dedicated the rest of our lives to preventing and stopping bullying. Our efforts have expanded into presenting school assembly programs, presenting to parents, training school personnel and training others who work with young people. Visit our Website www.bullyfree.com for more information. Bullying can be found in every neighborhood, school system and school. To prevent and reduce it requires a systematic effort in each school. Ideally, there will be a school system wide commitment to preventing and stopping bullying. There must be adult involvement, including parents and others in the community. But this kind of commitment doesn’t always exist. I have actually had school superintendents tell me that bullying didn’t exist in their school system. Adults denying that bullying exists or ignoring bullying is the worst thing that can happen to children, a school, and a community. When adults harness the energy of school personnel, parents, community representatives and children, bullying can be prevented and stopped, or at least significantly reduced. I often wonder if we can ever eliminate it—considering the nature of human beings. However, I am extremely hopeful. Using this book is the first step toward making that a reality. Please keep in mind that an effective antibullying program has several components. No single book or strategy is adequate by itself to prevent and stop bullying.

I hope you find this book informative and helpful. Allan L. Beane



DEDICATION

This book is dedicated to our son, Curtis Allan Beane, who was bullied in seventh grade and high school. It is also

dedicated to our daughter, Christy Turner; our soninlaw, Mike; and our grandchildren, Emily Grace Turner, Sarah Gail Turner, Jacob Allan Turner and Jimmy Andrew Turner. They have been a light in the darkness caused by Curtis’s death. We hope this book, and those who use it, will bring light

into the darkness of students who are bullied.

– Allan and Linda Beane

ACKNOWLEDGMENTS Grateful thanks are offered to everyone who has helped by providing advice, information and suggestions during the preparation of this book. Special thanks are offered to Ms. Eleanor Mills Spry, Assistant Superintendent of the Murray Independent Schools System, Ms. Janet Caldwell, Principal of Murray Elementary School and the school’s personnel. Special thanks are also offered to Ms. Sharon Morgan, professional development coordinator for the Constellation School District, Parma, Ohio and other school personnel of her school district. We would also like to thank Ms. Margaret Cook, Principal of North Calloway Elementary School, and her school’s personnel for their tremendous insight and excellent contribution to the content of these lessons. We also wish to thank Lauren Murphy and Claudia Rohling, authors of A Leader’s Guide to Just Because I Am and A Leader’s Guide to We Can Get Along: A Child’s Book of Choices (Free Spirit Publishing Company, Minneapolis, MN) for granting permission to use some of their ideas and materials.


INTRODUCTION

As a teacher or counselor, you will find this book a powerful instructional antibullying resource with an excellent scope and sequence of lesson plans. They purposefully have a heavy focus on antibullying content. The lessons were developed by teachers for teachers over a twoyear period. They were fieldtested in over 20 schools in the United States.

The lesson plans in this book are designed to create a supportive, caring, peaceful and safe classroom and school. They are designed to help you establish an environment where students and adults feel psychologically, emotionally and physically safe. They help students who are bullied cope with their feelings and with the bullying, as well as encourage bullies to stop mistreating others. Many of the lessons are designed to empower bystanders and to teach them to play a major role in preventing and stopping bullying. Students can be powerful change agents in their classrooms and their school.

Help create a Bully Free classroom and school today by systematically implementing the lesson plans in this book.

Core and Supplemental Lesson Plans Your goal is to teach at least one lesson each week. If possible, all of the teachers at the same grade level should teach the same lesson(s) each week, at the same time on the same day. This will prevent students from getting the same lessons from different teachers. The lesson plans have been divided into two categories: Core Bully Free Lesson Plans and Supplemental Bully Free Lesson Plans. The core plans are considered essential. The supplemental lesson plans can be used if you wish to teach more than one each week or wish to target specific problem areas. Since the lesson plans are very interactive, during the field testing of the lesson plans it was discovered the time required to teach the lessons varied from one teacher and class to another. However, you can assume they are 30 to 45 minutes in length.

Description of Lesson Components and Elements You may adapt these lessons to meet the needs of their students and to adhere to lesson plan policies and procedures of your school, as well as state requirements. Most of the lesson plans have six components: Learner Outcome(s); Preparation and Materials; Activities; Journaling; Parent Chat and Go Further. The associated handouts and worksheets appear at the end of the lessons.

Learner Outcome(s). This component indicates what students will learn and be able to do as a result of the lesson.

Preparation and Materials. Some of the lessons include a list of materials and supplies needed to implement the lesson plan. Included are instructions for preparing for each lesson. Sometimes this includes gathering certain materials, copying handouts and/or worksheets, making a poster, and/or writing information on the board, chart paper or electronic whiteboard.

Activities. This component of the lesson plan includes a variety of activities based on the lesson’s topic. The lessons utilize principles of learning and effective teaching strategies.


Journaling. Many of the lessons end with a writing assignment that requires students to reflect upon the lesson’s content. A topic is usually provided, but you may assign a different topic or have students choose their own topic related to the lesson. Students should write in a journal (notebook). If you wish for students to keep handouts and/or worksheets from the lessons in their journal, require it to be a threering binder or to have pockets.

Parent Chat. Some of the lessons include a brief homework assignment called Parent Chat that requires students to briefly share what they are learning through the Bully Free Lessons. Sometimes parents are asked to share their experiences and thoughts regarding the topic(s). These are provided to reinforce learning and to educate parents about bullying and the efforts of the school.

Go Further. Some of the lessons include a Go Further section that includes extension activities or activities to help maintain what the students have learned. Sometimes, strategies for preventing and stopping bullying are also suggested.

Classroom Meetings Classroom meetings, when used in conjunction with other strategies, have been found to be effective in preventing and reducing bullying. Therefore, the Bully Free Program endorses the use of classroom meetings but asks that they be used in conjunction with the Bully Free Lesson Plans to obtain the full effectiveness of the program. Classroom meetings teach students skills such as: active listening, problem solving, giving and accepting compliments, negotiation and compromise, respect for different opinions, taking turns, patience, etc. Such meetings can also reinforce learning and help students maintain content learned through the Bully Free Lesson Plans. Even though a review is built into the lesson plans, reviewing several previous lessons in classroom meetings can prevent the common practice of covering material and then moving to new topics. Such meetings also give you an opportunity to serve as an encourager, to correct errors in thinking and to discuss bullying issues that have surfaced since the last meeting.

Classroom meetings communicate your desire that students share in the responsibility of preventing and stopping bullying. This encourages students and helps create a “telling environment” where students report bullying. Students develop a sense of ownership in the program because they are given an opportunity to share their thoughts and opinions that impact the classroom atmosphere, school culture and the behavior of others.


Guidelines for Conducting Classroom Meetings

• Once or twice a week, ask students to sit in a Ushape facing you. This will encourage them to look at you and not at each other. When they look at each other, they are more likely to use names in their stories.

• One teacher recommended adding an extra chair as a signal that others can attend the meeting and to signify inclusiveness and acceptance.

• As students sit down, note good behavior by complimenting the students. Be specific in your praise.

• Meetings with second graders are usually fifteen to thirty minutes. Teachers can determine the length of the meetings and the days to conduct the meetings.

• During the first meeting, ground rules should be established. Some ground rules are: o We raise our hands to get permission to speak. o We listen to the person speaking and do not interrupt. o We understand that not everyone has to speak. o We do not mention names, unless the teacher says it is okay. o We do not hurt the feelings of others.

• Time may be used to get to know each other and plan projects.

• At the beginning of each meeting, the teacher should tell students the purpose of the meeting.

• Time can also be allocated to discuss antibullying curriculum content and/or solve certain relational problems. Usually, no names are mentioned.

• Time may be allocated for roleplaying.

• If the teacher wishes, students can suggest topics for the meetings by placing their ideas in a suggestion box or a notebook provided by the teacher for that purpose.

• Encourage discussion by asking openended questions.

• Ask students to raise their hand if they wish to answer a question.

• When possible, make up an activity or game that uses the content. All the students are to be on the same team – not competing with each other. Also, do not call on specific students.

• At the end of each meeting, review the major points made during the meeting.

In addition to reviewing the content learned through the Bully Free Lesson Plans, classroom meetings can also be used to explore solutions to real or fictitious bullying situations. Caution should also be used in presenting a real situation where the bullied student and the student who bullies are known by students. Students who bully love the publicity. The teacher may also make up a situation or describe a situation observed outside the classroom. The following guidelines will help teachers conduct meetings focusing on bullying situations.


Guidelines for Conducting Classroom Meetings Focusing on a Bullying Situation

• Introduce the purpose of the meeting (focusing on solutions to a specific bullying situation). Please do not mention names. State what they will learn from the meeting.

• Explain the classroom meeting rules: o Everyone has the right to be heard. o Raise your hand to speak. o Do not interrupt the person speaking. o It is okay to disagree, but do it in a nice way. o Do not use bad language. o Do not talk about someone (mentioning their name) in our class who is bullied

or who is bullying others.

• Describe the bullying situation you made up. (It could be something you observed in the hallway, cafeteria or playground. The situation does not have to involve students in your classroom.)

• Let students ask questions to clarify information about the students and the situation. For example, they may ask you if the student who bullies is bigger and older than the other student. Did the bullied student do something he/she shouldn’t have done?

• Help students examine the details of the situation. Review the facts with them. • Encourage the exploration of different perspectives (the bullied students and the students

who bully). • Write their questions. If you can’t answer them, you can address them later.

• Encourage discussion by asking openended questions. Ask questions that will help them develop sensitivity, empathy and encourage them to treat others the way they would want to be treated.

• Help students explore possible solutions. Facilitate their efforts to select the best possible solution(s). Ask them to select and rank the top three or four preferred solutions.

• When possible, use roleplaying. • At the end of the lesson, review major points and decisions made during the meeting.

Importance of Terminology You will notice an effort in the lesson plans to avoid the terms or labels victim and bullies. It is our preference that students not be labeled. When possible, we prefer “students who are bullied” and “students who bully others.” There are a few places in the lesson plans that we use the term victim or victims because we want to emphasize their victimization or abuse by others.


Additional Strategies and Activities A wealth of additional strategies and activities can be found in The Bully Free Classroom (Free Spirit Publishing) by Allan L. Beane, Ph.D. and the Bully Free Guide for Elementary Teachers and Counselors available at www.bullyfree.com.

Professional Development and Presentations to Students and Parents To support your efforts to prevent and stop bullying, you might find it helpful to contact Bully Free Systems, LLC (www.bullyfree.com) who offers presentations to students, parents and school personnel. A variety of three to six hour workshops for school personnel are also available. Contact: Bully Free Systems, LLC, phone: (270) 2270431 or email [email protected].

Letter to Parents We recommend you use the following letter to parents to introduce your antibullying efforts and the Parent Chats.





Date

Dear Parent/Caregiver,

As I look back on my school days, I remember times when students were mistreated almost every day, bullied. You probably can too. Bullying has become an important topic for parents and schools to address because it is different today. It is more prevalent and more intense. It is now understood to be very destructive to the well being of students, creates unsafe schools and creates a school climate that hinders learning.

We are committed to doing something about bullying. If it’s not a problem, we want to make sure it doesn’t start. That’s called prevention. If it is a problem, we’re determined to stop it. That’s called intervention.

As your child’s teacher, I’m committed to prevention and intervention in my classroom. That’s why I will be teaching several lessons this year about bullying. These lessons are designed to create a positive environment where everyone feels safe, accepted, a sense of belonging and valued. They also provide students with information to help them develop empathy, selfcontrol, and skills to cope with bullying and to become bystanders who take a stand against bullying.

From time to time, I’ll send home a Parent Chat handout related to our Bully Free lessons. You are asked to discuss with your child what is on the Parent Chat handout. This is a schoolwide effort, therefore, each year you may see similar Parent Chats. We believe this repetition in content is important for your children to learn the content.

If you have questions or concerns, I hope you will contact me personally.

Sincerely,

_______________________________________ Name

_______________________________________ Telephone

_______________________________________ Email Address


Lesson Plan Record Chart To assist you in keeping track of and reporting the lessons you have taught, the following “Lesson Plan Record Chart” is provided. Space is provided for notes regarding changes you wish to make the next time you teach the lesson. This chart also serves as an accountability tool or report form. A copy of it should be given to your principal on a regular/systematic basis to report the lessons you have taught. Ask your principal to specify the desired frequency of such reporting.


Lesson Plan Record Chart (Second Grade) Teacher:____________________________

Lesson Plan Title Check When

Complete Notes

CORE BULLY FREE LESSON PLANS Lesson C1 How Can I Make Good Friends and Be a Good

Friend?

Lesson C2 Do All Students in Our Class Feel Liked?

Lesson C3 What is Bullying?

Lesson C4 What is a Bully Free Classroom? (Part 1)

Lesson C5 What is a Bully Free Classroom? (Part 2)

Lesson C6 What are Our Bully Free Classroom Rules?

Lesson C7 Why Choose Not to Hurt Others?

Lesson C8 Should I Report Bullying?

Lesson C9 What is a Peace Place?

Lesson C10 What Does Physical Bullying Look Like?

Lesson C11 What Does Verbal Bullying Look Like?

Lesson C12 What Does Social Bullying Look Like?

Lesson C13 What is Cyber Bullying and What Does It Look Like?

Lesson C14 Do You Cyber Bully?

Lesson C15 What was My Behavior Like this Past Week?

Lesson C16 When and Where Have I Seen Bullying?

Lesson C17 What Should I Not Do When Someone Tries to Bully Me?

Lesson C18 What Should I Do When Someone Tries to Bully Me? (Part 1Planning Ahead)

Lesson C19 What Should I Do When Someone Tries to Bully Me? (Part 2Reject Mean Words)

Lesson C20 What Should I Do When Someone Tries to Bully Me? (Part 3FourStep STOP Method)



Complete Notes

Lesson C21 What Should I Do When Someone Tries to Bully Me? (Part 4Practicing the FourStep STOP Method)

Lesson C22 What Should I Do as a Bystander?

Lesson C23 What is Empathy and Why is it Important?

Lesson C24 What Should I Do If I Hurt Someone?

Lesson C25 Am I Sad When I Am Bullied or Others are Bullied?

Lesson C26 Am I Fearful When I am Bullied or Others are Bullied?

Lesson C27 Am I Angry When I am Bullied or Others are Bullied?

Lesson C28 What are Good Ways to Deal with Anger? STOP BREATHE SLOWLYRELAXTHINKCOUNT

Lesson C29 What is a Bully Free Bathroom?

Lesson C30 What is a Bully Free Cafeteria?

Lesson C31 What is a Bully Free Hallway?

Lesson C32 What is a Bully Free Playground?

Lesson C33 What is a Bully Free Gym?

Lesson C34 What is a Bully Free Bus?

Lesson C35 What Have I Learned? What Do I Need to Do Next?

BULLY FREE SUPPLEMENTAL LESSON PLANS

Lesson S1 Create a Class Directory or Scrapbook

Lesson S2 Why Do Some Students Bully Others?

Lesson S3 What are the Facts About Bullying?

Lesson S4 Physical Bullying or Verbal Bullying?

Lesson S5 Do You Remember the Different Types of Bullying?

Lesson S6 How Can I Encourage Others with Positive Comments?



Complete Notes

Lesson S7 How to Give Compliments

Lesson S8 Examples of Compliments

Lesson S9 Practice Giving Compliments

Lesson S10 How to Accept a Compliment

Lesson S11 Practice Giving and Accepting Compliments

Lesson S12 Acts of Kindness Web

Lesson S13 Kindness Box

Lesson S14 Kindness Pals

Lesson S15 Secret Kindness Reporter

Lesson S16 What are the Rewards for Acts of Kindness?

Lesson S17 Reading Faces – Feeling Words

Lesson S18 Feelings Jar

Lesson S19 What are Good Ways to Deal with Anger? (Part 1 – The Anger Cloud)

Lesson S20 What are Good Ways to Deal with Anger? (Part 2 – Talk Sense to Myself)

Lesson S21 Behavioral Expectations in the Bathroom

Lesson S22 Behavioral Expectations in the Cafeteria

Lesson S23 Behavioral Expectations in the Hallways

Lesson S24 Behavioral Expectations in the Stairwells

Lesson S25 What is a Bully Free Stairwell?

Lesson S26 Behavioral Expectations on the Playground (Part 1)

Lesson S27 Behavioral Expectations on the Playground (Part 2)

Lesson S28 Planning for Recess to Avoid Bullying

Lesson S29 Behavioral Expectations on the Bus (Part 1)

Lesson S30 Behavioral Expectations on the Bus (Part 2)

Lesson S31 Do You Want to Celebrate – Have a Party?


LESSON C1 How Can I Make Good Friends and Be a Good Friend?

Learner Outcomes: By the end of this lesson students will be able to:

discuss friendship boosters – how to make and keep good friends. recite the Golden Rule. identify words and actions that cause or escalate conflict. verbalize their understanding they have choices regarding their words and actions. verbalize their understanding that even best of friends have difficulty getting along at times. verbalize their understanding of journaling.

Preparation and Materials: • Copy the handout “Friendship Boosters” for each student or make a poster. • If possible, provide each student with a journal notebook (with pockets or threerings) or ask

them to purchase a notebook to bring to school. • Write the following on the board, chart paper or electronic whiteboard for journal writing.

I want to be a good friend, so I will ___________________________________________.

I want to be a good friend, so I will ___________________________________________.

I want to be a good friend, so I will not ________________________________________.

I want to be a good friend, so I will not ________________________________________.

• Copy the handout “Things Good Friends Don’t Do” for each student. • Copy of the Parent Chat handout “Things That Good Friends Don’t Do” for each student to take

home and discuss with their parents. • Chart paper and markers for each group of three or four students • Drawing paper and art supplies: crayons, markers and/or colored pencils, paints, glitter, confetti,

yarn, glue, ribbon, wrapping paper, pipe cleaners, string, etc. (if available) • Safety scissors • Hole punch

Activities: 1. Ask: “What is friendship?” (Possible Answers: It is having someone who likes you, cares

about you, wants you to be happy, feels sad when you are sad and wants good things to happen to you.)


2. Ask: “Why is it important to have friends?” (Possible Answers: We all need someone we can trust and talk to and to do things with. A good friend can help us when we need help and can help us be good people. Since people need friends, they are lonely when they don’t have friends.)

3. Explain to students that the best way to be a friend and to have friends is to obey the Golden Rule – Treat others the way you want to be treated. Remind them how hurtful it is to be unkind, to say or do mean things to others or to hurt others.

4. Explain that there are days when we feel like we have several friends and there are days when we are not sure we have many friends. Some days someone may act like our friend and then sometimes they may not act like a friend. But, we shouldn’t worry because there is always someone who needs a friend.

5. Also explain that is not important that we have several friends. Sometimes all we need is one person who is a great friend who is nice to us and everyone else.

6. Explain that it is important to take our time making friends. Good friendships take time. Also, if we are in a hurry for someone to be our friend, we may find out they aren’t the best friend to have because they bully us or others. It is more important to be kind to everyone than it is to have a friend who bullies you and others.

7. Tell students that there are some very important things they can do to have good friends. These are called Friendship Boosters. Explain that the word “Booster” means to make better or to help. For example, it is like someone giving you a boost to help you climb a tree. So, “Friendship Boosters” help you to make good friends.

8. Divide the class into groups of three or four students per group. Try not to group a student with those he 1 bullies. Give each group chart paper and drawing supplies. Ask them to make a border around the chart paper by copying their hands. After they complete this task, tell them you want to know what they think Friendship Boosters are – things they can do to make and keep friends. Ask them to write their ideas on chart paper. Ask each group to discuss their suggestions.

9. Distribute and discuss the “Friendship Booster” handout. Ask students to examine the handout and add any of the boosters to their chart if they are not already listed. Consider posting their work on the board, pinned one on top of the other. Remove the top chart every two weeks.

10. Distribute the drawing paper and art supplies and ask students to draw a picture of a student doing something a good friend would do. Ask them to share their pictures and to share how it feels to be a good friend (i.e., good, happy, helpful, nice).

1 Throughout this book, the words “he” or “she” are used interchangeably to avoid the awkwardness of using “he/she” or “he or she.” This is for ease of reading only and is never meant to imply that one has a more or less role.


11. Give each group another sheet of chart paper and writing supplies. Tell them you want to know what they think “Good Friends Don’t Do.”

• Ask: “For example, would a good friend tell lies about you?” • Ask them to write their ideas on their chart paper. Ask each group to discuss their

suggestions. As long as they don’t mention names, encourage them to elaborate and share stories regarding the items.

12. Give students the handout “Things Good Friends Don’t Do.” As you discuss each item on the handout ask students to tell about times when other people did or said these things and times when they personally did or said them.

• Discuss how these things make people angry. 13. Ask students to examine the handout and add any of the items that do not appear on their chart

paper. Consider posting their work on the board, pin the charts one on top of the other. Remove the top one every two weeks.

14. Tell students that we make choices everyday about the words we say and the things we do. Explain that sometimes even you may be having a bad day or you may not feel good. Therefore, you might say something to your friends or do things that are not the best choices. They are not what a good friend would say or do. If you wish, share an example of what you have said or done that you regret. Explain that when you make a bad choice you feel sad and wish you had not made such a choice.

15. Explain to students that they choose their words and actions. Ask students to remember a time when they didn’t act like a good friend. If they wish to share personal stories, let them. Ask them to describe how it makes them feel when they say or do something that hurts a friend. Expect scowls, frowns, angry looks and sad looks.

16. Ask students to make a face they were “wearing” that reflects the feelings they had when they did not act like a good friend and they hurt someone.

17. Review the major points of the lesson.

18. Introduce “Journaling” to the students. Say: “Sometimes I’ll give you a writing assignment. I’m going to refer to this as Journaling because you are going to write in your journal or notebook. Sometimes I’ll ask you to write about your thoughts or feelings, something you care about or something important to you. I’ll collect the journals and keep them between journaling times. (If you wish to collect them.) I’ll be reading your journals as a way to get to know you better. Sometimes I’ll write to you with my own thoughts and responses. Your journals will never be graded or criticized. Think of this as another way for us to communicate with each other.”


Journaling: Ask students to write a few sentences in their journals about how they feel when they act like a friend and to complete the following sentences which you wrote on the board.

I want to be a good friend, so I will ___________________________________________________.

I want to be a good friend, so I will ___________________________________________________.

I want to be a good friend, so I will not ________________________________________________.

I want to be a good friend, so I will not ________________________________________________.

Parent Chat: Ask students to take home the Parent Chat handout “Things Good Friends Don’t Do” and discuss it with their parents.

Go Further: • Consider keeping your own journal and sharing your entries with your class. • Reading your students’ journal entries can give you insight into their actions and help you

understand the problems they face. Commenting on their entries—with brief, encouraging notes, never criticism—can strengthen your relationship and improve twoway communication.


Friendship Boosters

• Obey the Golden Rule.

• Encourage others to obey the Golden Rule.

• Be a good listener.

• Tell the truth.

• Keep your hands to yourself.

• Keep your feet to yourself.

• Use your words to make people happy.

• Be kind.

• Be gentle.

• Be fair.

• Stick up for others.


Things Good Friends Don‛t Do

Hit Call others mean names

Kick Say mean things

Scratch Use bad language

Bite Lie

Pull someone’s hair Cheat

Spit on someone Threaten

Pinch Criticize someone to hurt them

Push Take out their anger, frustration or fear on others

Yell at someone in anger Gang up on others

Bully Exclude others

Boss others around Make fun of someone to hurt them or embarrass them

Break the property of others

Try to get their way all the time


Parent Chat

Things Good Friends Don‛t Do

Dear Parent or Guardian: Today we talked about what friends do and don’t do. Please complete the following items with your child. After completing each item, ask your child to check its corresponding box. Please include the requested signatures and return the signed form to me the next school day. Thank you!

Discuss the following things good friends don’t do.

Ask your child to talk about other things he or she thinks true friends shouldn’t do.

Hit Call others names

Kick Say mean things

Scratch Use bad language

Bite Lie

Pull hair of others Cheat

Spit on someone Threaten someone

Pinch Criticize someone to hurt them

Push to hurt or embarrass Take out their anger, frustration or fear on others

Yell at someone in anger Gang up on someone

Bully Exclude others

Boss others around Try to get their way all the time

Break the property of others Make fun of someone to hurt them or embarrass them

X _______________________________ X ___________________________________ Student Signature Parent/Guardian Signature


LESSON C2 Do All Students in Our Class Feel Liked?


discuss the importance of helping new students feel accepted and have a sense of belonging. discuss the importance of the Golden Rule.

Preparation and Materials:

• Make a poster entitled The Golden Rule. Write Treat Others the Way You Want to be Treated under the heading.

• Copy the Parent Chat handout “Do All Students in Our Class Feel Liked?” for each student to take home and discuss with their parents.

• Copy the handout “Group Time Rules” for each student or make a poster. • Chart paper and marker or electronic whiteboard

Activities: 1. Review what it means to be a good friend. Discuss the importance of being nice to new

students, to help them feel welcome. Ask students to help you develop a list of things they can do to help students feel welcome. Write their thoughts on the board, chart paper or an electronic whiteboard.

2. Explain that throughout the year you will ask them to form a circle to discuss various topics. Tell them this will be referred to as Group Time. Express your desire to hear from each of them during Group Time. Share the following Group Time Rules, using the poster and/or handout.

Group Time Rules o Everyone should participate in discussions. o Avoid using names of students when telling stories or answering

questions. o You have the right to pass (if you do not wish to talk). o Listen respectfully and carefully to the speaker and do not interrupt. § Discuss how interrupting someone or talking while they are talking is

like stepping on their words. § Discuss how it hurts for someone to step on your fingers and how

stepping on your words also hurts.


3. Share with students that you dislike it when a student is bullied. Also, explain that bullying is when someone is bullied again and again on purpose.

• Remind them that they may have studied about bullying in preschool and/or kindergarten. Tell them that you will talk with them about bullying.

4. Explain that you want your classroom to be a place where students feel accepted and feel like they belong. You need their help to make sure that their classroom is a peaceful place and everyone feels welcome.

5. Discuss what is meant by a “peaceful place.”

6. Explain that you will not tolerate students being bullied. Tell students you expect them to tell you when someone is being bullied. Ask for their help to make their classroom a peaceful place.

7. Consider sharing with students a time you personally witnessed a new student being bullied.

8. Discuss your plans for today’s lesson. Point to The Golden Rule poster you prepared for the lesson and ask:

• “What is the Golden Rule?” (Desired Answer: Treat others the way you want to be treated).

• “What are some examples of obeying the Golden Rule?” • “What are some nonexamples of obeying the Golden Rule – things people do that are not

obeying the Golden Rule?” • “When a new student comes to our school, will he see the Golden Rule being practiced?” • Optional: Consider having students make Golden Rule bookmarks as reminders of the

need to obey the Golden Rule.

9. Next, share with students your thoughts regarding the importance of obeying the Golden Rule and the impact that everyone obeying the Golden Rule would have in your classroom and the school. Explain that today’s lesson will focus on looking at their class and school through the eyes of a new student.

10. Briefly discuss your belief that everyone deserves to be happy, to feel good about herself and that no one deserves to be bullied.

11. Tell students that creating a welcoming environment for all students is one way of obeying the Golden Rule.

12. Ask the following questions and discuss possible answers with the students.

• “How would you feel if you were a new student in our school?” • “How would you want us to treat you?” • “What would make you happy to be in our class?”



Journaling: Instruct students to complete the following sentences in their journals:

• When I see a new student I will ___________________________________________________. • When I see a new student by himself or herself I will __________________________________. • When I see someone bully a new student I will _______________________________________.

Parent Chat: Ask students to take home the Parent Chat handout “Do All Students in Our Class Feel Liked?” and discuss it with their parents.


Group Time Rules

• Everyone should participate in discussions.

• Avoid using names of students when telling stories or answering questions.

• You have the right to pass (if you do not wish to talk).

• Listen respectfully and carefully to the speaker and do not interrupt.


Parent Chat

Do All Students in Our Class Feel Liked?

Dear Parent or Guardian: Today we talked about how we can make all students in our class feel liked, especially new students. Please complete the following items with your child. After completing each item, ask your child to check its corresponding box. Please include the requested signatures and return the signed form to me the next school day. Thank you!

Discuss the Golden Rule with your child. (Treat others the way you want to be treated.)

Discuss how you and your child can implement the Golden Rule in your neighborhood, school and with family and friends. (Possible Answers: Smile to your neighbors, say kind things to your neighbors, help your neighbor, etc.)

Ask your child to tell you some things he or she may have done that reflects the Golden Rule. (Possible Answers: I told someone I liked their shoes; I smiled at Andy today, etc…)

X ________________________________ X ___________________________________ Student Signature Parent/Guardian Signature


LESSON C3 What is Bullying?

Learner Outcome: By the end of this lesson students will be able to:

discuss the definition of bullying. discuss the key words in the definition of bullying.


• Recommended: Post in your classroom the Bully Free Classroom poster (available at www.bullyfree.com or make your own by using the last page of this lesson).

• Purchase or rent a DVD or VHS of the movie Forrest Gump. • Copy the handout “The Definition of Bullying” for each student or make

a poster. • Copy the worksheet “The Definition of Bullying: Fill in the Blanks” for

each student. • Copy the worksheet “Bully Free Reflection Sheet” for each student. • Copy the Parent Chat handout “What is Bullying?” for each student to

take home and discuss with their parents.

Activities: 1. Review the previous lesson. 2. Tell students you want them to understand what is meant when you say “Bullying.” Distribute

the handout “The Definition of Bullying.” Discuss the definition and each underlined key word. See the key word explanations below. Ask them to copy the definition onto the blank lines appearing on the handout.

• “Bullying is when a more powerful person hurts someone’s body, feelings or things or frightens someone on purpose, again and again.” (Note: powerful – stronger physically or have psychological power – hurts – causes pain to body, feelings, or damages or steals things frightens – scares you, fear for your safety on purpose – intentional (not accidently) and they do this again and again – over and over again, persistent or repeated mistreatment)

3. Tell students that bullying is a big problem in the world. Tell them that sometimes students get bullied at school.

4. Randomly select students to come to the front of the room and, with your demonstration and guidance, act out each of the key words of the definition of bullying.

5. Ask them to help you get rid of bullying in their classroom and school by obeying the Golden Rule – Treat others the way you want to be treated.



6. Point to the Bully Free Classroom poster displayed in your classroom and tell them you are designating your classroom Bully Free. Explain what that means.

7. Remind them that you will not tolerate someone being bullied and you hope they dislike it as well.

8. Show a movie clip from Forrest Gump and discuss the bullying depicted. For example, show when students would not let him sit by them on the bus and when bullies hit him with rocks and called him “dummy” and chased him on their bikes.

9. Distribute the handout “The Definition of Bullying: FillintheBlanks.” Ask students to read and following the instructions.


11. Distribute the worksheet “Bully Free Reflection Sheet” and ask students to answer the questions. Randomly select students to share their answers. Collect the reflection sheets.

Parent Chat: Ask students to take home the Parent Chat handout “What is Bullying?” and discuss it with their parents.


The Definition of Bullying

“Bullying is when a more powerful person

hurts someone’s body, feelings or things or

frightens someone on purpose, again and

again.”

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________


Name: ____________________________________ Date: _____________________

Instructions: The following is the definition of bullying you have been studying with some blanks. From memory, try to fillintheblanks with the correct words.

The Definition of Bullying: Fill-in-the-Blanks

Bullying is when a more ____________ person

__________ someone’s body, feelings or things

or _________________ someone on

_______________, again and __________.


Name: _______________________________________________ Date: ___________________

Instructions: Answer the following questions as they relate to today’s Bully Free Lesson.

Bully Free Reflection Sheet

What are some things you’ve learned from this lesson?___________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

What are some things you plan to do differently because of this lesson?______________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________


Parent Chat

What is Bullying? Dear Parent or Guardian: Today we talked about bullying. “Bullying is when a more powerful person hurts someone’s body, feelings, or things or frightens someone on purpose, again and again.” It can be physical, verbal, social or cyber bullying. It doesn’t have to be the same person who mistreats you or the same type of mistreatment. You are bullied when you are a repeated target of mistreatment. Please work with your child to complete the following items. After completing each item, ask your child to check its corresponding box. If necessary, take a couple of evenings to complete these activities. Please include the requested signatures and return the signed form to me as soon as possible. Thank you!

Watch a television program or read a book to your child that includes bullying.

Ask your child to point out bullying seen on television or read about in the book.

Ask your child if he or she feels like the bullying was dealt with appropriately. (Example: Did the student who bullied get in trouble, did the student who bullied feel bad? etc.)

Point out any bullying you see on television or read about in the book that your child did not notice.

Discuss why what you noticed is considered bullying. (Note the definition above. The repeated mistreatment doesn’t have to be by the same person or the same type of bullying.)



®

www.bullyfree.com


LESSON C4 What is Bully Free Classroom? (Part 1)

Learner Outcomes: By the end of this lesson students will be able to: discuss the characteristics of a bully free classroom. verbalize their desire to take a stand against bullying. recite the Bully Free Chant.


• Recommended: If you haven’t already, post in your classroom the Bully Free Classroom poster (order at www.bullyfree.com or make your own from the last page of the previous lesson).

• Recommended: Post in your classroom the Bully Free Zone poster (order at www.bullyfree.com or make your own from the last page of this lesson).

• Make a poster (or use chart paper) entitled Our Classroom Must Be a Place Where . . . with blank lines so that student comments can be added. Post it in your classroom.

Our Classroom Must Be a Place Where . . .

We do not all have to be the same. We do not all have to think the same. We do not all have to act the same. __________________________ __________________________ __________________________ __________________________

• Use the “Bully Free Classroom Pledge” to make a poster with space for students to print their names. Post it in your classroom.

• Copy the worksheet “Bully Free Chant” for each student. Guide students as they complete the worksheet. If you wish ask students to place the completed worksheet in their journals.

• Make the following poster (on poster board or chart paper).

Bully Free Chant

We are Bully Free. That’s the way to be.

We obey the Golden Rule. That’s why we have a Bully Free School.




Activities: 1. Review the previous lesson.

2. Point to the Bully Free Zone poster and the Bully Free Classroom poster and ask students why they think you have these posters in your classroom. Remind them that you want your classroom to be a Bully Free Zone and a Bully Free Classroom.

3. Tell students that for their classroom to be a Bully Free Zone and Bully Free Classroom it must be a classroom where everyone obeys the Golden Rule.

4. Present the poster Our Classroom Must Be a Place Where . . . read and discuss each line. Ask students to help you fill in the blanks. Prompt them by saying, “We do not . . . .” For example: “We do not bully others.” or “We do not want others to be bullied.”

5. Present the Bully Free Classroom Pledge poster. Discuss each line of the pledge. Then ask each student to repeat after you each line.

6. Teach students the Bully Free Handshake, a way for two students to indicate that they are in agreement that bullying should be prevented and stopped—that is, to be bully free. The handshake is made by making the symbol for love by folding the middle and ring fingers down into the palm leaving the thumb, index finger and little finger straight. Then, you proceed to “shake hands” by touching the back of the hands together.

7. Present the poster the Bully Free Chant. Ask students to repeat each line after you. If you wish, ask selected students to read the chant.

8. Ask: “How do you feel when you say the Bully Free Chant. Why do we need to say this chant?”

9. Ask: “Who would like to sing this chant as if it was a song?” If necessary, demonstrate singing the chant. (Let students sing the chant to the tune of their choice and ask the entire class to sing it to the same tune.)

10. Distribute the worksheet “Bully Free Chant” and guide students in completing it.


Go Further: • Ask your school to post in every classroom a Bully Free Classroom poster (order at

www.bullyfree.com). • Ask your school to post in all the highrisk areas (i.e., bathroom, hallways, stairwells,

cafeteria, etc.) the Bully Free Zone poster (order at www.bullyfree.com) • Throughout the year, remind students that they signed the Bully Free Classroom Pledge and to

occasionally greet one another with the Bully Free Handshake.




Bully Free Classroom Pledge

We won’t bully others.

We will help students who are being bullied.

We will include students who are left out.

We will report bullying we know about or see.

Student Signatures


Name: __________________________________________ Date:____________________

Instructions: Fill in the blanks with the correct words.

Bully Free Chant

We are Bully _____________.

That is the way to __________.

We obey the _______________ Rule.

That is why we have a _______ ________ School.


www.bullyfree.com

®


LESSON C5 What is a Bully Free Classroom? (Part 2)


describe a Bully Free classroom. verbalize their understanding that a Bully Free classroom is peaceful and safe. describe bullying behaviors occurring or that may occur in the classroom.

Preparation and Materials: • Recommended: A Bully Free Bracelet for each student (order at

www.bullyfree.com) • Recommended: A Together We Can Be Bully Free BrochureA Mini

Guide for Students (order at www.bullyfree.com) for each student • Recommended: A Together We Can Be Bully Free BrochureA Mini

Guide for Parents (order at www.bullyfree.com) for each parent • Copy the handout “Bully Free Classroom” for each student. • Art supplies


2. Pair students to prepare for a time of “ThinkPairedShare.” Try not to pair student with those they bully.

3. Say: “Today I want you to imagine what our classroom would be like if no one obeyed the Golden Rule. I want you to imagine bullying happening in our classroom.”

4. Say: “Shut your eyes and imagine students bullying students in our classroom. Imagine them being mean to others, not obeying the Golden Rule.” Give students time to use their imaginations.

5. Ask: “What would happen if students could act any way they wanted to in our classroom?’ Ask students to write their answers on paper and then discuss their answer with their partner. Then randomly select students to share their thoughts.

6. Randomly select students to share what they imagined happening in the classroom. As students share, ask them if they have ever seen those things happening in their classroom. Occasionally, as students share specific bullying behavior they imaged or have seen ask:

• “How would that make a person feel if someone did that to them?” • “How would you feel if you saw someone being treated like that?”





• “What would you do?”

7. Ask: “If these things happened in our classroom, would it be a peaceful and safe place?”

8. Say: “Next, I want you to imagine everyone obeying the Golden Rule in the classroom. I want you to imagine that our classroom is Bully Free – no one is bullied.” Give students time to use their imaginations.

9. Randomly select students to share what they imagined happening in the classroom. As students share their thoughts, ask them if they have ever seen those things happening in their classroom. Occasionally, as students share specific bullying behaviors ask:

• “How would that make a person feel if someone did that to them?” • “How would you feel if you saw someone being treated like that?” • “What would you do?”

10. Ask: “If these things happened in our classroom, would it be a peaceful and safe place?”

11. Compliment students on the way they have used their imaginations and shared with you.

12. Give students a Bully Free Bracelet. Ask them to wear the bracelet every day to school as a reminder that their classroom and school is to be Bully Free.

13. Give each student the brochure Together We Can Be Bully Free BrochureA Mini Guide for Students to announce your campaign to prevent and stop bullying.

14. Send home to each parent the brochure Together We Can Be Bully Free BrochureA Mini Guide for Parents to announce your campaign to prevent and stop bullying.

15. Give each student a copy of the handout “Bully Free Classroom” and art supplies needed to decorate the handout. Ask them to decorate their handout. If time permits ask students to show their decorated handouts to the rest of the class.



®

www.bullyfree.com


LESSON C6 What are Our Bully Free Classroom Rules?

Learner Outcomes: By the end of this lesson students will be able to: verbalize the importance of rules. discuss the Bully Free Classroom Rules. describe how Bully Free Classroom Rules with consequences promote good behavior and peaceful classrooms and schools.


• Be prepared to discuss some of the schoolwide rules, especially those related to bullying. • Copy the handout “BULLYING Acronym” for each student. • Copy the handout “Bully Free Classroom Rules” for each student. If you wish, add to the rules

or modify the list to make it consistent with your school’s discipline policies.


2. Ask: “Do you have rules at home?”

3. Ask: “Why do you think you have rules at home?”

4. Ask: “Why do we need rules in our classroom?”

5. Explain that it is so important that your classroom be Bully Free. Therefore, there must be rules.

6. Ask students to brainstorm other Bully Free Rules for the classroom. Write them on the board, chart paper or electronic whiteboard.

7. Distribute and discuss the handout “Bully Free Classroom Rules.” If you know the consequences for breaking each rule, discuss them.

8. Distribute the handout “BULLYING Acronym.” Ask students to read and following the instructions. If they need assistance, brainstorm with them words that start with each letter. The following example is provided:


B – Be kind.

U – Understand the feelings of others.

L – Let everyone play with us.

L – Love and care about one another.

Y – You can be nice to everyone.

I – Include everyone.

N – Nobody deserves to be bullied.

G – Go tell an adult when you or someone else is bullied.


Go Further: Consider purchasing and reading to students Know and Follow Rules (2005) by Cheri J. Meiners, M.Ed. (Free Spirit Publishing), www.freespirit.com.

http://www.freespirit.com/


BULLYING Acronym

Instructions: For each of the following letters write something each student can do to help make our classroom Bully Free.

B

U

L

L

Y

I

N

G


Bully Free Classroom Rules

• We will be kind to ALL students.

• We will help ALL students who are bullied.

• We will make sure ALL students are included and don’t feel left out.

• When we or someone else is bullied, we will tell an adult.


LESSON C7 Why Choose Not to Hurt Others?


discuss how “getting back” at others is not an effective way to resolve conflict. identify the potential consequences of hurtful behavior. verbalize positive responses to hurtful actions. verbalize their understanding that there are consequences for their actions. verbalize the importance of making a choice not to hurt someone, avoiding negative consequences.

Preparation and Materials: • Copy the handout “Choices and Consequences TChart” for each group. • Copy the handout “Our Actions Have Consequences” for each student. • Crayons, colored pencils and/or markers • Chart paper and a marker or electronic whiteboard • Copy the Parent Chat handout “Do Choices Have Consequences?” for each student to take

home and discuss with their parents.


2. Tell students a story about two students who try to “get back” at each other. Students need to understand what it means to “get back” at someone. Then say “Let’s pretend that this story is about Troy (a student’s name) and Sarah (a student’s name).”

3. Tell the following story: “Let’s say that Troy wants to play with Sarah’s toy. But Sarah doesn’t feel like sharing. So, Troy pushes Sarah and Sarah pushes back. Then, Troy hits Sarah and Sarah hits back . . .”

After telling the story, ask the following questions:

• “What was the conflict about?” • “Who started the pushing and hitting?” • “When Troy pushed Sarah did that make the conflict better or worse?” • “Do you think that ‘getting back’ ever makes a conflict better? Or does it always make it

worse?”

4. Ask students “What is a consequence?” Guide them to understand the following simple definition of consequence: A consequence is something that happens as a result of something else. Share a time that you made a bad choice and what the consequences were. Share a time you made a good choice and discuss what the consequences were.


5. Ask students to share times that they have made good and bad choices and to share what the consequences were.

6. Divide the class into groups with three or four students per group. Try not to group a student with those he bullies. Distribute the handout “Choices and Consequences TChart.” Appoint one student in each group to be a group leader. Ask the group leaders to work with their group to write down all of the possible consequences for the choices listed on the left side of the handout. After they complete this task, ask various leaders to share their group’s work. As they mention consequences, engage students in a discussion and ask them to add additional consequences that are not mentioned.

7. Give examples, using the names of students in your class:

• “If Leeza hits Betsy then Betsy feels hurt. That hurt is a consequence.” • “If Zach pushes Noah down on the playground Noah might get a bloody knee. His bloody knee is a consequence.”

• “If Tracy and Mariah are friends and Mariah punches Tracy, Tracy might not want to be friends anymore. Losing a friend is a consequence.”

• “If I see Robert push or punch someone else I’m going to put him on a timeout. The time out is a consequence.”

8. It’s easy for young students to recall being hurt but sometimes they have trouble recalling times they hurt someone. True aggressive bullies may not admit they have hurt someone. Therefore, ask students to recall times they hurt someone on purpose. You may have to provide a few examples, such as: not letting someone sit with them or play with them, not letting someone play with a new toy, being too bossy with someone, etc.

9. Give each student a copy of the handout “Our Actions Have Consequences.” Then ask them to use the space in the first box on the handout to draw or write about something hurtful they have done to someone or something hurtful they have seen done to someone. In the second box ask students to draw or write about the consequences of that action. In the third box, ask students to draw or write about something that should have been done that is not hurtful – the opposite of what happened. Ask for volunteers to share their drawings or what they have written.

10. Remind students that they can make a choice not to hurt someone, avoiding negative consequences.


Parent Chat: Ask students to take home the Parent Chat handout “Do Consequences Have Choices” and discuss it with their parents.


Name: _________________________________________ Date: _________________________

Instructions: Write possible consequences for each choice listed.

Choices and Consequences T-Chart

Choice Consequence(s)

Study _____________________________

Don’t study _____________________________

Follow the rules _____________________________

Don’t follow the rules _____________________________

Hit someone _____________________________

Call someone a mean name _____________________________

Make fun of someone _____________________________

Be kind to someone _____________________________


Name: _______________________________________ Date: ___________________________

Instructions: In the first box draw or write about something you have done to hurt someone or something you have seen that hurt someone. In the second box draw or write about the consequences of that behavior. In the third box, draw or write about something that should have been done that is not hurtful – the opposite of what happened.

Our Actions Have Consequences

Something Hurtful I Have Done or Seen Done to Someone

Consequences

What Should Have Been Done that is Not Hurtful


Parent Chat

Do Choices Have Consequences? Dear Parent or Guardian: Today we talked about choices and consequences. Please complete the following items with your child. After completing each item, ask your child to check its corresponding box. Please include requested signatures and return the signed form to me the next school day. Thank you!

Discuss the meaning of the word “consequence.” (Answer: A consequence is something that happens as a result of a choice you make to do something or not to do something).

Let your child know that at home there are consequences for choices. Your child needs to understand that you will not tolerate them bullying anyone anywhere.

Tell your child there are good and bad choices and corresponding consequences.

Read the following situations and ask your child to tell you what a consequence might be for each situation. Ask your child to tell you if the choice is good or bad. (Example: Situation – Mandy steals a candy bar from the store (bad choice). Consequence – The store manager catches Mandy, calls her parents and she gets punished. Mandy made a bad choice and suffered the consequence.)

Situation Good Choice or Bad Choice?

Consequence?

Andy hits Tom on the arm.

Tim finds a five dollar bill and turns it into the office. Sue calls Tina a mean name.

Jim trips Sue in the classroom.

Scott’s teacher hears him call her a bad name. The principal sees Larry run and cut the line in the lunch room. Jerry goes straight home from school because his parents told him to.



LESSON C8 Should I Report Bullying?


discuss the difference between tattling and reporting. describe the purpose of the NotestotheTeacher Box. identify an adult to whom they would report bullying.

Preparation and Materials: • Copy the handout “Reporting to an Adult” so each student will receive one strip with “When I

am bullied or I see someone bullied, I will tell ______________________.” Laminate the copies prior to cutting the strips apart.

• Copy the worksheet “Bullying This Past Week” for each student. • Put a NotestotheTeacher Box on the corner of your desk. It might be large or small, decorated

or plain. (You might have your students decorate it.) It should have a lid with a slit in the top.


2. Ask: “What can we do when we see or hear someone being bullied?” Possible Answers:

• Tell the person who is bullying to “STOP it!” (with a serious/strong face and strong but calm voice) – or some other appropriate statement.

• Ask the bullied person to walk off with you and join others. • Say to the person being bullied: “I’m sorry you were bullied. They should not bully you.

That is against the rules.” • Report the bullying to an adult. • Be kind to the person being bullied.

3. Say: “Today I want to discuss with you the importance of telling an adult when you or someone else is bullied.” Ask them to listen carefully to the following poem. Discuss the poem.


Bullying is Bad

by Jess ©

There are reasons I am sure For behavior, really poor Bullying`s the word

When scary things occur They make you feel unsafe And all trembly inside

But bullying isn`t as tough As they choose to decide

You can get them To get off your backs You just tell an adult

And they`ll stop in their tracks.

Retrieved July 6, 20090706 from http://www.bullyingnoway.com.au

4. Ask: “What does the word TATTLE mean?” (Answer: Tattling is telling an adult something to get someone in trouble.)

5. Say: “When you see someone take a pencil off of the teacher’s desk without her permission and you tell the teacher; that is TATTLING.”

6. Ask: “What does the word REPORT mean?” (Answer: Telling an adult to help someone whose feelings, body or things are being hurt.)

7. Say: “When you see someone push someone down and you tell the teacher. That is REPORTING.”

8. Ask: “When someone tattles on someone do they sound different that someone reporting bullying?” (Possible Answer: Yes. The person reporting bullying sounds hurt or worried about someone who is hurt.)

9. Give each student a slip of paper from the handout “Reporting to an Adult.” Ask each student to tell you the name of an adult they would report to if they or someone else was bullied. Write the name on the board. Ask students to write the name of the person they would talk to on the blank line of the slip of paper you gave them. After all the students have given you a name and recorded the name on their paper, ask them to keep the slip of paper in their backpack or in some other safe place as a reminder. Tell them if they change their mind later and want to change the name you will give them another slip of paper. (Note: If your school has established a reporting system, such as a Bully Box, discuss it with your students.)

http://www.bullyingnoway.com.au/


10. Ask: “What do you think will happen when you report to an adult that someone or you are being bullied? What do you think they will do?”

11. Ask: “If you think someone is being bullied, but you aren’t sure, should you tell an adult?” (Answer: Yes. The adult can watch the students to see how they treat others.)

12. Ask: “What do you think will happen when you report to an adult that someone is being bullied and you are sure of it?”

13. Hold up the NotestotheTeacher Box and explain its purpose: • “Here’s another way for you to communicate with me. If there’s anything you want to tell

me about—a problem you’re having at school, something that made you happy, something that made you sad, that you or someone are being bullied or anything at all you’d like me to know—just write a note and drop it in the box. I’m the only person who will open the box and read the notes. You don’t have to sign your name if you don’t want to but I hope you will. I can only reply to you personally if you sign your name. You can also use the box to tell me about bullying in our classroom and school. You can write about bullying that happens to you or bullying you witness personally. If you’ve been bullying someone else and you want to stop, you can also write about it.”

14. Tell students you will check the box daily.

15. Ask students to write notes to you about bullying they have seen in one of the following areas: bathroom, cafeteria, playground or hallway. Tell them that they do not have to put their name on the note, unless they want to. Tell them there should be no talking while they write their notes and to keep their eyes on their own papers. After they write their notes, ask them to place them in the box.

16. Next, ask them to write a note to you about something that makes them happy at school. Ask them to place their notes in the box.

17. Distribute the handout “Bullying This Past Week” and ask students to following the instructions. Have a general discussion about the past week. Collect the worksheets.


Go Further: Throughout the school year, ask students to complete the worksheet “Bully This Past Week” to determine the degree bullying is occurring among your students.


Instructions: Copy and then cut along the dashed lines. Give a slip to each student.

Reporting to an Adult

When I am bullied or I see someone bullied, I will tell_____________________________________.












Name: ______________________________________________ Date: _____________________

Instructions: Read each statement and think about the past week. Put a check mark in the column to the right if that happened to you during the past week. On the back of this worksheet list other hurtful or embarrassing things students did to you this past week.

Bully This Past Week (2 nd Grade)

This past week in school, another student in my class:

Check if this Happened

to You

1. blamed me for something they did

2. called me a hurtful name

3. stuck their tongue out at me

4. kicked me

5. pinched me

6. made a mean face at me

7. pushed me down

8. tripped me

9. laughed when I was mistreated

10. took something that was mine

11. damaged something that was mine

12. told a lie about me

13. would not let me play with them

14. made fun of me

15. pretended they didn’t see me or hear me (ignored me)

16. told me to get away

17. told someone not to be nice to me or talk to me


LESSON C9 What is a Peace Place?

Learner Outcomes: By the end of this lesson students will be able to: describe the purpose of the classroom’s Peace Place. discuss the rules to be used in the Peace Place.


• Make the following poster:

When I am Afraid or Fearful (The 4 T’s)

T TALK to a friend, an adult or anyone you trust about being afraid.

T THINK about something else. T TELL yourself something nice and tell yourself “I don’t

have to be so afraid or fearful. I can calm down.” T TAKE a deep breath and play, sing and laugh with others.

If you wish, take time to pray.

• Copy the handout “Peace Place Rules” for each student and make a poster to display in the “Peace Place” in your room.

• Copy the worksheet “Peace Acronym” for each student. • Art supplies • Chart paper and a marker or electronic whiteboard • Copy the Parent Chat handout “What is a Peace Place?” for each student to take home and

discuss with their parents.


2. Explain that it is important to try to get along with others. Explain that it is normal for people to disagree and to have different opinions and ideas. When we disagree with someone, we sometimes have to go to a quiet place and talk about it, to “work it out.” Tell them that getting along is more important than getting what we want. (Note: True aggressive bullies are not interested in trying to “work it out.” They usually blame others. They are not interested in


compromising. Therefore, conflict resolution/management and peer mediation may not be effective for them.)

3. Explain that you want a Peace Place in your classroom. Explain the purpose of the Peace Place. It is to serve as a place to be alone or quiet when they are sad and serve as a place two people can go who are frustrated or angry with each other to use kind words to each other and to figure out what to do, etc. Explain that this is not a place to go to play.

• For example: If you and another student want to sit by the same person, you can ask your teacher if you can go to the Peace Place. With permission, go to the Peace Place and try to work it out (i.e., agree that she can sit there for half of the time and then you will sit there half the time). If you can’t work it out ask your teacher to help you.

• For example: If you and another student want to look at the same book and you are starting to get angry, get permission from your teacher to go to the Peace Place to work it out. If you can’t work it out, ask your teacher to help you.

4. Distribute art supplies. Ask students to draw their idea of a Peace Place. Ask them to include everything they feel should be in a Peace Place located in the classroom. Ask students to share their drawings.

5. Review and discuss the posterWhen I am Afraid or Fearful (The 4 T’s) previously prepared.

6. Explain that the Peace Place is also a place to go when we feel afraid or fearful. Students can ask a friend to join them or ask you to join them. You can go there to be quite and to use the 4 T’s for calming your fears.

7. Discuss with students the kinds of things they would like to have in the center (i.e., table and chairs, stuffed animals, cushions, etc.).

8. Review the importance of getting along with others. Explain that it is normal for us to disagree and to have different opinions and ideas. When we disagree with someone we sometimes need to go to a quiet place and talk about it; to “Work it out.” That is why you have or will create the Peace Place for your students. If the Peace Place has been created show it to them.

9. Explain the importance of having rules when we disagree and need to “work things out.” Review the Bully Free Classroom Rules you have posted in the classroom. Tell students that these rules also apply to the Peace Place. But you need their help to make some more rules for the Peace Place.

10. Ask: “What are some important rules for us to have in the Peace Place?” Write their suggestions on the board, chart paper or an electronic whiteboard.

11. Discuss each suggestion with the class. Give each student the handout “Peace Place Rules.” Ask them to compare and contrast the rules they suggested and the rules on the handout.


12. With students watching combine the two lists of rules. Discuss each rule. Tell them to repeat each rule after you. Tell them you will make a poster of the rules and post them in the “Peace Place.” (Note: At some point remind students that the Peace Place is not a play area.)


14. Distribute the worksheet “Peace Acronym” and ask students to follow the instructions. If they need assistance, brainstorm with them words that start with each letter. Write the words on the board, chart paper or electronic whiteboard. The following example is provided:

P – Playing together without hurting and upsetting someone.

E – Eager to treat others the way we want to be treated.

A – Always to kind.

C – Care about the feelings of others.

E – Eager to tell an adult about bullying.

Parent Chat: Ask students to take home the Parent Chat handout “What is a Peace Place?” and discuss it with their parents.

Go Further: • Throughout the year keep a record of the issues that take students to the Peace Place and the

solutions that were discovered. Each year you can use these to help you and the students resolve conflicts in the classroom.

• Throughout the year remind students of the Peace Place Rules. Also discuss solutions that were discovered in the Peace Place. Compliment students for using this area and for obeying the Peace Place Rules.


Peace Place Rules

• No bullying.

• Take a deep breath.

• Calm down.

• Sit down to talk about the problem.

• Look at each other with kindness (a smile).

• Be nice and cooperate.

• Be kind and let the person know you understand and care.

• Be a good listener.

• Take turns talking and listening.

• Ask the person to help you think of ways to solve the problem.

• Choose the best plan – the one that works for you both.

• If you need help solving a problem, ask the teacher.


Name:_______________________________________ Date:_____________________________

Instructions: For each letter of the word “Peace”, write something we can do to make our classroom a peaceful place.

Peace Acronym

P –

E –

A –

C –

E


Parent Chat

What is a Peace Place?

Dear Parent or Guardian: Today we talked about a Peace Place. Please complete the following items with your child. After completing each item, ask your child to check its corresponding box. Please include the requested signatures and return the signed form to me the next school day. Thank you!

Ask your child to tell you about our “Peace Place.” (Possible Answers: A place to be alone or quiet when they are sad, a place two people can go who are frustrated or angry with each other and use kind words and work things out).

Consider designating an area in your home to be your “Peace Place.” (The peace place should be an area that invites comfort and peace, maybe a corner with big pillows in the living room).

Let your child know that when they are angry, sad or need to work things out, they can go to the peace place and that you are always available to talk to them.

Let your child know that you both can use the “Peace Place” when you are frustrated with each other, to work things out with kind words.



LESSON C10 What Does Physical Bullying Look Like?


discuss examples of physical bullying. provide emotional support to students who are physically bullied. describe the steps they should take when physically bullied. describe the steps they should take as bystanders when someone is physically bullied.

Preparation and Materials: • Copy the handout “Physical Bullying” for each student. (Note: Add hurtful physical bullying

behaviors you have seen second graders exhibit.) • Write the following statements on the board, chart paper, the board or electronic whiteboard.

• I am sorry that happened to you.

• It should not have happened to you.

• I hope it never happens again.


2. Distribute the handout “Physical Bullying.” Tell students that sometimes students hurt other students by using their bodies. As you discuss the examples, ask students to write a sentence about each word. Elicit more examples of physical bullying from the students.

3. Ask them to share times they have observed students doing these things. Remind them not to mention names. Ask them to share how it made them feel to see someone physically bullied.

4. Say: “Tell me about a time someone (no names) hurt your body or things on purpose.” Ask selected students to share what happened. After each student shares their experience ask the class to repeat in unison the following things they should say to someone who is bullied:

• “I am sorry that happened to you.” • “It should not have happened to you.” • “I hope it never happens again.”

Explain that this is how they can provide emotional support to students who are bullied.


5. Ask: “What can you do when someone physically bullies you?” Answer:

• Say “Stop it!” with a serious/strong face and a strong but calm voice. • Walk off confidently and join others. Run off if you think you will be harmed. (Show

students how to look confident as they walk away (e.g., stand up straight and walk in a relaxed but energetic way with a smile on your face and your head up). Randomly select students to demonstrate how to walk off confidently.

• Report the bullying to an adult. (This is not tattling.) Ask the adult to help you be safe. • Talk to an adult about how bullying makes you feel. • Try to stay away from the person who bullies you.

6. Randomly select students to roleplay the above response to bullying.

7. Ask: “What should you do if you see someone physically bullied?” Answer:

• Be safe as you try to help. Do not get between the two students. • Don’t laugh. • Say “Stop it!” with a serious/strong face and a strong but calm voice. Ask the person to

walk off with you and join others. (Ask the student to run off with you if you think you will be harmed.)

• Report it to an adult. • Talk to adult and write about how watching the bullying made you feel. • Be kind to the person who is bullied. • Be a good example by treating others the way you want to be treated. Review the major

points of the lesson.


9. Tell students you expect them to tell you or another adult when they are bullied, when they see someone bullied or when they hear about someone being bullied.


Go Further: Occasionally, throughout the year, consider asking if anyone has recently been physically bullied. As students share stories, ask them to repeat after you the following:



Name: ___________________________________________ Date: ____________________

Instructions: Write a sentence about each word on the line provided after each word.

Physical Bullying

• Hitting ___________________________________________.

• Kicking __________________________________________.

• Tripping __________________________________________.

• Pinching __________________________________________.

• Pushing __________________________________________.

• Stepping on someone’s heels _________________________.

• __________________________________________________.

• __________________________________________________.


LESSON C11 What Does Verbal Bullying Look Like?


describe examples of verbal bullying. identify feelings they could have when verbally bullied. verbalize their understanding that they should not verbally bully. identify feelings someone might have when they verbally bully them. provide emotional support to someone who is verbally bullied. discuss the importance of guarding their tongues. verbalize the importance of having kind (sweet) words to say rather than mean (sour/bitter) words. discuss the steps to take when they are verbally bullied. discuss the steps to take as bystanders when someone is verbally bullied.

Preparation and Materials: • Copy the handout “Verbal Bullying” for each student. If you wish, also make a poster. (Note:

Add hurtful comments you have heard second graders make.) • Copy the handout “How Does It Feel to Be Verbally Bullied?” for each student. • Large lemon – cut in half (or use sour candy) and sweet candy (Note: Be aware of food

allergies.) • Copy the handout “Sour/Bitter or Sweet Words” for each student.

Activities: 1. Review the definition of bullying and what physical bullying looks like.

2. Say: “Bullying is not just physical, it can also be verbal.”

3. Ask: “What is verbal bullying?”

4. Distribute the handout “Verbal Bullying” and hold up the poster, if you made a poster. Tell students that sometimes students hurt other students by using their voices and words. Discuss the examples listed on the handout. Ask students to think of other examples of verbal bullying. Write their correct responses on the board, chart paper or electronic whiteboard. Ask them to select four new examples and write them on the handout – on the blank lines.

5. Consider asking students to give you specific examples of words that hurt, for example: fat, stupid, ugly, etc. (Note: Help students to guard against using words they say to someone in their class.) Discuss how hurtful such words can be.

6. Give students the handout “How Does It Feel to Be Verbally Bullied?” and guide them in completing the handout. If you wish, discuss it with them.


7. Ask: “Tell me about a time someone (no names) hurt you with their words.” Ask students to share what happened but not to say names. After each student shares his or her experience, ask the class to repeat in unison the following:

• “I am sorry that happened to you.” • “That should not have happened to you.” • “I hope that never happens again.”


8. Ask: “What can you do when someone verbally bullies you?” Answer:

• With a serious/strong face and a strong but calm voice, say “Stop it!” or “So. That’s your opinion. It doesn’t matter what you say.” Or “This is a waste of my time.” (Run if you think you will be harmed.)

• Walk off confidently and join others. (Remind students how to look confident as they walk away (e.g., stand up straight and walk in a relaxed but energetic way with a smile on your face and your head up). Randomly select students to demonstrate how to walk off confidently.

• Report bullying to an adult. (This is not tattling.) Ask the adult to help you stay safe. • Try to stay away from the person who bullies you as much as you can. • Talk to an adult about how the bullying makes you feel.

9. Remind students they should run if there is a chance they will be harmed.


11. Ask: “What should you do when you see someone verbally bullied?” Answer:

• Don’t laugh. • With a serious/strong face and a strong but calm voice say “Stop it!” Or say “So. That’s

your opinion. It doesn’t matter what you say to any of us.” Or say “This is a waste of our time.”

• Ask the person to walk off with you and join some friends. Run off if you think you and your friend will be harmed. (Remind students how to walk off confidentially (e.g., standup straight and walk in a relaxed but energetic way with a smile on your face and your head up).

• Report the bullying to an adult. (This is not tattling.) • Talk to an adult and write about how it made you feel to see someone bullied. • Be kind to the person who is bullied. • Be a good example by treating others the way you want to be treated.


13. Tell students you expect them to tell you or another adult when they are bullied, when they see someone bullied or when they hear about someone being bullied.

14. Hold up onehalf of a lemon (or sour candy) and ask “If I put this lemon in my mouth how would it taste?” (sour and bitter)


15. Take a bite of the lemon (or sour candy) and make an ugly face. Then say “It is so sour and bitter I can hardly talk.”

16. Ask: “Would you rather have something sweet in your mouth or very bitter and sour?”

17. Say: “When I say something or do something to hurt someone it should be like putting a lemon (or sour candy) in my mouth. Before I say something mean to someone I should pretend I have a lemon (or sour candy) in my mouth and I can’t talk because it is so bitter and sour.”

18. Say: “If I do this I will not say mean things to others. It is better to have kind words in our mouth. Let’s pretend they are sweet like sweet candy.”

19. Say: “I want you to pretend that mean words are sour and bitter, like a lemon or sour candy.”

20. Give students the handout “Sour/Bitter or Sweet Words?” Guide students as they place the words listed at the bottom of the page in the appropriate column. If you wish, add words you often hear second graders use. Complete the worksheet yourself and read it to the students. Let them check their work. Ask students to circle two words under the “Sour/Bitter” column they think would be the most hurtful. Ask them to share their answers. Randomly select students to share the words they have circled. Discuss why they think the selected words would be most hurtful. Point out that different words are more hurtful to some students than others. Remind students that everyone is different, but we all have one thing in common, feelings.

21. Share with them your hope that they will tell an adult when someone is verbally bullied.


Go Further: Occasionally, throughout the year, consider asking if anyone has recently been verbally bullied. As students share their stories, ask them to repeat after you the following:



Name: ____________________________________ Date: __________________________

Instructions: When instructed by your teacher, add examples of verbal bullying on the blank lines.

Verbal Bullying

• Calling someone a mean name

• Making fun of someone’s clothes

• Telling someone you are going to beat them up

• Making fun of someone’s hair

• _____________________________________________

• _____________________________________________

• _____________________________________________

• _____________________________________________

• _____________________________________________

• _____________________________________________

• _____________________________________________

• _____________________________________________

• _____________________________________________

• _____________________________________________


Name: __________________________________________ Date: ___________________

Instructions: Complete the following sentences by filling in the blanks.

How Does It Feel to Be Verbally Bullied?

• I would feel ________________if someone called me “fatso.”

• Someone would feel __________________________ if I called someone “fatso.”

• I would feel _________________________________if someone called me “ugly.”

• Someone would feel __________________________if I called someone “ugly.”

• I would feel ________________________________ if someone made fun of my clothes.

• Someone would feel __________________________if I made fun of someone’s clothes.

• I would feel ________________________________ if someone told me they were going to beat me up.

• Someone would feel __________________________if I told them I was going to beat them up.


Name: __________________________________________ Date: ______________________

Instructions: Place the words listed at the bottom of the page in the correct column indicating that the words are sour/bitter or sweet.

Sour/Bitter or Sweet Words?

Sour/Bitter Sweet

Words: You are ugly, You are kind, You are pretty, Get out of here, You are nice, You are good, You are stupid, You are friendly, Dummy, Get away, Go away, You can’t play with us, You’re not invited to my party, You’re fun, We are glad you are here, Welcome to our class, Play with us


LESSON C12 What Does Social Bullying Look Like?

Learner Outcome: By the end of this lesson students will be able to:

describe examples of social bullying. identify social behaviors they need to change. provide emotional support to students who are socially bullied. discuss the steps to take when they are socially bullied. discuss the steps to take as a bystander when someone is socially bullied.


• Copy the handout “Social Bullying” for each student. If you wish, make a poster. (Note: Add hurtful social bullying behaviors you have seen in second graders.)

• Copy the worksheet “Bully Free Reflection sheet” for each student.

Activities: 1. Quickly review the definition of bullying and the key words of the definition.

2. Review how students physically bully others. If you made a poster for the lesson on physical bullying, hold it up. Include some of the examples students gave you in the lesson.

3. Review how students verbally bully others. If you made a poster for the lesson on verbal bullying, hold it up. Include some of the examples students gave you in the lesson.

4. Say: “Bullying can be physical, verbal or social. Today, we will about social bullying.”

• Ask: “What does the word social mean?” (Answer: When a person is sociable, they are ready and able to make friends and keep friends. Good social behaviors are things people do that help them get and keep friends. Bad social behaviors are things that people do that make it difficult to make and keep friends. Some bad social behaviors can be bullying.)

5. Distribute the handout “Social Bullying” and hold up the poster, if you made a poster. Tell students that sometimes students hurt other students other ways, not just physically or verbally. Discuss the examples listed on the handout. Ask students to think of other examples of social bullying. Write their correct responses on the board, chart paper or electronic whiteboard. Ask them to select four new examples and write them on the handout – on the blank lines.

6. Ask: “Who feels like they have been hurt this week because someone made a mean face at you, wouldn’t let you play or sit with them, sent you a mean note or hurt you in some other way?” Ask students to share what happened but not to say any names. After each student shares their experience ask the class to repeat in unison the following:




7. Ask: “What can you do when someone socially bullies you?” Answer:

• With a serious/strong face and a strong but calm voice say “I’m wasting my time here. I think I’ll find someone else to talk to.” Or say something else appropriate for the situation.

• Walk off confidently and join others. (Remind students how to look confident as they walk away (e.g., stand up straight and walk in a relaxed but energetic way with a smile on your face and your head up). Randomly select students to demonstrate how to walk off confidently.

• Report bullying to an adult. (This is not tattling.) Ask the adult to help you stay safe. • Try to stay away from that person as much as you can. • Talk to an adult about how the bullying has made you feel.


9. Ask: “What should you do when you see someone socially bullied?” Answer:

• With a serious/strong face and a strong but calm voice say “Stop it. We don’t treat each other that way here.” Or say something else appropriate for the situation.

• Ask the person to walk off with you and join some friends. • Report the bullying to an adult. (This is not tattling.) • Talk to an adult and write about how it made you feel to see someone bullied. • Be kind to the person who is bullied. • Be a good example by treating others the way you want to be treated.


11. Tell students you expect them to tell you when they are bullied, when they see someone bullied, or they hear about someone being bullied.


13. Distribute the worksheet “Bully Free Reflection Sheet.” Ask students to complete the worksheet. Randomly select students to share their answers. Collect the reflection sheets.

Go Further: Occasionally, throughout the year, ask if anyone has recently been socially bullied. After each student shares their experiences ask the class to repeat in unison the following:



Name: __________________________________________ Date: ____________________

Instructions: When instructed by your teacher, add four more examples of social bullying on the blank lines below.

Social Bullying

• Not letting someone play with you

• Not letting someone sit with you

• Sending a mean note to someone

• Convincing others not to play, talk or sit next to someone

• Ignoring someone

• Telling a lie about someone

• _______________________________________________.

• _______________________________________________.

• _______________________________________________.

• _______________________________________________.


Name: _______________________________________________ Date: ___________________




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LESSON C13 What is Cyber Bullying and What Does It Look Like?


define cyber bullying. describe examples of cyber bullying.


• Write on the board, chart paper or electronic whiteboard: “What is Cyber Bullying?” • Copy the worksheet “What is Cyber Bullying?” for each student. • Copy the worksheet “What Does Cyber Bullying Look Like?” for each student. • Chart paper and a marker or electronic whiteboard

Activities: 1. Review the previous lesson. 2. Tell students they need to know about and know how to deal with a hurtful form of bullying

called cyber bullying. 3. Point to the question and ask “What is Cyber Bullying?” Write their comments on the board,

chart paper or electronic whiteboard. 4. Distribute the worksheet “What is Cyber Bullying?” and read the definition aloud or ask a

student to read it aloud. Examine and discuss this definition in light of the comments made by the students that you recorded. Ask students to read and follow the instructions on the worksheet.

5. Say: “Cyber bullying is a major problem and many states are passing laws to stop people from cyber bullying because it is hurtful and often unlawful behavior. Some students send awful, hurtful and even threatening text messages through cell phones and send hurtful and mean email messages through their computer. (You may need to explain what you mean by threatening.) Some students even post hurtful pictures, videos, rumors and lies on the Internet.”

6. Say: “Cyber bullying comes in a variety of forms. Students are discovering more and more creative ways to use technology (cell phones, computers, etc.) to hurt, threaten, embarrass, and humiliate people.”

7. Ask: “Do you know someone who has been cyber bullied?” If so, what happened? 8. Distribute and discuss the worksheet “What Does Cyber Bullying Look Like?” Ask students

to fill in the blank lines on the worksheet with additional examples of cyber bullying. These examples may be things they have experienced or they have heard about. Ask students to share the examples they have written.


9. Say: “Cyber bullying must stop. So, I challenge and dare you to help us stop it. I challenge you and dare you to report any cyber bullying you experience or hear about.”


Go Further: Keep uptodate about cyber bullying by frequently researching on the Internet. Many excellent books have been written on this topic. We encourage you to visit the web sites listed here to find out more about preventing and stopping cyber bullying. A sampling of web sites with information about cyber bullying and internet safety includes: www.stoptextbully.com www.cyberbullyinghelp.com www.cyberbullying.ca www.cyberbullying.org www.stopcyberbully.org www.cyberbullying.us www.wiredsafety.org www.ncpc.org/parents/cyberbullying.php www.isafe.org www.csriu.org www.netfamilynews.org www.safekids.com www.internetsafe.org www.cybertipline.com http://ifc.gospelcom.net

http://www.safekids.com/

http://www.cybertipline.com/

http://ifc.gospelcom.net/


Name: ____________________________________________ Date: _______________________

Instructions: Read the following definition of cyber bullying and then write the definition on the lines below.

What is Cyber Bullying?

Definition:

Cyber Bullying involves the use of cell phones, computers and other electronic

technologies/devices to repeatedly send hurtful and mean messages, pictures, lies and

rumors.

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

________________________________________________________________________


Name: ___________________________________________ Date: _______________________

Instructions: After your teacher discusses the information on this handout, list other examples of cyber bullying you have experienced or heard about.

What Does Cyber Bullying Look Like?

Cyber bullying is using cell phones, computers and other technology to:

• send a text message about an embarrassing secret about someone

• show an embarrassing picture of someone you took with a cellphone camera

• use profanity or angry language with someone

• send hurtful, nasty, and mean messages

• spread malicious gossip, rumors, and lies

• play a hurtful and cruel joke on someone

• threaten someone (making someone fear their safety)

• pretend you are someone you are not in order to get a student in trouble __________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

________________________________________________________________________


LESSON C14 Do You Cyber Bully?

Learner Outcome: By the end of this lesson students will be able to examine their online and cell phone behavior to determine if they engage in cyber bullying.

Preparation and Materials: • Copy the worksheet “Do You Cyber Bully?” for each student. • Copy the handout “How to Prevent and Stop Cyber Bullying” for each student to take home to

their parents.


2. Say: “Cyber bullying is such an important topic, I want to continue our discussion about it. “

3. Distribute the worksheet “Do You Cyber Bully?”

4. Ask students to read the instructions and complete the worksheet.

5. After students complete the questionnaire, tell them if they have done any of the things listed on the worksheet they have engaged in cyber bullying behavior.

6. Remind students that when they are online no one can see their facial expressions or hear their tone of voice, so it is difficult for them to understand their intent. All they see are the images and words.

7. Ask students to do what they can to prevent and stop cyber bullying.


9. Tell students to place the completed worksheet in their journals. When you find time, review their worksheets and note any cyber bullying problems.

Go Further: Occasionally during the year ask students to complete the worksheet “Do You Cyber Bully?”

Parent Chat: Ask students to take home the handout “How to Prevent and Stop Cyber Bullying” to their parents.


Do You Cyber Bully? Instructions: Do not write your name on this worksheet. Place the completed worksheet in your journal. Read the behavioral statements and check under “yes” or “no” to indicate whether or not you engage in the behavior. If you answer “Yes” to any of the statements, answer the questions listed below the table. Be truthful!

Behavior Yes No

Have you sent through a computer or cell phone a message about an embarrassing secret about someone?

Have you shown an embarrassing picture of someone you took with a cellphone camera?

Have you used profanity or angry language with someone through a cell phone or computer?

Have you used a cell phone or computer to send hurtful and mean messages to someone?

Have you used a cell phone or computer to spread malicious gossip, rumors, and lies?

Have you used cell phones or computers to play cruel jokes on someone?

Have you used cell phones or computers to threaten anyone, making them fear their safety?

Have you used a computer to pretend you are someone else in order to get a student in trouble?

If you answered “Yes” to any of the above questions, answer the following questions:

Do you understand you are being hurtful, you are disobeying the Golden Rule, you may be doing something against the law, and you are making our school less peaceful and unsafe? Yes No

Do you agree to stop cyber bullying? Yes No


Parent Chat

Dear Parent or Guardian: Please read and discuss the following information with your child.

How to Prevent and Stop Cyber Bullying

Some forms of cyber bullying can be dealt with in much the same way that you deal with other forms of bullying. For example, written assertive comments may prove to be effective. However, it is important for you not to write anything that provokes the student who bullies you or that could be used against you if legal action were ever pursued.

Keep in mind that not all strategies work in every situation but they are worth trying. You could also send a clear message to the person who bullies: “Do not contact or communicate with me again or we will contact the appropriate authorities.” Do not be surprised if the cyber bullying doesn’t stop. 1. Remind yourself that the Golden Rule also applies when using technology. If you mistreat others

you will likely get the same kind of treatment. Being polite, kind and encouraging to others usually has positive results.

2. Limit the amount of time you are on the Internet. 3. Don’t believe everything you read on the Internet. People often spread rumors and lies to hurt

others. The best thing for you to do when you see such comments is to log off. Do not respond to the statements.

4. Report to your parents any threatening and harassing messages you receive. Print unlawful messages. Your parents can report the messages to the police and to their Internet provider.

5. If the sender’s name and address are unfamiliar, don’t open a message or any attachments and do not respond to the message. Report these messages to your parents so they can record or print the information. Trust your instincts. If a message doesn’t look right or feel right, it probably isn’t.

6. Limit the number of people to whom you give your email address and cell phone number. 7. Ask your parents to restrict the people who can send you messages. Consider restricting all

incoming communications to preapproved senders, such as those on your buddy list. Do not place the student who bullies on your buddy list. Also restrict others from adding you to their buddy list. This feature is usually found in the privacy settings or parental controls of a communications program.

8. If bullying happens through a personal account, ask your parents to report the situation to the person’s email account provider, which is usually the word after the “@” sign.

9. Have your cell number or email address changed if bullying continues to be a problem. 10. Sometimes, those who bully are not necessarily your classmates. There are adults who will

harass you and who want to get to know you so they can harm you. Save and print the messages and immediately report the bullying to a parent, school official or police officer.


11. Do not respond to bullying messages targeted toward you or anyone else. The student who bullies may print your message and get you into trouble.

12. Exit a chat room when individuals start bullying you. Write down the individual’s screen name and report him to an adult. Ask your parents to consider reporting the individual to the police and filing a complaint with your Internet provider.

13. Consider all threats as serious. Tell your parents. Do not delete threatening messages. It is important to maintain a record of the threats. Printouts are generally not considered admissible evidence. Instead, you should ask your parents to purchase and install a monitoring software program on your computer, such as Spectorsoft. This is a software program that collects and preserves electronic evidence. However, do not install or remove any programs or take other remedial action on your computer or communication device during this process, as it may adversely affect the investigation.

14. NEVER give out your real name, address or telephone number to strangers or someone you have met only online. Never give out personal information.

15. NEVER send your picture to someone you haven’t met facetoface. 16. NEVER arrange a facetoface meeting with someone you met online until you’ve checked

with your parents. 17. NEVER record your own voicemail and say your name. 18. Your parents must decide if it is a good idea to contact the parents of a student who cyber

bullies. The parents of a student who cyber bullies may not tolerate such behavior and will be surprised to hear that their child is engaged in it. Unfortunately, some parents will get defensive. Therefore, your parents may not want to meet with them facetoface but instead send them a certified letter that includes the downloaded material and requests that the cyber bullying stop and all harmful material be removed.

19. Ask your parents to consider taking legal action. Sometimes, threatening to close the cyber bully’s internet service provider or instant messaging account is enough to make the bullying stop. However, there may be times your parents will want to obtain the services of a lawyer. Before taking such action, you and your parents should have hard evidence saved on your computer. Bill Belsey, recognized as an international expert on cyber bullying, says the more you saved, the easier it will be to track down the student who cyber bullies.


LESSON C15 What was My Behavior Like this Past Week?


determine if they engage in bullying. reflect on and describe changes needed in their behavior relative to bullying.


• Copy the worksheet “My Behavior this Past Week” for each student. • Copy the worksheet “My Improvement Plan” for each student.

Activities: 1. Review the previous lesson. 2. Say: “We all make mistakes. I try to do what is right but sometimes I don’t. Sometimes I

need to try harder to do what is right. Everyone can learn how to behavior better than they do. It is important for us to always try to act our best. To do that, we need to be honest with ourselves about the way we treat others. To improve, we need to recognize what behaviors we need to stop doing and make plans to behave better. People who are honest about the way they behave and try to do better, become better people and people like them more than people who are not honest about the way they behave.

3. Say: “Today, I want us to be honest with ourselves about the way we behave.” 4. Distribute the worksheet “My Behavior this Past Week” Say, “I want you to read the

instructions on the worksheet I have given you and be honest. No one is going to see what you have marked, accepted me. Since I care about you, I’m going to look at your worksheets. I want to help you to be the best person you can be, because that is the key to being happy and helping others be happy. (If you wish, read each item for the students and let them respond. Give them time to think about the past week.)

5. Distribute the worksheet “My Behavior Improvement Plan.” Tell students that planning is very important. People who plan how they will change are more likely to change than those who just say they want to change. Ask them to follow the worksheet directions.

6. Collect the worksheets. 7. Review the major points of the lesson.


Name: ______________________________________________ Date: _____________________

Instructions: Read each statement and think about the past week. Put a checkmark in the column if the statement describes your behavior this past week.

My Behavior This Past Week

This past week in school . . . Check if You Did This

1. I lied to someone.

2. I manipulated someone for my gain and advantage.

3. I said something too quickly (without thinking) to someone and hurt their feelings.

4. I caused at least two people to get angry at each other.

5. I encouraged two people to try to get along with one another.

6. I spread lies about someone and it made others think less of them.

7. I encouraged someone and tried to make them feel good about themselves.

8. I gossiped about someone.

9. I listened to gossip and showed interest in hearing it.

10. I told a secret that I promised not to tell.

11. I made fun of someone.

12. I refused to make fun of someone or laugh when they were bullied.

13. I scared someone with my words.

14. I laughed when someone was bullied.

15. I tried to hurt someone with my words because they hurt me.

16. I put someone down and discouraged them.

17. I kept silent and did not help a bullied student.

18. I told an adult that I was being bullied.

19. I told an adult that I saw another student bullied.


This past week in school . . . Check if You Did This

20. I told an adult that I heard that another student was being bullied.

21. I hit someone.

22. I punched someone in a way that hurt them.

23. I pinched someone in a way that hurt them.

24. I sent a mean text message to someone.

25. I pushed someone in a way that hurt them.

26. I stepped on someone’s heals to hurt them.

27. I spit on someone.

28. I thumped the ears of someone.

29. I ignored someone, acted like they were invisible.

30. I stole something from someone.

31. I broke or damaged someone’s property.

32. I called someone a mean name.

33. I made fun of someone’s body.

34. I encouraged someone to mistreat someone.

35. I made fun of someone’s clothes.

36. I made fun of someone’s mother, father or other family member.

37. I tripped someone to hurt them or embarrass them.

38. I kicked someone to hurt them.

39. I physically bullied someone in a way not listed on this worksheet.

40. I verbally bullied someone in a way not listed on this worksheet.

41. I socially bullied someone in a way not listed on this worksheet.

42. I cyber bullied someone in a way not listed on this worksheet.


Name: ______________________________________________ Date: _____________________

Instructions: Examine the behaviors you checked on the “My Behavior This Past Week” worksheet and identify two or more behaviors you want to improve. Answer the questions below.

My Behavior Improvement Plan

Behaviors I Need to Stop

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

What I Will Do to Behave Better

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________


LESSON C16 When and Where Have I Seen Bullying?

Learner Outcome: By the end of this lesson students will be able to identify times and places on school property where bullying happens most often.

Preparation and Materials: • Drawing and art supplies: Large sheets of paper, crayons, colored pencils and/or markers,

glitter, glue, etc. • Copy the handout “Bully Free Zone” for each student. • Copy the Parent Chat handout “What Bullying Have I Seen?” for each student to take home and

discuss with their parents. • Chart paper and a marker or electronic whiteboard


2. Ask students to share with you times and places where students are bullied on school property. List their responses on the board, chart paper or electronic whiteboard. Possible Answers:

• Bathroom • Hallway • Cafeteria • Gymnasium • Classroom • Bus • Waiting for the bus • Playground • Library

3. Distribute the drawing supplies to students and ask them to draw a picture about someone being bullied. After they have drawn their pictures, ask selected students or all of the students to describe what is happening in their pictures.

4. As students share their pictures encourage discussion by asking questions such as:

• “How do you think that person who was bullied felt?” • “How would you feel if that was done to you?” • “Did that person obey the Golden Rule?” • “Why do you think she did that?” • “What would you do if you saw someone doing that to another person?”


5. Tell students you want your classroom to be a Bully Free Zone. Give each student a copy of the “Bully Free Zone” handout and art supplies. Ask them to decorate their handouts. If time permits ask students to show their decorated handouts to the rest of the class. Ask each student to name a place they wish was a Bully Free Zone.


Parent Chat: Ask students to take home the Parent Chat handout “What Bullying Have I Seen?” and discuss it with their parents.

Go Further: Ask students to note bullying they see on television and to share what they see with you and their classmates.


®

www.bullyfree.com


Parent Chat

What Bullying Have I Seen? Dear Parent or Guardian: Today we talked about bullying your child has seen. Please complete the following items with your child. After discussing each item, ask your child to check its corresponding box. Please include the requested signatures and return the signed form to me the next school day. Thank you!

Ask your child to tell you about bullying they have experienced or seen others experience.

Tell your child about bullying you have experienced or have seen others experience.

Tell your child how the bullying you experienced or saw others experience made you feel.

Ask your child to tell you how he or she felt when they experienced or saw others experience bullying.



LESSON C17 What Should I Not Do When Someone Tries to Bully

Me?

Learner Outcome: By the end of this lesson students will be able to describe appropriate ways to respond to bullying.

Preparation and Materials: • Drawing supplies and paper for students • Copy the handout “Bully Free Review Wheel” for each student. • Write the following content on the board, chart paper or electronic whiteboard. If you wish,

make a poster and display it in your room.

What Not to Do When Someone Tries to Bully You

1. Cry

2. Physically hurt the person

3. Call the person a mean name

4. Go hide and not talk to anyone

5. Act mad at other people who are nice to you

6. Refuse to talk to others


2. Say: “I want you to know how proud I am of you. You have learned so much about bullying. Later, you are going to learn some important things to do when someone hurts you and frightens you again and again on purpose – bullies you. Today I want to talk to you about some important things NOT to do.”

3. Say: “Sometimes when we are bullied we let our emotions control how we act – we do not act as we should.”


4. Ask: “How do students sometimes act when they are bullied?” (Possible Responses: They act mad at everyone. They cry. They get sad. They hit the person who is bullying them.)

5. Present the chart paper What Not to Do When Someone Tries to Bully You. Discuss how and why each item listed is an inappropriate response to bullying. Remind students that students who bully others want to hurt and upset them. So, it is important not to let them know they have hurt and upset them.

6. Give each student some drawing supplies and ask them to draw one or more scenes illustrating what they are not to do when someone tries to bully them.


8. Distribute the handout “Bully Free Review Wheel” and ask student to follow the instructions. They are asked to recall four things they are not to do when someone tries to bully them. They should not look at the information you presented. Randomly select students to share their answers. Collect the review sheets.


Name: ________________________________________________ Date: __________________

Instructions: In each section of the wheel, from memory write something you should NOT do when someone bullies you.

BULLY FREE REVIEW WHEEL


LESSON C18 What Should I Do When Someone Tries to Bully Me?

(Part 1 – Planning Ahead)

Learner Outcome: By the end of this lesson students will be able to develop a plan for avoiding students who bully.

Preparation and Materials: Copy the worksheet “Planning Ahead Sheet” for each student.


2. Tell students you would like to discuss ways planning can help them protect themselves from those who bully. For example, one thing they can do is plan to avoid students who bully others.

3. Ask: “What do I mean when I say you should try to avoid someone.” (Answer: Stay away from them as much as possible.)

4. Ask students if they have ever tried to stay away from people who bully them. If so, ask them what they did to stay away from them. If you wish, give them feedback on their approaches/strategies.

5. Tell students, when possible it is best to plan to avoid places where those who bully others hang out or play.

6. Ask students to tell you places they need to avoid because students are usually there who bully them or others.

7. Emphasize the importance of telling an adult when someone tries to bully them.

8. Discuss and roleplay the following “planning ahead” ideas.

• When you’re walking down the hall and you see someone who bullies others, don’t make eye contact. (Ask a student to come to the front of the room and demonstrate this with you.)

• Stay far away from students who bully others by keeping someone between you and them. (Ask two students to come to the front of the room and demonstrate this with you.)


• When you notice a student coming toward you who bullies others, if you can, walk in the opposite direction – do not walk by .

• If you see someone coming toward you who bullies, join a group, even if you don’t know them very well.

• If possible, don’t go where the student is who bullies others.

9. Distribute the worksheet “Planning Ahead Sheet.” Instruct students to complete the worksheet. Randomly select students to share what they have written.



Name: _______________________________________________ Date:___________________

Planning Ahead Sheet

I plan to avoid the following places because students who bully me are usually there. These are places where I do not have to go.

These are the things I plan to do to avoid people who bully me. Check those you prefer.

When I see students who bully me coming toward me I will walk quickly in a different direction.

When I see the students who bully me I will walk over to another group of students, especially if they are my friends.

When I see the students who bully me I will walk over to an adult.

I will avoid going places on school property that I do not have to go, if the students who bully me are there.

I will always walk with and play with other students even though they may not be my best friends. I will stay with a group of students who do not bully others.

When I am walking around I will have my head up and be aware of who is around me and who is coming toward me.

I will make friends with students who treat others the way they want to be treated.



(Part 2– Reject Mean Words)

Learner Outcomes: By the end of this lesson students will be able to: verbalize their understanding that words have the power to hurt verbalize their understanding they can choose not to use hurtful words. make appropriate and effective responses to hurtful words.

Preparation and Materials: • Drawing paper • Colored paper • Crayons, colored pencils and/or markers • Masking tape • Waste basket • Small treats of some kind (gummy animals, animal crackers) – Be sensitive to food allergies. • Chart paper and markers or electronic whiteboard • Copy the Parent Chat handout “What Should I Do When Someone Tries to Bully Me? (Reject

Mean Words)” for each student to take home and discuss with their parents.


2. Ask: “Have you ever heard the saying, sticks and stones may break by bones but words will never hurt me?” Most students probably have heard this saying. If some haven’t, ask another student to explain it.

3. Ask for examples of words that hurt and write them on the chart paper. Possible Responses:

• I don’t like you. • You can’t sit here. • You are ugly. • You’re not my friend.

4. Ask: “Is it true that mean words don’t hurt?”

5. Ask students to describe how they feel when someone calls them a mean name or says mean words to them. List their feelings on the board, chart paper or electronic whiteboard. Possible Responses:

• Sad


• Mad or Angry • Hurt • Feel like crying • Upset • Afraid or worried • Lonely

6. Ask: “When someone says mean words, what can you DO?” Brainstorm with students to identify appropriate responses to mean words. List their suggestions on the board, chart paper or electronic whiteboard. Tell students that each suggestion should begin with “I can . . .” Possible Responses:

• I can smile at the person and then walk away. • I can tell an adult at school. • I can tell my parents. • I can talk to a friend about it. • I can write their words on paper, rip it up and throw it in the trash. • I can write about it in my diary/journal. • I can stop trying to be friends with them and be friends with others.

7. Ask: “When someone says mean words to you what can you SAY?” List suggestions on the board, chart paper or electronic whiteboard. Tell the students that each suggestion should begin with “I . . . .” Possible Responses:

• I don’t like it when you say that to me and I want you to stop. Then I can walk away confidently.

• I want you to stop saying those words to me. Then I can walk away confidently. • Calmly say that is not true about me. Then walk off confidently. • I don’t have to listen to this. I’m out of here. Then walk off confidently.

8. Say: “Mean words can hurt our feelings just like sticks and stones can hurt our bodies. You have choices about what to do when someone says mean words to you. And you can choose not to say mean words to other people.”

9. Tell students that mean words are like monsters. Distribute drawing and art supplies and ask them to draw the meanest looking monsters they can imagine. Then have them crumple their drawings into balls—“mean words monster balls.”

10. Stick two lines of masking tape to the floor, sidebyside so a line can be formed behind each line of tape. The tape should be located a few feet from the trash can. The distance will depend on how far you think the students can easily throw paper balls. Divide the class into two teams and have each team line up behind a maskingtape line. Have the students take turns throwing their “mean words monster balls” into the basket and reward each successful throw with a small treat. (Students who miss can have another chance; this isn’t a serious competition. All students should get to throw their “mean words monster ball” into the basket. All students should get a treat.) Tell students, since you are the teacher you can move the trash can around, closer or further way – to make it easy or to make it difficult.

11. Discuss with students how it felt to throw away their “mean word monster balls.”



Parent Chat: Ask students to take home the Parent Chat handout “What Should I Do When Someone Tries to Bully Me? (Reject Mean Words)” discuss it with their parents.

Go Further:

• Students need to be shown how to handle bullying and their feelings appropriately. Start teaching this by asking questions like: • What do you think you can do about that? • How are you going to handle that? • What do you think you will do next?

• This gets students thinking about their options and helps develop problemsolving skills. It’s also an excellent way to let students know that you trust them and their abilities. See the example exchange below.

You say: “I’m sorry to hear that Erica broke your toy. What do you think you will do about it?” The student says: “I want to beat her up!” You say: “You are really angry!” The student says: “Yes, I am! I’m so mad I could punch her!” You say: “What do you think might happen if you do that?” The student says: “I’ll get in trouble.” You say: “What about Erica?” The student says: “She might get hurt.” You say: “I know you don’t want to get in trouble or hurt Erica. So what can you do instead of punching her?”


Parent Chat

What Should I Do When Someone Tries to Bully Me? (Reject Mean Words)

Dear Parent or Guardian: Today we talked about what your child should do when someone tries to bully him or her. Please complete the following items with your child. After completing each item, ask your child to check its corresponding box. Please include the requested signatures and return the signed form to me the next school day. Thank you!

Talk with your child about ways you dealt with mean words said to you when you were a child and how you reject mean words said to you now.

Ask your child to give you examples of ways they can reject mean words. (Possible Answers: Smile and confidently walk away, talk to a teacher about my feelings, talk to my parents, talk to a friend, write the words on paper, rip up the paper and throw it away, repeat to yourself “that’s not me” or “I don’t have to listen to this, I’m out of here.” or, “I want you to stop calling me that, call me by my real name” then walk off confidently.)




(Part 3– Four-Step STOP Method)

Learner Outcomes: By the end of this lesson students will be able to: describe the FourStep STOP Method of responding to bullying. demonstrate the FourStep STOP Method of responding to bullying.

Preparation and Materials: • Chart paper and marker or electronic whiteboard • Copy the handout “Stop Sign” onto cardstock paper for each student. • Craft sticks (one for each student) • Art supplies for decorating the handout “Stop Sign” • Use the handout “Stop Sign” to make a poster. • Prepare the following poster with STOP written vertically with the following messages:

FourStep STOP Method

S – Stand up for yourself. Say “STOP it! Leave me alone.” (With a serious/strong face and a strong but calm voice. Walk away confidently.)

T TELL an adult. O Go to OTHERS nearby. P Be PROUD of yourself.

(Run if you will be harmed.)

• Draw four human stick figures on the board, chart paper or electronic whiteboard representing each of the above steps. They should be in random order.

• Copy, laminate, and cut apart the STOP Cards. Each student should get a card.

Activities: 1. Note: The statements to be made and the actions to be taken in the FourStep STOP Method

have been taught in previous lessons. This lesson is designed to place them in a framework that will help students remember what to do.

2. Review the previous lesson.


3. Ask: “What should we do if someone tries to bully us?”

• Elicit responses and record them on the board, chart paper or the electronic whiteboard. • Discuss the appropriateness of each response.

4. Hold up the STOP sign poster and tell them that if someone tries to bully them they should say “STOP it!” with a serious/strong face and a strong but calm voice. Ask them to repeat after you “STOP it!” in this manner.

5. Give each student the handout “STOP Sign.” Distribute safety scissors and art supplies students need to decorate their signs. Ask them to cut out their signs, decorate them and glue or staple them to a craft stick.

6. Hold up your STOP sign again and ask students to hold up their STOP sign. Ask students to repeat “STOP it!” after you with a serious/strong face and a strong but calm voice “STOP it!”

7. Ask students to roleplay bullying situations using the “STOP it!” strategy. If necessary, show them how to walk away confidently (i.e., head held high, back straight, quick walk, smile, etc.)

8. Hold up the FourStep STOP poster. Point to each letter and read the corresponding messages. Then ask students to indicate which of the four human stick figures appearing on the board, chart paper or electronic whiteboard represents the message read.

9. Tell students to run if they think they are about to be harmed or are in danger.

10. Tell students that how they say “STOP it!” is very important. They should not say it in a whining or pleading voice. They should say “STOP it!” with a serious/strong face and a strong but calm voice. Explain that “STOP it!” means to STOP immediately. Demonstrate how to say “STOP it!” Ask them to hold up their stop signs and say STOP it! with a serious/strong face and a strong but calm voice. Randomly select students to say “Stop it!” with a serious/strong face and a strong but calm tone of voice.


Parent Chat: Give each student a STOP CARD and ask them to take it home and discuss it with their parents.

Go Further: Compliment efforts of students when you observe them using the FourStep STOP Method. Also, when you hear a student telling someone to STOP it! and the student doesn’t stop, say something like “I heard her tell you to STOP it! That means that you must immediately STOP. So I want you to STOP when she tells you to.”


Stop Sign


Instructions: Copy on cardstock paper and cut apart along the dashed lines. Give one card to each student.

STOP CARDS

FourStep STOP Method S – Stand up for yourself. Say “STOP it!” Say, “Leave me alone. (With a serious/strong face and a

strong but calm voice. Walk away confidently.) T TELL an adult.

O Go to OTHERS nearby. P Be PROUD of yourself.

FourStep STOP Method S – Stand up for yourself. Say “STOP it!” Say, “Leave me alone. (With a serious/strong face and a

strong but calm voice. Walk away confidently.) T TELL an adult.


FourStep STOP Method S – Stand up for yourself. Say “STOP it!” Say, “Leave me alone.” (With a serious/strong face and

a strong but calm voice. Walk away confidently.) T TELL an adult.


FourStep STOP Method S – Stand up for yourself. Say “STOP it!” Say “Leave me alone.” (With a serious/strong face and

a strong but calm voice. Walk away confidently.) T TELL an adult.



LESSON C21 What Should I Do When Someone Tries to Bully Me? (Part 4 – Practicing the Four-Step STOP Method)

Learner Outcome: By the end of this lesson students will be able to demonstrate the FourStep STOP Method for dealing with bullying.


• Four Step STOP Method poster prepared in previous lesson • Copy the worksheet “Bully Free Reflection Sheet” for each student. • Use the four human stick figure drawings you used in the previous lesson, representing the four

steps of the STOP Method.

Activities: 1. Review the previous lesson by holding up the STOP sign poster and review the FourStep ST

OP Method by announcing the letter, the message and asking students to point to the human figure drawing that represents each message. For your reading convenience, the four steps are provided below.

FourStep STOP Method S – Stand up for yourself.

Say “STOP it!” (with a serious/strong face and a strong but calm voice)

Say, “Leave me alone.” (Walk away confidently.) T TELL an adult. O Go to OTHERS nearby. P Be PROUD of yourself.

2. Roleplay the following situations, adding other typical situations you have observed in your classroom or school. Also discuss the following inappropriate and appropriate responses. If you wish, ask students to roleplay both the appropriate and inappropriate responses.


You are playing with a toy and another student tries to take it away from you. Inappropriate Response: Push the student away and yell “I don’t like you so go away.” Appropriate Response: Tell the student that you are playing with the toy and to STOP trying to take it away from you or tell her you will give the toy to her when you have finished playing with it. Tell her she should find another toy or wait until you finish playing with it. If she doesn’t stop trying to take it from you, tell the teacher.

Another student cuts in line in front of you during lunch. Inappropriate Response: Push the student out of line, make a mean face and yell that you don’t want to be her friend. Appropriate Response: Tell the student to STOP cutting line since it is not allowed. If you don’t want to let her in front of you and if she still insists on cutting line, tell the teacher. Note: Tell students that when they cut in front of one person they are cutting in front of everyone. Cutting line is never allowed, even with friends.

You hear someone saying mean things to another person. Inappropriate Response: Join in by saying mean things to the person and repeating the other mean things. The next time you see the person, make a mean face and roll your eyes at her. Appropriate Response: Tell them to STOP saying mean things. Don’t join in, don’t repeat it. Be a friend to the person being bullied.

Three friends are playing together and another person tries to join in. Two of the people say she can’t play. Inappropriate Response: Agree that she can’t play with you. Appropriate Response: Tell them to “STOP it!.” Invite her to play with you.


4. Distribute the worksheet “Bully Free Reflection Sheet” and ask students to follow the instructions. Randomly select students to share what they have written.


Name: ___________________________________________ Date: _________________________




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LESSON C22 What Should I Do as a Bystander?

Learner Outcomes: By the end of this lesson students will be able to: discuss the meaning of “powerful bystanders.” discuss ways students can be powerful bystanders. provide emotional support to students who are bullied.


• Copy the handout “If You Want to Stop Bullying, You Can . . .” for each student to take home. • Copy the handout “Talking Sense to Myself” for each student to take home. • Chart paper or electronic whiteboard

Activities: Note: An important component in any antibullying program is an effort to empower bystanders. Students should not only be encouraged to be powerful bystanders but should also be taught how to stand united against bullying and how to safely intervene when they hear or see someone bullied. Students must feel that you desire and value their efforts to be a voice of kindness, a voice of acceptance and a voice of courage. When students are able to confidently standup for bullied students, they often find it rewarding. They know it is not right to bully others. So when they do what they know is right, it helps them to feel good about themselves.

1. Review the previous lesson.

2. Tell students bullying involves everyone: the bullied student, the student who bullies and the bystanders. Explain that bystanders are students who are watching and doing nothing to help the student and those who laugh.

3. Remind students that they have already learned how to provide emotional support to students who are bullied. Ask, “What are the three things we should say to a student when we see them bullied?” Answer:


Ask students to repeat each of these after you.

4. Ask: “What is the difference between a bystander and a powerful bystander? (Answer: A powerful bystander takes action against bullying.)


5. Ask: “Why is it important for bystanders, such as yourself, to speak out against bullying and support those who are bullied?” (Answer: Students who are bullied often need the help of others. When someone is bullied, it makes other students sad and fearful. Bullying can make someone sick and angry. Sometimes students who are bullied hurt themselves or hurt others. By being an empowered bystander we make our school safer.)

6. Ask: “How would you go about helping someone who is bullied?” List their responses on the board, chart paper or an electronic whiteboard. (Answers: Don’t laugh. Take some friends with you and tell the student who is bullying to stop it! Ask the bullied student to walk off with you and your friends and to sit with you or play with you.)

7. Ask: “How do you think a bullied student would feel if you helped her?” (Answers: fantastic, happy, valued and liked)

8. Ask: “How would you feel if you helped a student who was bullied?” (Answer: I would feel good about myself.)

9. Distribute and discuss the handout “If You Want to Stop Bullying, You Can. . .” As you read each item, ask them to repeat it after you. Explain that you are giving them the handout to take home. Tell them to ask their parents to read it to them.

10. Distribute and discuss the handout “Talking Sense to Myself.” As you read each item ask them to repeat it after you. Explain that you are giving them the handout to take home. Tell them to ask their parents to read it to them.

11. Ask students to visualize someone being bullied. Ask them to visualize themselves acting in an empowered but safe manner. Emphasize the importance of telling an adult when they see or hear bullying. Ask students to think of the people (or a person) they could count on to help them.


Parent Chat: Ask students to take home the handout “If You Want to Stop Bullying, You Can . . .” and ask their parents to read it with them.


IF YOU WANT TO STOP BULLYING, YOU CAN . . . • Refuse to join in.

• Refuse to laugh.

• Refuse to stand guard for the bully. Refuse to watch for adults.

• Speak out on behalf of the bullied student with a serious/strong face and a strong but calm voice. Say: o “Don’t treat him that way! Leave him alone. Bullying isn’t allowed in our school.”

(Then, ask the student to walk off with you and your friends, report it to an adult, join some friends, be proud of yourself and talk to an adult or write about how it made you feel to see someone bullied.)

o “Stop hitting her!” (Then, ask the student to walk off with you and your friends, report it to an adult, join some friends, be proud of yourself and talk to an adult or write about how it made you feel to see someone bullied.)

o “Don’t call him that name!” (Then, ask the student to walk off with you and your friends, report it to an adult, join some friends, be proud of yourself and talk to an adult or write about how it made you feel to see someone bullied.)

o “Stop picking on her!” (Then, ask the student to walk off with you and your friends, report it to an adult, join some friends, be proud of yourself and talk to an adult or write about how it made you feel to see someone bullied.)

o “I’m reporting this to Mrs. Smith! Bullying is against the rules.” (Then, ask the student to walk off with you and your friends, report it to an adult, join some friends, be proud of yourself and talk to adult or write about how it made you feel to see someone bullied.)

o “This is a waste of our time. We are out of here.” (Then, ask the student to walk off with you and your friends, report it to an adult, join some friends, be proud of yourself and talk to an adult or write about how it made you feel to see someone bullied.)

o “Big deal! We both need to lose weight” (Then, ask the student to walk off with you and your friends, report it to an adult, join some friends, be proud of yourself and talk to an adult or write about how it made you feel to see someone bullied.)

o “We both have big ears. Sometimes we feel like an elephant.” (Then, ask the student to walk off with you and your friends, report it to an adult, join some friends, be proud of yourself and talk to an adult or write about how it made you feel to see someone bullied.)

o “So what! It doesn’t matter what you think or say.” (Then, ask the student to walk off with you and your friends, report it to an adult, join some friends, be proud of yourself and talk to an adult or write about how it made you feel to see someone bullied.)

o “Oh well! That’s your opinion. Everyone has an opinion.” (Then, ask the student to walk off with you and your friends, report it to an adult, join some friends, be proud of yourself and talk to an adult or write about how it made you feel to see someone bullied.)

• Report all bullying you see, hear or hear about to an adult.

• Be a good example by treating others the way you want to be treated.


TALKING SENSE TO MYSELF

Use the following brief, powerful, easytoremember words and phrases to talk sense to yourself when someone wants you to bully another student.

• I do not have to do what the student who bullies wants.

• I don’t have to laugh.

• I don’t have to stand guard for the bully.

• I can make a better choice.

• I care about the feelings of others.

• I can confidently walk away.

• I don’t have to let the student who bullies control how I treat others.

• I will not bully anyone. I’m better than that.

• I can stop and think about the consequences and I don’t have to do what the student who bullies wants me to do.

• I will not ignore bullying. I have the courage to report it. to an adult.

• I can stand up for the student being bullied.

• I don’t need friends who bully.

• I don’t just believe in the Golden Rule, I obey it.


LESSON C23 What is Empathy and Why is it Important?


define empathy. discuss the importance of empathy. talk openly about the reasons they dislike someone being hurt or frightened. describe ways they can show they understand how someone feels and that they care. discuss feelings associated with being bullied. discuss feelings associated with seeing someone bullied.


• Materials for students to make small hand puppets (small paper bags, markers, safety scissors, etc.)

• Copy the handout “I feel . . . “ for each student • Make one paper heart for every two students. Cut the hearts in half in a variety of ways, so that

no other two halves can perfectly fit together. (You may want to laminate them so you can use them again and again.) Mix up the halves in a box.

• Supplies for drawing • Adhesive bandages for each student • Prepare a large poster or write on the board, chart paper or electronic whiteboard the title Words

that Describe Feelings Caused by Bullying and the following feeling words. Leave room for placing a star beside each word. Also leave room for writing additional words and for placing a star beside the new words.

Words that Describe Feelings Caused by Bullying

• Angry • Fearful • Sad • Embarrassed • Nervous • Concerned • • •


• Copy the Parent Chat handout “How Can I Show I Understand and Care?” for each student to take home and discuss with their parents.

• Copy the handout “I Feel . . .” for each student.


2. Ask: “Have you heard of the word empathy?”

3. Explain that empathy is:

• Trying to understand how another person feels by remembering how you experienced (felt) the way they feel. It is trying to imagine how they feel and desiring to show you care.

• Empathy is trying to understand why someone feels the way they do. • Sometimes you understand why someone is sad, because what happened to them that made

them sad also happened to you and made you sad. o Ask: “What makes you sad?” Let them share stories. o After a student shares a story say: “So, when that happens to someone else, you will

understand why they are sad.” • Sometime you understand why someone is angry, because what happened to them to make

them angry also happened to you and made you angry. o Ask: “What makes you angry?” Let them share stories. o After a student shares a story say: “So, when that happens to someone else, you will

understand why they are angry.”

4. Ask: “Why is empathy important?” Possible Answers:

• It makes the person feel good when I try to understand and show I care. • It helps us get along. • We are a family. We should care about each other.

5. Ask: “Do we sometimes care more about the mistreatment of animals than we do people?”

6. Ask: “Who should we care about the most, people or animals?”

7. Ask: “Who should we care about the most, people or our toys?”

8. Distribute the handout, “I feel . . . “ and ask students to complete the statements on their writing paper. After a period of time, go through each item with students and ask students to share their answers. Collect and later examine their answers.

9. Say: “I want you to explain to each other why you dislike it when someone is bullied or threatened.”

10. Distribute the heart halves to students in the classroom. (If you wish, students can draw their halves from a box.)


11. Say: “I want each of you to find the individual who is holding the half that matches your heart half. When you find the individual with the correct heart half, share with each other why you dislike it when someone is hurt or frightened by someone.”

12. Lead students in a song, repeating “We are a family. We have empathy and we are Bully Free.”

13. Ask: “How can we know how someone feels?” Possible Answers:

• “Listen to what they say.” • “Look at their face and body.” • “Ask them how they feel.” • “Watch how the person acts.”

14. Ask students to complete the following statements:

• “When I see someone smile and laugh, I feel . . .” • “When something nice happens to someone, I feel . . .” • “When I see someone sad I feel . . .”

15. Ask: “Have you ever seen an animal mistreated? “

• “What happened? “ • “How did that make you feel?” • “What could you do to show that you understand and care?”

16. Ask: “Have you ever seen someone pushed down on purpose?”

• “What happened?” • “How did that make you feel?” • “What could you do to show that you understand and care?”

17. Ask: “Have you ever heard someone called a mean name?”

• “What happened?” • “How did that make you feel?” • “What could you do to show that you understand and care?”

18. Ask: “Have you ever heard someone told they can’t play with someone?”

• “What happened?” • “How did that make you feel?” • “What could you do to show that you understand and care?

19. Pair students and ask them to take turns making a mean face at each other and then a nice face. Try not to pair a student with a student he bullies. Ask them, “Which one did you like better?”

20. Remind students that you dislike someone being bullied and you hope they dislike it.

21. Ask: “Why should I dislike bullying?”


22. Tell students that today you want to discuss what it feels like to be bullied. Tell them that these feelings are normal. Being bullied makes us have bad feelings. Watching others being bullied also make us have feelings that bother us.

23. Point to Words that Describe Feelings Caused by Bullying. Discuss each of the words with students. Then randomly read the words and ask students if any of them can point to the word you have read. Ask if any of the students would like to read all of the words.

24. After you read each of the following bullying situations ask students to tell you which word on the poster board describes the feelings they would have. (Note: When they use a word, place a band aid over the word.)

• Situation: A student is sitting next to you at circle time and a boy next to her, who bullies other students all the time, keeps poking her.

• Situation: You are in lunch line and a girl who bullies you every day cuts line in front of you.

• Situation: A girl in your class who is always calling other students mean names calls you a mean name.

• Situation: Two of your friends are playing with you and another student who they don’t like tries to join in. Your friends say she can’t play and tells her to get away from them.

25. Give each student an adhesive bandage (Bandaid) and ask them to wear it on their wrist as reminder that bullying hurts.

26. Express your expectation that everyone will be empathic.


Journaling: Ask students to draw a picture depicting them caring about someone.

Parent Chat: Ask students to take home the Parent Chat handout “How Can I Show I Understand and Care?” and discuss it with their parents.

Go Further: Consider purchasing and reading to your students Understand and Care (2003) by Cheri J. Meiners, M.Ed. (Free Spirit Publishing), www.freespirit.com.


Name: _____________________________________ Date: ________________________

Instructions: Complete the following sentences.

I Feel . . .

• When I see someone cry, I feel . . .

• When I see someone afraid, I feel . . .

• When I see someone angry, I feel . . .

• When I see someone called a mean name, I feel . . .

• When I see someone left out, I feel . . .

• When I see someone sad, I feel . . .

• When I see someone pushed down, I feel . . .

• When I see someone tripped, I feel . . .

• When I hear about someone being mean to someone, I feel . . .

• When I hear about someone being afraid, I feel . . .

• When I tell the teacher about someone being mean to someone, I feel . . .

• When I tell the teacher that someone is being mean to me, I feel . . .


Parent Chat

How Can I Show I Understand and Care? Dear Parent or Guardian: Today we talked about how your child can show that he or she understands and cares. Please complete the following items with your child. After discussing each item, ask your child to check its corresponding box. Please include the requested signatures and return the signed form to me the next school day. Thank you!

Read and discuss the following list of emotions with your child and what might trigger these emotions.

o happy o sad o scared o excited o angry o bored o surprised o lonely o frustrated o confused

Guessing GameMake a face for your child and have them guess how you are feeling. (Example: Make an angry faceThe child might guess that you are angry, make a happy facethe child might guess that you are happy).

Mention that it is good to be able to look at someone and know how they are feeling. It is also good to respond appropriately to the feeling. (Example: If someone is very angry, your child could say he or she is sorry that the person is angry and ask them if they want to talk about it. If someone looks sad, your child might tell them that he or she is sorry that they feel sad and ask if there is anything he or she can do to help them feel better. Then smile and ask them to play with him or her or sit quietly beside them.)



LESSON C24 What Should I Do If I Hurt Someone?

Learner Outcome: By the end of this lesson students will be able to verbalize their desire to replace bullying behavior with behaviors reflecting the Golden Rule.


• Make the following poster:

When I Hurt Someone, I Will . . .

• Say, “I am sorry.” • Say, “Please forgive me.”

• Copy the Parent Chat handout “What Should I Do If I Hurt Someone?” for each student to take home and discuss with their parents.


2. Discuss how almost everyone has made the mistake of mistreating or hurting someone.

3. Ask: “How do you usually feel when you mistreat someone?”

4. Emphasize that good people make mistakes but it is important to apologize, ask forgiveness and to not repeat the same mistake.

5. Consider sharing a personal story in which you wronged someone and have never forgotten it. If you could, what would you do differently?

6. Express your belief that most students are good people who desire to obey the Golden Rule.

7. Ask: “If someone bullied you, what would you like for them to do?” (Answer: Say I am sorry. Please forgive me.)

8. Present the poster “When I Hurt Someone, I Will . . .” Discuss the two items on the poster. Read each line and ask students to repeat them in unison after you.


9. Ask students to turn to another student and say these words to each other. Provide the necessary guidance by asking students to repeat these words after you. Every student should have these words said to him or her and say them to someone.

10. Divide the class into two groups. Assign one of the two statements to each group. Tell them to say their assigned statement in unison when you point to them. To make this fun, randomly and rapidly point to the different groups.

11. Emphasize the importance of being kind to the person we have hurt after we make these two statements. Remind them to obey the Golden Rule – Treat others the way you want to be treated.


Parent Chat: Ask students to take home the Parent Chat handout “What Should I Do If I Hurt Someone?” and discuss it with their parents.


Parent Chat

What Should I Do If I Hurt Someone?

Dear Parent or Guardian: Today we talked about what you should do if you hurt someone. Please complete the following items with your child. After discussing each item, ask your child to check its corresponding box. Please include the requested signatures and return the signed form to me the next school day. Thank you!

Let your child know that the following sentences are things that should be said when you hurt someone on purpose or by accident. Say the following aloud to your child and ask your child to repeat them. Explain the importance of being sincere and being kind to the person they have hurt.

o “I am sorry.”

o “Please forgive me.”

Remind your child that he or she should be kind to people. Remind your child of the Golden Rule – Treat others the way you want to be treated. Explain that the two above sentences are what we would want someone to say to us, if they hurt us.

Share a time that you hurt someone on purpose or accidentally and what you did to apologize to that person. If you didn’t apologize, let your child know what you should have done.



LESSON C25 Am I Sad When I am Bullied or Others are Bullied?


verbalize their understanding that it is normal to feel sad when someone hurts or frightens them or another person. recognize their sadness as an important body signal. verbalize their sense of power over their sadness. demonstrate the 4 T’s Method of managing their sadness.

Preparation and Materials: • Drawing paper and art supplies • Chart paper, board or electronic whiteboard • Copy the worksheet “The 4 T’s – FillintheBlanks” for each student. • Write the following on the board, chart paper or electronic whiteboard:

Good Things to Do When You are Sad 1. Talk to an adult. 2. Talk to a friend. 3. Draw a picture about it. 4. Listen to nice music.

• Make the following poster entitled The 4 T’s or write the information on the board, chart paper or an electronic whiteboard:

The 4 T‛s T TALK to a friend, an adult or anyone you trust about being sad. T THINK about something else. T TELL yourself something nice and tell yourself “I don’t have to be sad, I can be happy.” T TAKE a deep breath, play, sing and laugh with others. If you wish, take time to pray.



2. Ask: “Have you ever felt sad? What makes you sad?” Give them time to share their experiences. Possible Answers:

§ When I’m alone. § When I watch a sad television show or movie. § When I think about what might happen that is really bad. § When bad things happen. § When my pet died. § When my grandmother died.

3. Ask: “Would you be sad if someone hurt you or frightened you?”

4. Ask: “Would you be sad if you saw someone hurt or frightened?”

5. Ask: “Have you ever felt sad because someone else was bullied?” Compliment those who indicate they get sad when they see someone bullied.

6. Ask students to draw a picture about someone who is sad because someone bullies them or someone else. Say “Make sure you show their bodies being sad.” Then, ask students to share their pictures and show where the person is sad.

7. Ask: “What do you do when you are sad to feel better?” Write their comments on the board, chart paper, or an electronic whiteboard.

8. Ask: “Who do you talk to when you are sad?”

9. Discuss Good Things to Do When You are Sad. Then ask students to help you add good things to do to the list. Add their suggestions to the list. If you wish display “Good Things to Do When You are Sad” in your classroom and when appropriate refer to it throughout the year.

10. Say: “When you get sad, I would like for you to remember the 4 T’s.” Discuss The 4 T’s. Ask students to repeat the 4 T’s with you and ask them to explain each one.

11. Display the poster in your classroom and occasionally review its content.


13. Distribute the worksheet “The 4 T’s – FillintheBlanks” and ask students to follow the instructions. Randomly select students to read what they have written.

Go Further: Search the internet for managing sadness in young students.


Name: __________________________________________ Date:________________________

Instructions: From memory, fill in the blank lines with the correct word.

The 4 T‛s – Fill-in-the-Blanks

T ___________ to a friend, an adult or anyone you trust about being sad.

T ___________ about something else.

T ____________yourself something nice and tell yourself “I don’t have to be so sad or I can be happy.”

T ____________ a deep breath, play, sing and laugh with others. If you wish, take time to pray.


LESSON C26 Am I Fearful When I am Bullied or Others are

Bullied?

Learner Outcomes: By the end of this lesson students will be able to: verbalize their understanding that it is normal to feel scared or to feel fear when someone hurts or frightens them or another person. recognize their fear as an important body signal. verbalize their sense of power over their fear when someone hurts or frightens them. demonstrate the 4 T’s Method of managing their fear.

Preparation and Materials: • Paper and art supplies • Chart paper and a marker or electronic whiteboard • Copy the Parent Chat handout “What are Good Ways to Deal with Fear” for each student to take

home and discuss with their parents. • Copy the handout “Body Outline” for each student. • Write the following on the board, chart paper or electronic whiteboard

Good Things to Do When You are Afraid or Fearful

• Talk to an adult. • Talk to a friend. • Draw a picture about it. • Listen to nice music. • Go to a safe place.

• Be prepared to discuss The 4 T’s used in the previous lesson.

The 4 T‛s T TALK to a friend, an adult or anyone you trust about being sad. T THINK about something else. T TELL yourself something nice and tell yourself “I don’t have to be sad, I can be happy.” T TAKE a deep breath, play, sing and laugh with others. If you wish, take time to pray.



2. Ask: “Have you ever been scared?”

3. Give each student the handout “Body Outline” or time and materials to create their own. Ask students to color the places on their bodies where they would feel scared if they or someone else were hurt by someone. For example: You might get a headache when you are scared or you might get a stomach ache when you are scared. Randomly select students to share the places they have colored.

4. Ask: “Would you be scared if someone hurt you or frightened you?”

5. Ask: “Would you be scared if you saw someone hurt or frightened?”

6. Ask students to draw a picture about someone who is fearful because someone bullies them or someone else. Ask students to share their pictures. As they share, comment on ways they can deal with their fears (i.e., talk to an adult, talk to a friend).

7. Ask: “What makes you afraid or fearful?” Give them time to share their experiences. Possible Answers:

• When I’m in the dark. • When I watch a scary television show or movie. • When I think about what might happen. • When bad things happen. • When someone scares me. • When someone bosses me around.

8. Ask: “What would you do if someone scared or frightened you?” Write their comments on the board, chart paper or an electronic whiteboard.

9. Discuss Good Things to Do When You are Afraid or Fearful. Then ask students to help you add good things to do to the list. Add their suggestions to the list. If you wish, display the list in your classroom and when appropriate refer to it throughout the year.

10. Discuss The 4 T’s. Ask students to repeat the 4 T’s with you and to explain each one.

11. Ask each student to tell you who they would talk to if they were ever scared or afraid.


Parent Chat: Ask students to take home the Parent Chat handout “What are Good Ways to Deal with Fear?” and discuss it with their parents.


Go Further: • Search the internet for fear management strategies for young students. • Consider purchasing and reading to students When I Feel Afraid (2003) by Cheri J. Meiners,

M. Ed. (Free Spirit Publishing), www.freespirit.com.


Name: ________________________________________________ Date: ___________________

Instructions: Color the places on the body outline where you would feel scared if you were hurt by someone.

Body Outline


Parent Chat

What are Good Ways to Deal with Fear?

Dear Parent or Guardian: Today we talked about good ways to deal with fear. Please complete the following items with your child. After discussing each item, ask your child to check its corresponding box. Please include the requested signatures and return the signed form to me the next school day. Thank you!

Share with your child times you were afraid as a child.

Share good ways you dealt with your fear.

Read and discuss the following ways your child can deal with his or her fear.

The 4 Ts

T Talk to a friend, an adult or anyone you trust about being afraid. T Think about something else. T Tell yourself something nice and tell yourself “I don’t have to be so

afraid or fearful. I can calm down.” T Take a deep breath, play, sing and laugh with others. If you wish, take

time to pray.



LESSON C27 Am I Angry When I am Bullied or Others are Bullied?

Learner Outcomes: By the end of this lesson students will be able to: recognize their anger as an important body signal. verbalize their understanding it is normal to feel anger when someone hurts or frightens them.

Preparation and Materials: • Copy the handout “Body Outline” for each student. • Chart paper and a marker or electronic whiteboard


2. Ask: “How many of you have ever felt angry? What happened that made you feel angry?” (Note: Ask that students not share names of people who have made them angry. As students share their stories, ask students to raise their hands to indicate if what the student shared would also make them feel angry.)

3. Ask: “Who would feel angry if someone hurt you on purpose or frightened you on purpose?”

4. Ask: “Who would feel angry if you saw someone being hurt?” Compliment those who say they would feel angry.

5. Give each student the handout “Body Outline” or time and materials to create their own body outline. Ask students to color the places in their bodies where they would feel anger if they or someone else were hurt by someone. Randomly select students to tell about what they drew.

6. Ask students to draw a picture of what it feels like when they are angry because someone bullies them or someone else. Then, ask students to share their pictures.

7. Say: “Sometimes we get so angry that anger seems to fill us up. We need to let it out! If we don’t STOP and THINK we might let out our anger by pushing, kicking or hitting someone. There are better ways to let out our anger – ways that don’t hurt other people.”

8. Brainstorm healthy ways to express anger. List ideas on the board, chart paper or electronic whiteboard. If they need help offer the following suggestions:

• Tell someone you are angry. • Hit a pillow. • Hit a bed with your fist. • Walk away and then go for a run. • Ask for a hug.



Name: __________________________________________ Date:______________________

Instructions: Color the places on the body outline where you would feel angry if you were hurt by someone.

Body Outline


Lesson C28 What are Good Ways to Deal with Anger?

STOP-BREATHE SLOWLY-RELAX-THINK-COUNT)


recognize their anger as an important body signal. verbalize their understanding it is normal to feel anger when someone hurts them or frightens them. discuss the StopBreathe SlowlyRelaxThinkCount strategy for managing one’s anger.

Preparation and Materials: • Crayons or colored pencils • Prepare to share situations you have observed in your classroom that caused students to be

angry and/or frustrated. Of course, do not use names. • Paper and other supplies for students to make folded accordion fans. • Chart paper and marker or electronic whiteboard • Copy the worksheet “Bully Free Reflection Sheet” for each student.

Activities: 1. Ask: “How many of you have ever felt angry?”

2. Ask: “What has happened that made you feel angry?” (Note: Ask that students not share names of people who have made them angry. As students share their stories, ask all students to raise their hands to indicate if what the student shared would also make them feel angry.)

3. Ask: “Who feels angry right now?” (If you wish, ask students who raise their hands, why they feel angry.)

4. Ask: “Have you ever felt angry because someone bullied you?” Give them time to share their experiences.

5. Ask: “Have you ever felt angry because someone else was bullied?”

6. Explain that anger is not bad but it is how we deal with and express the anger that is important. Anger is a normal emotion and needs to be expressed. But, we should never do something wrong because we are angry.

7. Ask: “What are some things that people sometimes do because they are angry that are wrong?” (Possible Answers: yell, hit, throw things, push, kick and call you a mean name)

8. Say: “Unfortunately, some people who are hurt try to hurt others because they are angry. However, this is not always the case.”


9. Stress the importance of obeying the Golden Rule when we are angry.

10. Ask students to take a moment and think of a situation in which they witnessed someone expressing their anger toward another person who they should not be mad at. Students need to understand you are not making excuses for the student who bullies but you want them to understand that anger can make someone act inappropriately. Tell them that today’s lesson will focus on exploring better ways of dealing with our anger.

11. Distribute the paper and other supplies and ask students to make accordion fans. After the fans are made, ask student to fan themselves.

12. Ask: “When you use your fan, how does it make you feel?” (Answer: Cool.)

13. Ask: “When you get mad or angry, how does it make you feel, cool or hot?” (Answer: Hot.)

14. Say: “Pretend you are very angry and feel your face get hot and then use the fan to cool yourself.”

15. Say: “Since you can’t always have a fan with you, I want to teach you another way to stay cool when you are angry.”

16. Say: “But first, tell me what you do to calm down when you are angry. Perhaps there is something you do, something you think about or something you say to yourself.”

17. Tell students you would like to teach them five things that will help them control their anger. Tell them these are things you want them to do when they start to get angry: Stop, Breathe Slowly, Relax, Think and Count.

18. Write the first word STOP on the board, chart paper or electronic whiteboard. Ask students to repeat the word after you several times.

• Explain that STOP means you “don’t move your body.” Ask them to demonstrate “STOP.”

19. Next, write the words BREATHE SLOWLY on chart paper.

20. Discuss how difficult it is to breathe when we are angry. Say: “When we are angry we breathe faster and not as well.”

21. Say: “I want to show you how to breathe when you are angry so you can relax and stay cool.”

22. Demonstrate and explain how they should breathe. For example, when you slowly take in a big breath through your nose, your stomach should go out. Then, when you breathe out your mouth your stomach should go in.

23. Ask students to breathe deeply five times. Observe them and correct any incorrect methods of breathing. Ask them to breathe five times again.

24. Tell them when they feel themselves starting to get angry, you want them to STOP and BREATHE SLOWLY five times. Then, you want them to breathe five more times.


25. Write the word RELAX on the board, chart paper or electronic whiteboard and ask students do demonstrate relaxing as you demonstrate it. Emphasize that this means you relax your face, arms, hands and the rest of your body. Explain that sometimes it helps to tense and then relax a body part.

26. Ask: “Have you noticed how difficult it is to relax when you are angry?”

27. Say: “Let’s pretend we are angry by making a mean face and holding our teeth together tightly.”

28. Then instruct students to relax their mouth and their face.

29. Tell them to make fists with their hands and then relax them.

30. Write the word THINK on chart paper and ask students to repeat the word several times. Explain that this means they are to think, “I can be calm and I can obey the Golden Rule.”

31. Ask students to make an angry face and then ask them to STOPBREATHE SLOWLY RELAXTHINK. Ask them to repeat after you: “I can be calm. I can obey the Golden Rule.”

32. Next, write the word COUNT on the board, chart paper or electronic whiteboard.

33. Tell students that silently counting will help them to stay cool, controlling their anger.

34. Demonstrate how to silently count to ten by wiggling each finger as you count.

35. Ask students to practice the tactile counting method as you demonstrate it again.

36. Ask them to make a mean face and pretend they are mad. Ask them to count slowly to ten with you by wiggling each finger as it is counted.

37. Tell them if they are still angry they may have to count to ten again.

38. Say: “The next time you get angry or upset try silently counting to ten.”

39. Optional: Ask three students to come forward and to think of something that would make them angry. Ask each student what he is thinking about. As each student shares what they are thinking, ask the class to help the student control his angry by using the five steps.

40. Optional: Then ask students to march around the room and to do what you ask. While they walk around the room say “STOPBREATHE SLOWLYRELAXTHINKCOUNT.” When you say “COUNT,” ask everyone to silently count to ten by wiggling your fingers.

41. Optional: Ask students to sing the following song to the tune of “If You’re Happy and You Know It.”


If You‛re Angry and You Know It

If you’re angry and you know it, STOP, BREATHE SLOWLY, RELAX, THINK AND COUNT,

If you’re angry and you know it, STOP, BREATHE SLOWLY, RELAX, THINK AND COUNT,

If you’re angry and you know it, Your face will surely show it, If you’re angry and you know it,

STOP, BREATHE SLOWLY, RELAX, THINK AND COUNT


43. Distribute the worksheet “Bully Free Reflection Sheet” and ask students to follow the instructions. Randomly select students to share what they have written. Collect the sheets.

Journaling: Ask students to draw a picture in their journal of what someone looks like when they are angry because someone bullies them or someone else. Then, ask students to share their pictures.

Go Further: • Search the internet for anger management strategies and share them with your students. • Develop and utilize an anger management contract with students who have difficulty

managing their anger.


Name: _______________________________________________ Date: ___________________




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LESSON C29 What is a Bully Free Bathroom?


describe a Bully Free bathroom. describe how a Bully Free bathroom is peaceful and safe. describe bullying behaviors occurring or that may occur in the bathroom. describe behaviors expected of them in the bathroom.

Preparation and Materials: • Drawing paper and art supplies • Chart paper and a marker or electronic whiteboard • Copy the handout “Behaviors Expected in the Bathroom (Relating to Bullying)” for each

student or make a poster. • Review the Supplemental Lesson Plans that focus on Behavioral Expectations in the Bathroom

and be prepared to discuss those you feel are most important for your students. A few relating to bullying have already been selected for you and appear in the above handout.


2. Discuss the importance of following rules in the bathroom. Tell students that there are a few behaviors expected in the bathroom that you want to discuss with them. Display the poster and/or distribute the handout “Behaviors Expected in the Bathroom (Relating to Bullying).” Discuss the expectations and others you selected from the Supplemental Lessons.

3. Give each student the necessary art supplies to draw a picture.

4. Say: “Today I want you to imagine what our bathroom would be like if no one obeyed the Golden Rule. I want you to imagine bullying happening in the bathroom.”

5. Say: “Shut your eyes and think about how students bully others in our bathroom. Imagine them being mean to others, not obeying the Golden Rule. Maybe they are pushing others or calling them mean names.”

6. Give students time to think about bullying in the bathroom. Ask students to share their thoughts.

7. Ask students to draw a picture of someone bullying another student in the bathroom or to write about it.


8. Randomly select four to five students to share their drawings and what they imagined happening in the bathroom. As students share their thoughts, ask them if they have ever seen those things happen in the bathroom. As students talk about their pictures ask:

• “How would that make a person feel if someone did that to them?” • “How would you feel if you saw someone being treated like that?” • “What would you do to help someone?”

9. Ask: “If these things happened in our bathrooms, would they be peaceful and safe places?” “Would they be bully free?”

10. Say: “Next, I want you to imagine everyone obeying the Golden Rule in the bathroom. I want you to imagine that our bathrooms are Bully Free – no one is bullied.

11. Give students time to use their imaginations.

12. Ask students to draw or write what they have imagined.

13. Randomly select four to five students to share their drawings and what they imagined happening in the bathroom. As students share their thoughts, ask them if they have ever seen those things happen in the bathroom. As students talk about their pictures ask:


14. Ask: “If these things happened in our bathroom, would it be a peaceful and safe place?”

15. Tell students that you hope all the bathrooms in your school will be Bully Free Zones – that means no bullying in the bathroom.


Go Further: • If necessary, ask your principal to increase supervision inside the bathroom. Some schools

have scheduled teachers to step into the bathrooms at certain times to supervise. • Ask your school to purchase and post Bully Free Zone posters in the bathrooms (order at

www.bullyfree.com).


Behaviors Expected in the Bathroom (Relating to Bullying)

• Use polite language (no profanity, no threats, no verbal abuse, etc.).

• Treat others with dignity and respect (respectful body language, gestures and words) – be kind. Respect others’ privacy. Treat others the way you want to be treated.

• Be patient with others and wait your turn. Only three students at a time in the bathroom.

• Avoid bumping or pushing people. If you accidently bump someone, say “Excuse me.”

• Report bullying or other problems and dangerous situations to an adult.


LESSON C30 What is a Bully Free Cafeteria?

Learner Outcomes: By the end of this lesson students will be able to: describe a Bully Free cafeteria. describe how a Bully Free cafeteria is peaceful and safe. describe bullying behaviors occurring or that may occur in the cafeteria. describe behaviors expected of them in the cafeteria.

Preparation and Materials: • Art supplies • Copy the handout “Behaviors Expected in the Cafeteria (Relating

to Bullying)” for each student or make a poster. • Copy the handout “Bully Free Review Cake” for each student. • Review the Supplemental Lesson Plans that focus on Behavioral

Expectations in the Cafeteria and be prepared to discuss those you feel are most important for your students and those that more directly related to bullying.


2. Discuss the importance of following rules in the cafeteria. Tell students that there are a few behaviors expected in the cafeteria that you want to discuss with them. Display the poster and/or distribute the handout “Behaviors Expected in the Cafeteria (Relating to Bullying).” Discuss the expectations and others you selected from the Supplemental Lessons.

3. Divide the class into groups with three or four students per group. Try not to group a student with those he bullies. Give each group the necessary art supplies to draw a picture.

4. Say: “Today I want you to imagine what our cafeteria would be like if no one obeyed the Golden Rule. I want you to imagine bullying happening in our cafeteria.”

5. Say: “Shut your eyes and think about how students bully others in our cafeteria. Imagine them being mean to others, not obeying the Golden Rule. Maybe they are pushing others or calling them mean names.” Give students time to think about bullying in the cafeteria. Ask students to share their thoughts.

6. Ask each group to draw pictures of someone bullying in the cafeteria or to write about it.


7. Ask the groups to share their drawings and what they imagined happening in the cafeteria. As students share their thoughts, ask them if they have ever seen those things happen in the cafeteria. As students talk about their pictures ask: • “How would that make a person feel if someone did that to them?” • “How would you feel if you saw someone being treated like that?” • “What would you do to help that person?”

8. Ask: “If these things happened in our cafeteria, would it be a peaceful and safe place? Would it be bully free?”

9. Say: “Next, I want you to imagine everyone obeying the Golden Rule in the cafeteria. I want you to imagine that our cafeteria is Bully Free – no one is bullied. Give students time to use their imaginations.

10. Ask students to draw or write what they have imagined.

11. Ask the groups to share their drawings and what they imagined happening in the cafeteria. As students share their thoughts, ask them if they have ever seen those things happen when in the cafeteria. As students talk about their pictures ask:


12. Ask: “If these things happened in our cafeteria, would it be a peaceful and safe place?”

13. Tell students that you hope the cafeteria in your school will be a Bully Free Zone – that means no bullying in the cafeteria.

14. Review the major points of the lesson. Distribute the handout “Bully Free Review Cake.” Ask students to write three things they think must happen to have a bully free cafeteria.

Go Further: • Ask your school to purchase and post two or more Bully Free Zone posters in the cafeteria

(order at www.bullyfree.com). • Ask your principal to consider having required seating in the cafeteria (Note: Not just table

assignments.) One school uses a software program that randomly assigns numbers and tables to students. Using this system, students can’t always sit with those in their clique.

• Get permission from your principal for your students to make Bully Free Table Tents (signs) to stand on each cafeteria table. The tent could include a message such as: “Bully Free is the Way to Be” or “We are a Bully Free School” or “Stop Bullying Now.”


Behaviors Expected in the Cafeteria (Relating to Bullying)


• Refrain from pushing someone’s tray out of the way.

• Control your anger and seek to solve conflicts peacefully.

• Look for an empty seat at your assigned table. Do not change seats without permission. Do not save a seat for someone.

• Keep hands, feet and objects (such as utensils) to yourself. Keep legs in front of you and feet on the floor.

• Use appropriate table manners.


• Treat others with dignity and respect (respectful body language, gestures and words) – be kind. Treat others the way you want to be treated.



Name: ___________________________________________ Date: ______________________

Instructions: Out from each arrow write one thing you learned from this lesson.

BULLY FREE REVIEW CAKE


LESSON C31 What is a Bully Free Hallway?


describe a Bully Free hallway. describe how a Bully Free hallway is peaceful and safe. describe bullying behaviors occurring or that may occur in the hallway. describe behaviors expected of them in the hallway.

Preparation and Materials: • Art supplies • Copy the handout “Behaviors Expected in the Hallway (Relating to Bullying)” for each student

or make a poster. • Review the Supplemental Lesson Plans that focus on Behavioral Expectations in the Hallways



2. Discuss the importance of following rules in the hallways. Tell students that there are a few behaviors expected in the hallways that you want to discuss with them. Display the poster and/or distribute the handout “Behaviors Expected in the Hallway (Relating to Bullying).” Discuss the expectations and others you selected from the Supplemental Lessons.

3. Give each student the necessary art supplies to draw a picture.

4. Say: “Today I want you to imagine what our hallways would be like if no one obeyed the Golden Rule. I want you to imagine bullying happening in our hallways.”

5. Say: “Shut your eyes and think about how students bully others in our hallways. Imagine them being mean to others, not obeying the Golden Rule. Maybe they are pushing others or calling them mean names.” Give students time to think about bullying in the hallways. Ask students to share their thoughts.

6. Ask students to draw a picture of someone bullying another student in the hallway.

7. Randomly select four to five students to share their drawings and what they imagined happening in the hallways. As students share their thoughts, ask them if they have ever seen those things happen in the hallways. As students talk about their pictures ask:

• “How would that make a person feel if someone did that to them?”


• “How would you feel if you saw someone being treated like that?” • “What would you do to help that person?”

8. Ask: “If these things happened in our hallways, would they be peaceful and safe places?” “Would they be bully free?”

9. Say: “Next, I want you to imagine everyone obeying the Golden Rule in the hallways. I want you to imagine that our hallways are Bully Free – no one is bullied. Give students time to use their imaginations.

10. Ask students to draw what they have imagined.

11. Randomly select four to five students to share their drawings and what they imagined happening in the hallways. As students share their thoughts, ask them if they have ever seen those things happen in the hallways. As students talk about their pictures ask:


12. Ask: “If these things happened in our hallways, would they be peaceful and safe places?”

13. Tell students that you hope all the hallways in your school will be Bully Free Zones – that means no bullying in the hallways.


Go Further: • Ask your school to purchase and post Bully Free Zone posters in the hallways (order at

www.bullyfree.com). • Ask your principal and others to consider minimizing class changes, as crowded hallways are a

prime location for bullying.



Behaviors Expected in the Hallway (Relating to Bullying)


• Keep hands, feet and objects to yourself and keep hands off of the wall (avoiding displays or decorations).

• Control your anger and seek to resolve conflicts peacefully.





LESSON C32 What is a Bully Free Playground?


discuss selected behavioral expectations on the playground. describe a Bully Free playground. describe how a Bully Free playground is peaceful and safe. describe bullying behaviors that occur on the playground.

Preparation and Materials: • Copy the handout “Behaviors Expected on the Playground

(Relating to Bullying)” for each student or make a poster. • Copy the handout “Bullying on the Playground” for each student. • Review the Supplemental Lesson Plans that focus on Behavioral Expectations on the

Playground and be prepared to discuss those you feel are most important for your students and those that more directly related to bullying.


2. Discuss the importance of following rules on the playground. Tell students that there are a few behaviors expected on the playground that you want to discuss with them. Display the poster and/or distribute the handout “Behaviors Expected on the Playground (Relating to Bullying).” Discuss the expectations and others you selected from the Supplemental Lessons.

3. Divide the class into groups with three or four students per group. Try not to group a student with those he bullies. Give each student the worksheet “Bullying on the Playground.” Ask each student to follow the instructions on the worksheet. If you wish, read the instructions to students. Then ask them to discuss with their group what they have written. Circulate from group to group so they will stay on task. After a period of discussion, randomly select students to share with the entire class what they have written.

4. Ask: “If everyone obeyed the Golden Rule on the playground, would it be a more peaceful and safe place? Would everyone on the playground be happier?”

5. Encourage students to obey the Golden Rule on the playground. Let them know you will be watching them on the playground and you expect them to obey the Golden Rule.


Go Further:


• Require students to plan recess activities prior to recess which include everyone. Encourage other teachers to do the same.

• Teach appropriate and enjoyable playground games. • Provide well supervised activities for rainy days. • Ask your principal and others to consider staggering recess times of older and younger students. • Ask your principal to consider dividing the playground with one side designated for younger

students and the other side designated for older students. Occasionally rotate the assignment. • Start a playground buddies program. • Ask your school to form a leadership club to train older students as playground leaders to help

younger students with group games (e.g., managing equipment and refereeing). • If appropriate, ask your principal to ask someone to use spray paint to draw lines on the grass or

use other marking devices (orange plastic cones) to indicate areas on the playground that are offlimits, such as behind maintenance buildings.

• Some researchers have discovered that traditional games like skipping rope, hopscotch and other noncompetitive games can reduce bullying on playgrounds.

• Adam Hawkins and colleagues of Brandon, MB, Canada instituted a Playground Pass System that has been effective. The following is an adaptation of the system. I’m referring to it as the “Golden Rule Pass.” When a student is known to bully others on the playground, give them a “Golden Rule Pass” (see below) to take to the playground. They are required to show the pass to the adult supervisor and get the adult’s signature. During the entire recess period the student must be observed by the supervisor as engaging in prosocial behavior. If the adult approves of the student’s behavior, the adult signs the ticket again. The student then returns the pass to her teacher. If the supervising adult has not signed the pass twice, consequences are applied.

Golden Rule Pass Name of Student: ____________________________Date: _____________

Teacher: _____________________________________________________

Signature of Supervisor at the beginning of recess: ____________________

Signature of Supervisor at the end of recess: ________________________


Behaviors Expected on the Playground (Relating to Bullying)

• Remain in play area designated by adult(s), unless permission is given by an adult.


• Invite and include all those who want to play.

• Refrain from “Play” wrestling, boxing and rough play, which can result in injuries.

• Treat others the way you want to be treated (i.e., be polite, kind, respectful, etc.).

• Control your anger and seek to resolve conflict peacefully.

• Leave objects such as sticks, rocks, pinecones, debris and other dangerous items alone.



Name:________________________________________________ Date: ___________________

Instructions: In the first box of the left column, describe bullying you have seen or heard on the playground. Please do not mention names. In the box under that box, write how you would feel if that happened to you. In the first box of the right column, write how students can obey the Golden Rule on the playground. In the box under that, describe how that would make you feel.

Bullying on the Playground

What bullying have you seen or heard on the playground?

How can students obey the Golden Rule on the playground?

How would those things make you feel if they happened to you?

How would that make you feel if these things happen to you?


LESSON C33 What is a Bully Free Gym?


describe a Bully Free gym. describe how a Bully Free gym is peaceful and safe. describe bullying behaviors occurring or that may occur in the gym.


• Copy the handout “Behaviors Expected in the Gym (Relating to Bullying)” for each student or make a poster.

• Supplies for drawing


2. Give each student the necessary supplies to draw a picture.

3. Say: “Today I want you to imagine what our gym would be like if no one obeyed the Golden Rule. I want you to imagine bullying happening in our gym.”

4. Say: “Shut your eyes and think about how students bully others in our gym. Imagine them being mean to others, not obeying the Golden Rule. Maybe they are pushing others or calling them mean names.” Give students time to think about bullying in our gym. Ask students to share their thoughts.

5. Ask students to draw a picture of someone bullying another student in our gym.

6. Randomly select four to five students to share their drawings and what they imagined happening in the gym. As students share their thoughts, ask them if they have ever seen those things happen in the gym. As students talk about their pictures ask:


7. Ask: “If these things happened in our gym, would it be a peaceful and safe place? Would it be bully free?”

8. Say: “Next, I want you to imagine everyone obeying the Golden Rule in our gym. I want you to imagine that our gym is Bully Free – no one is bullied.” Give students time to use their imaginations.



10. Ask each group to share their drawings and what they imagined happening in the gym. As students share their thoughts, ask them if they have ever seen those things happen when they are in the gym. As students talk about their pictures ask:


11. Ask: “If these things happened in our gym, would it be a peaceful and safe place?”

12. Tell students that you hope the gym will be a Bully Free Zone – that means no bullying in the gym.

13. Review some of the major points of the lesson.

Go Further: Ask your principal to purchase and post two or more Bully Free Zone posters in the gym (order at www.bullyfree.com).


Behaviors Expected in the Gym (Relating to Bullying)


• Use polite language (no profanity, no threats, no verbal abuse, etc.)

• Avoid bumping or pushing people. If you accidentally bump someone, say “Excuse me.”

• Report bullying or other problems and dangerous situations to your teacher(s).


• Refrain from rough play which can result in injuries.



LESSON C34 What is a Bully Free Bus?


describe a Bully Free Bus. describe how a Bully Free Bus is peaceful and safe. describe bullying behaviors occurring or that may occur on the bus.

Preparation and Materials: • Prepare to have students help you make a bulletin board: “Ready. . .Set. . .Go! Our Bus is Bully

Free” o Cover the board with bulletin board paper. o Enlarge, copy and cut out the words appearing on the handout “Ready . . . Set . . . Go!” and

place the words on the bulletin board. • Copy the bus drawing (handout) for each student. • Obtain a copy of your school systems bus rules and make a poster of the rules or write them on

chart paper or an electronic whiteboard. • Copy the handout “Behaviors Expected on the Bus (Relating to Bullying)” for each student or

make a poster. • Safety scissors for each student and art supplies • Stapler • Review the Supplemental Lesson Plans that focus on Behavioral Expectations on the Bus and be

prepared to discuss those you feel are most important for your students. A few relating to bullying have already been selected for you and appear in the above handout.


2. Say: “Today, I want to talk to you about bus rules. Rules are important because they help us have Bully Free Buses.” Give each student a copy of your school system’s bus rules. Discuss the rules.

3. Tell students that there are a few behaviors expected on the bus that you want to discuss with them. Display the poster and/or distribute the handout “Behaviors Expected on the Bus (Relating to Bullying).” Discuss the expectations and others you selected from the Supplemental Lessons. Indicate how these are the same or similar to your school system’s bus rules.

4. Ask the following questions:

• “What would happen on a Golden Rule School bus?” • “What kind of bullying happens on school buses? What do you see?”


• “What should you do if bullying happens on the bus?”

Possible Answers:

Report it. (Discuss with students that bullying should always be reported to an adult – both by students who are bullied and those who witness bullying. Teachers, parents and other adults cannot help if they do not know about the bullying.)

If it is safe, stand up to the student who bullies. (Discuss with students that they can say, “Leave me alone.” They could also say “STOP it!” in a serious/strong face and a strong voice but calm voice and then walk away confidently. People who bully often target others who do not seem confident enough to stand up to them.)

Ask the bus driver if you can sit near him or move because you are being bullied. Sometimes bus drivers will make the student who bullies move to a seat near him and sit where they can be seen by the driver.

5. Give each student a copy of the bus drawing (handout), the necessary art supplies to write “Bully Free Bus” on the side of the bus and to decorate the bus. Give students safety scissors and ask them to cut out their buses.

6. Ask students to help you make the Bully Free Bus Bulletin Board by attaching their decorated buses to the bulletin board with a stapler.


Go Further: • Ask your school system to consider having assigned seats on the bus. Since high school

students often bully middle school students, one school required high school students to sit in the rear, elementary students in the middle and middle school students toward the front of the bus.

• One school system required the girls to sit on one side and the boys on the other side.


Behaviors Expected on the Bus (Relating to Bullying)




• Keep objects and your hands, legs and feet to yourself (hands in your lap, legs down in front of you and feet flat on the floor; not in the isle).

• Don’t touch other people’s body or things.

• Face forward.

• Keep seats open for others – don’t save it for someone.

• Stay seated until the bus driver or bus supervisors give permission to leave.

• Report bullying or other problems and dangerous situations to the bus driver and your teacher(s).


Words for the Bulletin Board

Ready . . . Set . . .

Go!

Our Bus is Bully Free


LESSON C35 What Have I Learned? What Do I Need to Do Next?

Learner Outcome: By the end of this lesson students will be able to provide feedback on the series of bully free lessons and progress made in making their classroom and school bully free.

Preparation and Materials: Copy the Parent Chat handout “What Have I Learned and What Do I Need to Do Next?” for each student to take home and discuss with his parents.

Activities: 1. Praise students for the growth you have seen in their commitment to prevent and stop bullying

in your classroom and in the school. Remind them that communication is critical if their classroom and school is to be Bully Free. Tell them that you realize that it is going to take time, hard work and honest communication to make their entire school bully free.

2. Say: “No matter how hard we try to do things right there is almost always room for improvement. We must get better and better at making our classroom and school Bully Free. So, I have some questions I want to ask you.”

3. Ask the following questions: (Be prepared to assist students by reviewing what they have learned.)

• “What have you learned from our study of bullying?” • “What else can we do to make our classrooms and school bully free?” • “What did you like most about the Bully Free Lessons?” • “Do students in our classroom obey the Golden Rule?” • “What do we need to do next to have a Bully Free Classroom?”

Parent Chat: Ask students to take home the Parent Chat handout “What Have I Learned and What Do I Need to Do Next?” and discuss it with their parents.


Parent Chat

What Have I Learned? What Do I Need to Do Next?

Dear Parent or Guardian: Today we reviewed what we have learned about bullying. Please complete the following items with your child. After discussing each item, ask your child to check its corresponding box. Please include the requested signatures and return the signed form to me the next school day. Thank you!

Talk to your child and ask him or her to tell you what they have learned this year about bullying.

Let your child know what you have learned about bullying this year.

Tell your child you are looking forward to applying all that you have learned with him or her.



LESSON S1 Create a Class Directory or Scrapbook

Learner Outcomes: By the end of this lesson students will be able to: describe how their class is like a family and the importance of knowing as much as they can about each other. describe how showing interest in what others like and showing interest in their family is one way to demonstrate they like them.


• Prior to this lesson, ask students to bring to school a small photograph of themselves to put in a class directory or scrapbook. You may want to send a note home asking for the picture and explain that it may not be returned. An alternative would be to ask students to draw something at the top of the scrapbook page that represents them (football, basketball) or to cut pictures out of magazines that represent them or something they like. Ask them to write their name over it.

• Large sheet of scrapbook paper for each student • Art supplies (i.e., colored pencils, crayons, etc.) • Optional: Be prepared to read a short book about differences. • Optional: Safety scissors.


2. Optional: Read a short book about differences in people.

3. Say: “Everyone in our class is important. Our class is like a family. In a family, everyone knows each other extremely well. Therefore, it is important that we know about each other. So, I need your help to make a Class Directory or Scrapbook.

4. If you collected the pictures of students, distribute them.

5. Distribute the scrapbook paper and art supplies to each student.

6. If photographs of students are used, ask them to attach them to the top of their page. If pictures are not used, ask them to draw something (i.e., football, car, horse) that can represent them. Ask the students to write their first and last name at the top of the page. Ask them to decorate their pages with drawings and/or write about things they like to do, things they like to eat, games they like to play and other interests. If you wish, distribute magazines and safety scissors so students can cut out pictures that represent things they like.

7. As students work on their pages circulate around the room and provide guidance as needed.



LESSON S2 Why Do Some Students Bully Others?

Learner Outcome: By the end of this lesson students will be able to discuss why some students bully others.

Preparation and Materials: • Chart paper and marker or electronic whiteboard • Copy the handout “Why Some Students Bully” for each student or write the information on the

board, chart paper, or electronic whiteboard. (Note: Leave space for student responses.)


2. Share that today’s lesson will focus on why some students bully others.

3. Ask: “Why do you think some students bully others?” Write their responses on the board, chart paper or an electronic whiteboard.

4. Distribute the handout “Why Some Students Bully” or point to the information on the board, chart paper or electronic whiteboard

• If any of the student’s responses are appropriate and different from those already listed, add them to the board. Then discuss all of the reasons.

• As you read each reason, ask students to raise their hands if they think it is a major reason students bully. Count the number of raised hands and write the number beside the reason read.

5. Emphasize that no one deserves to be bullied and that there is no good reason to bully…ever!



Why Some Students Bully

• Some students have not been disciplined by their parents.

• Some students have not been taught the Golden Rule.

• Some students are angry because they are bullied by someone.

• Some students watch one of their parents bully others and think that is something they can do.

• Some students want attention so they try to be funny and joke in a way that hurts someone.

•

•

•

•


LESSON S3 What are the Facts About Bullying?

Learner Outcome: By the end of this lesson students will be able to discuss facts about bullying and to dispel the myths.

Preparation and Materials: • Copy the Parent Chat handout “What are the Facts about Bullying?” for each student to take

home and discuss with their parents.

Activities: 1. Review the definition of bullying.

2. Share a personal bullying experience or bullying you have witnessed. If you share a personal experience, discuss the negative impact it had on you and how it has been something you have remembered for a long time.

3. Explain to students that some people do not know the truth about bullying. For example, some people think it is just a normal part of growing up and that it really doesn’t hurt very much. They are wrong. Tell students that no one should be bullied. Tell them it is never okay to bully someone.

4. Tell your students that you are going to tell them some things about bullying and when they hear the truth they should stand up and say in unison “true” and sit down when you tell them to do so. If they think they hear something that is false they should stay seated and say “false.” Read the following statements:

• It is okay to bully some students. (False) • It is not right for anyone to be bullied. (True) • Only small people are bullied. (False) • When we see someone bullied it should make us sad. (True) • When we see someone bullied we should be nice to them. (True) • Bullying can make the person feel sick. (True) • It’s okay to hurt people who hurt you. (False) • When students are bullied they should tell an adult. (True) • When we see someone bullied we should tell an adult. (True) • When someone is mean to us it is okay to get mad and hit them. (False) • Students should help each other be Bully Free. (True) • It’s okay to bully some students. (False) • It’s okay to bully someone because others want you to bully them. (False) • Girls and boys bully others. (True)



Parent Chat: Ask students to take home the Parent Chat handout “What are the Facts about Bullying?” and discuss it with their parents.


Parent Chat

What are the Facts about Bullying?

Dear Parent or Guardian: Today we talked about facts about bullying. Please complete the following items with your child. After reading and discussing each item with your child, ask him or her to check its corresponding box. Please include the requested signatures and return the signed form to me the next school day. Thank you!

It is never okay to bully someone. Even if they bother you or irritate you, you should not bully them. The Golden Rule tells us to treat everyone the way we want to be treated.

Bullying affects everyone. When you are bullied you are hurt. When you see someone bullied it makes you afraid.

We should never let someone convince us to bully someone.

Bullying can make someone sad for a long time, even when they become an adult.

When you see someone bullied, you should tell an adult. When you are bullied, you should tell an adult.



LESSON S4 Physical Bullying or Verbal Bullying?

Note: This lesson should be taught after you have taught students what physical and verbal bullying look like.

Learner Outcomes: By the end of this lesson students will be able to: demonstrate their understanding that bullying can be physical or verbal. distinguish between physical and verbal bullying.

Preparation and Materials: Copy the handout “Physical Bullying or Verbal Bullying?” for each student.

Activities: 1. Review the definition of bullying. Remind them that you have given them examples of

physical and verbal bullying in previous lessons.

2. Say: “Today, I want us to review the difference between physical and verbal bullying.”

3. Give each student the handout “Physical Bullying or Verbal Bullying?” Ask a student to read the bullying behaviors. As each behavior is read ask, “Is this physical or verbal bullying?” Then ask each student to place a check mark in the appropriate column.

4. Share with them your hope that they will tell you or another adult when someone is bullied. Tell them that they will not be “tattling,” they will be “reporting.”



Name:___________________________________________ Date:______________________

Instructions: As you read each behavior listed below, place a check mark in the appropriate column to indicate it is a behavior that makes up a physical bullying or verbal bullying situation.

Physical Bullying or Verbal Bullying?

Behavior Physical Bullying

Verbal Bullying

• Kicking

• Calling some mean names

• Pinching

• Hitting

• Making fun of someone’s clothes

• Tripping

• Pushing

• Telling someone you are going to beat them up.

• Making fun of someone’s hair.

• Stepping on someone’s heels.


LESSON S5 Do You Remember the Different Types of Bullying?

Learner Outcome: By the end of this lesson students will be able to identify the different types of bullying.

Preparation and Materials: • Write the following on the board: Physical Bullying, Verbal Bullying and Social Bullying • Copy the handout “Review Bullying Behaviors” so you can give each student a strip of paper

with a behavior written on it. If you wish, add to the list of behaviors. Cut on the lines so that one bullying behavior appears on each slip of paper. Fold the slips of paper and place them in a bowl. Mix them.

Activities: 1. Review the previous lessons on physical, verbal and social bullying.

2. Explain to students that you will play a variation of the game Jeopardy with them. Ask them to vertically write the numbers 1 to 14 on a sheet of paper. Explain that you have a bowl that has fourteen slips of paper with examples of bullying behaviors written on each of them. Tell them you are going to ask one of them to draw a slip of paper out of the bowl. Then you will read the behavior that has been written on the slip of paper. They are to write beside the appropriate number on their sheet of paper the type of bullying the behavior is: Physical Bullying, Verbal Bullying or Social Bullying. (Point to these words on the board as you say them.) After they do that, you will tell them the correct answer. When they get one correct, they are to place a check mark beside it. They earn 10 points for each correct answer. At the end of the game, the students with the most check marks and points are declared the winners.

3. Randomly select a student to draw the first slip of paper. Read the behavior written on the piece of paper and ask, “Is this a physical bullying behavior, a verbal bullying behavior or a social bullying behavior?” (Point to these words on the board and read them). Allow time for them to write their answer next to the appropriate number on their paper. Discard the paper and tell them the correct answer. Allow time for students to place a check mark beside their answers. Ask them to write “10 points” beside their check mark.

4. Continue the above process until all of the slips of paper have been drawn.

5. Determine who has the most check marks and points and announce they are the winners. You may want to have second place, third place and fourth place winners.



Instructions: Copy, cut on dashed lines, fold each slip and place each in a box or bowl.

Review - Bullying Behaviors

Hitting

Kicking

Tripping

Pinching

Pushing

Stepping on someone’s heels

Calling someone mean names

Making fun of someone’s clothes

Telling someone you are going to beat them up

Making fun of someone’s hair

Not letting someone play with you

Not letting someone sit with you

Sending a mean note to someone

Convincing others not to play, talk or sit next to someone.


LESSON S6 How Can I Encourage Others with Positive Comments?

Learner Outcome: By the end of this lesson students will be able to make encouraging comments to other students.

Preparation and Materials: Chart paper and a marker or electronic whiteboard


2. Ask: “What does it mean to encourage someone with a positive comment?” (Answer: Say something that makes them happy or makes them feel better.)

3. Ask: “Have you ever had anyone give you a positive comment?” Let students share their experiences. Discuss how positive comments are encouraging.

4. Ask students to brainstorm with you to generate a list of positive statements they can say. Explain that these statements can include “Thank You” statements. Possible Responses:

• I like the way you draw. • Thank you for helping me the other day. • I think your hair looks great. • I like the way you smile. • Thank you for being nice to me. • Thank you for always trying to obey the Golden Rule.

5. After you make a list on the board, chart paper or electronic whiteboard, ask students to repeat each item after you.

6. Select four students to come to the front of the room. Ask the class to think about positive comments or encouraging words they could say to each of these students. Call on students to say their positive comments or encouraging words.



LESSON S7 How to Give Compliments

Learner Outcome: By the end of this lesson students will be able to describe the twostep process to giving compliments.

Preparation and Materials: • Use the handout “Gotcha Cards” to make several cards on cardstock paper. • Write the following on the board, chart paper or electronic whiteboard:

How to Give a Compliment

Step #1: Decide what you like about the person you are going to compliment.

Step #2: Tell the person what you like about them.


2. Ask: “What is a compliment?” (Answer: To say something nice about someone.)

3. Say: “Today I want to teach you how to give a complimenthow to say something nice about someone. There are two steps to giving a compliment.”

4. Point to the chart paper entitled “How to Give a Compliment.” Say: “The first step is to decide what you like about the person you are going to compliment.”

5. Say: “I want you to think of someone you like. This can be someone in your family, a friend or someone at school. This person can be an adult or a student.” (Give them time to think of someone and why they like that person.)

6. Ask each student to share the name of the person they thought of and to explain why they like that person.

7. Say: “The second step to giving a compliment is to say the compliment.”

8. Select two or three comments by students to demonstrate how positive thoughts can be turned into compliments. Then, coach the other students as they try to turn their positive comments about someone into a compliment, as if he was talking to the person. If the person referred to is in your classroom, the compliment should be given directly to that person.


9. Hold up a “Gotcha Card.” Explain that in a few days you plan to give a “Gotcha Card” to students you hear giving someone a sincere compliment. Tell them it will be a secret when you will start and they will never know when they will get a card. Sometimes they will give a compliment and not get a card and sometimes they will get a card. You want it to be a surprise when they get a card.


Journaling: Ask students to write in their journal one compliment about a classmate. Do not ask them to share their comments, since someone may feel left out.

Go Further: Visit www.complimentday.com for more tips, ideas and activities. You may also want to purchase the book, Find Something Nice to Say by Debbie Hoffman and Kathy Chamberlin, published by Computer Confidence, Inc., 1999.

http://www.complimentday.com/


Gotcha Card

WOW!

I‛m so proud of _________________________.

I heard you give someone a compliment!

(Teacher’s Signature)

Gotcha Card

WOW!

I‛m so proud of _________________________.

I heard you give someone a compliment!

(Teacher’s Signature)


LESSON S8 Examples of Compliments


identify examples of compliments. write compliments.

Preparation and Materials: Copy the handout “Examples of Compliments” for each student or make a poster. If you wish, instead of making a poster, write the information on the board, chart paper or electronic whiteboard.


2. Ask: “Has anyone ever given you a compliment?” Let students share their stories. Comment on their stories. After each student shares her story, say “Isn’t that a nice compliment. Also ask students “Would a compliment like that make you happy?”

3. Display the poster Examples of Compliments or give the handout to each student. Discuss each example. Ask students to work in pairs and add to the list. Try not to pair a student with those she bullies. Ask selected students to share their examples.

4. If you wish, display Examples of Compliments in your classroom and when appropriate refer to it throughout the year.



Name: ___________________________________________ Date:_____________________

Instructions: Add more examples of compliments on the lines provided below.

Examples of Compliments

• You are nice.

• You make me smile.

• You are fun to be with.

• You are kind.

• _________________________________________________

• _________________________________________________

• _________________________________________________

• _________________________________________________

• _________________________________________________

• _________________________________________________

• _________________________________________________

• _________________________________________________

• _________________________________________________

• _________________________________________________


LESSON S9 Practice Giving Compliments

Learner Outcome: By the end of this lesson students will be able to give compliments.

Preparation and Materials: Optional: Vertically write on paper the name of each student in the class. Leave enough space for a compliment to be written beside each name. Make a copy for each student.

Activities: 1. Review the previous two lessons regarding compliments.

2. Ask students to sit in two straight lines with each student directly facing another student.

3. Say: “Today I want you to compliment each other.” Starting with the first two students at one end of the lines, ask them to try to compliment the person across from them. Help students who have trouble thinking of a compliment. If you suggest a compliment, the student should repeat it. Continue this process until all students have given a compliment. Require the students receiving the compliments to say “Thank you.”

4. If you wish, ask one of the lines of students to switch seats. Then, repeat the above process with students complimenting a different student.

5. Ask: “How did it make you feel when you heard a compliment about you?” (Possible Answers: good, happy, liked)

6. Ask: “How did it make you feel to give a compliment?” (Possible Answers: good, happy)

7. Optional: Give each student a list of student names. Ask them to write one compliment for each person. Collect their compliments and compile a list for each student. At a later time, add your compliments to each person’s list and give each student their list of compliments.


Parent Chat: Once the list of compliments has been given to the students, ask them to take it home and discuss it with their parents.

Go Further: Visit www.complimentday.com for more ideas and activities. You may also want to purchase: Find Something Nice to Say by Hoffman and Chamberlin published by Computer Confidence, Inc., 1999.

http://www.complimentday.com/


LESSON S10 How to Accept a Compliment

Learner Outcome: By the end of this lesson students will be able to gracefully accept a compliment.

Preparation and Materials: Copy the handout “Tips for Accepting Compliments” for each student. If you wish, make a poster or write the information on the board, chart paper or electronic whiteboard.


2. Say: “Some people have trouble receiving compliments. Sometimes they are embarrassed and it makes them feel awkward.”

3. Say: “It is important that you accept a compliment in a positive way.”

4. Ask: “When someone gives you a compliment what should you say? (Possible Responses: Thank you. That is nice of you to say.)

5. Distribute and discuss the handout “Tips for Accepting Compliments.”

6. Ask selected students to stand in front of the class. Tell them you are going to give each of them a compliment and you want them to demonstrate the correct way to accept the compliment. Give each student a compliment and let them demonstrate the correct way to accept the compliments. Compliment any effort to do it correctly. (Note: Be sensitive that some cultures, such as the Navajo Culture, believe if you accept a compliment you will lose whatever is mentioned in the compliment.)



Tips for Accepting Compliments

• Sit or stand up straight.

• Do not act timid, like you are embarrassed by the compliment.

• Do not say the compliment is not true of you.

• Smile widely. Do not frown.

• Do not ignore what the person says.

• Do not try to change the subject.

• Look the person in the eye. Do not look at the ground or look away.

• Thank the person for the compliment.


LESSON S11 Practice Giving and Accepting Compliments

Note: The other lessons focusing on compliments should be taught prior to this lesson.

Learner Outcome: By the end of this lesson students will be able to give and appropriately accept compliments.

Preparation and Materials: One bean bag


2. Sit students in a circle.

3. Hold up the bean bag and say “I’m going to toss this bean bag to a student and give that student a compliment. I want that student to accept the compliment the way we have been talking about.”

4. Toss the bean bag to a student and give him a compliment. Wait for his acceptance response.

5. Ask the student holding the bean bag to toss the bean bag to another student and to give that student a compliment. Ask the student receiving the compliment to respond appropriately. The bean bag must then be tossed to a student who has not received a compliment. Continue this process until every student has caught the bean bag, has received a compliment and has responded to a compliment.



LESSON S12 Acts of Kindness Web

Learner Outcome: By the end of this lesson students will be able to use an “Acts of Kindness Web” to brainstorm ways they can show kindness to someone who has been hurt or frightened by bullying.

Preparation and Materials: Copy the handout “Acts of Kindness Web” for each student.


2. Say: “Today I want us to think of things we can do to show kindness to someone who has been hurt or frightened by bullying.”

3. Distribute the handout “Acts of Kindness Web” to each student.

4. Instruct students to write acts of kindness in the circles.

5. Ask students to share what they have written.



Name: _________________________________________ Date: ___________________________

Instructions: In each circle below, write one way you could show kindness to someone who has been bullied.

Acts of Kindness Web

Acts of Kindness Shown

Toward Someone Hurt or Frightened

by Bullying


LESSON S13 Kindness Box

Learner Outcome: By the end of this lesson students will be able to discuss the purpose and value of a Kindness Box.

Preparation and Materials: • Make a Kindness Box. Cut a slit in the top of a box with a lid (i.e., a large shoebox). Decorate

it (or select one or more students to decorate it). Label the box Kindness Box. Decide how often you want students to write Kindness Notes. Decide where the box will be placed (on the corner of your desk or on a shelf.)

• Think about acts of kindness you have witnessed and write statements about these observations on the board, chart paper or electronic whiteboard. For example:

“Jacob opened the door for me yesterday.” “I saw Sarah accidently drop a book and Lilly pick it up for her.” “I saw Lake fall down and I helped him up.”

• Copy the Parent Chat handout “Kindness Box” for each student to take home and discuss with their parents.


2. Ask: “What does it mean to be kind to someone?”

3. Ask: “How has someone been kind to you recently?”

4. Hold up the decorated Kindness Box. Explain the purpose of the Kindness Box. Tell them you would like for them to write brief notes about acts of kindness they do or witness and drop them in the box. Explain that you will tell them when it is time to write a kindness note, but they can write one anytime they like and place it in the box.

5. Once a week, once a day or whenever you choose, pull a note out of the box and read it aloud to the class.

6. Read the example Kindness Notes you have written on the board, chart paper or electronic whiteboard.

7. Ask students to share with you kind things they have done recently or something kind they saw someone do. Demonstrate how to turn those observations into Kindness Notes.

8. Give each student an index card and ask them to write one kindness note and place it in the box. (Tell them you will review these and share some of them later.)



Journaling: Ask students to write in their journal the examples of “Kindness Notes” presented in this lesson.

Parent Chat: Ask students to take home the Parent Chat handout “Kindness Box” and discuss it with their parents.


Parent Chat

Kindness Box

Dear Parent or Guardian: Today we talked about the purpose of a kindness box we have in our classroom. Please complete the following items with your child. After discussing each item, ask your child to check its corresponding box. Please include the requested signatures and return the signed form to me the next school day. Thank you!

Decorate a shoe box with your child. Call it your “Kindness at Home Box.”

Instruct your child to put a note in the box when he or she notices someone doing something kind at home. (Or ask your child to draw a picture of a kind act they noticed and place it in the box).

Let your child know that you will put notes in the box when you notice him or her doing something kind at home. (Note: Occasionally read the notes together and encourage each other to continue being kind.)

Tell your child that being kind to others is a way to obey the Golden Rule – Treat others the way you want to be treated.



LESSON S14 Kindness Pals

Learner Outcome: By the end of this lesson students will be able to discuss the purpose and value of the Kindness Pals strategy.

Preparation and Materials: Write your students’ names on slips of paper. Put the slips in a box or bag. (Note: If you have an uneven number of students in your class, write your name on a slip of paper also.)


2. Ask: “Have you ever heard someone say, ‘He is my pal.’ or ‘She is my pal.’?”

3. Ask: “What does it mean when someone is your pal?”

4. Ask: “Is it okay to be nice only to your pals?”

5. Emphasize that everyone in your class is to treat one another like pals.

6. Explain that you want them to be Kindness Pals and you want them to plan to be nice to each other.

7. Tell them that each week they are going to draw the name of someone in the class to be their Kindness Pals and that at the end of the week you want them to tell the class what act of kindness they have shown to each other.

8. Ask them to draw a name out of a hat, box or bag. If you have an uneven number of students you can draw a name and you can include your name.


Journaling: For the next several weeks, ask students to write about their acts of kindness and those they received.

Go Further: As you read the journal entries of students, be sure to compliment their efforts to be kind to others.


LESSON S15 Secret Kindness Reporter

Learner Outcome: By the end of this lesson students will be able to discuss the role of Secret Kindness Reporters. Preparation and Materials: Select a student for each week to serve as a Secret Kindness Reporter. . Activities: 1. Review the previous lesson.

2. Ask: “Have you ever heard of a newspaper reporter?”

3. Ask: “What does a newspaper reporter do?”

4. Ask: “Why is their job important?”

5. Ask: “Do you think it would be fun to be a reporter and tell others about good things that have happened, like someone being kind to someone else?”

6. Say: “I want to give each of you an opportunity to be our classroom reporter. But when I ask you to be a reporter you have to keep it a secret. You will be called my Secret Kindness Reporter. At the first of every week I will ask someone to be my Secret Kindness Reporter. At the end of the week I will ask you to share any acts of kindness you saw during the week. So, when you see someone being kind you should write it down in a notebook to help you remember it later.



LESSON S16 What are the Rewards for Acts of Kindness?

Learner Outcomes: By the end of this lesson students will be able to articulate how they like to be treated and to acknowledge that it feels good to be treated with kindness.

Preparation and Materials: • Copy the Act of Kindness Gift Certificate for each student. • Businesssize envelopes • Chart paper and a marker or electronic whiteboard • Pencils, crayons, colored pencils and/or markers Optional: • Art supplies: Colorful stickers, glitter, ribbon, etc. • Glue


2. Ask students to tell about a time when someone did something nice for them. These can be simple, everyday incidents: a sibling helped them with homework, a friend shared something with them, etc. If they need help thinking of things, you might share an experience from your own life. Explain that these are acts of kindness.

3. Afterward, ask students: “How do you feel when students treat you with kindness?” (Possible Answers: I feel good, or I feel happy)

4. Ask: “If you feel happy when students do something kind for you, how do you think other students feel when you do something kind for them?”

5. Explain that acts of kindness are like gifts that spread good feelings all around. When you do something kind it is like giving a gift.

6. Tell students that today they will make gift certificates for people in their families (i.e., includes parents or guardians, grandparents, aunts, uncles, etc.). Explain that a gift certificate is a piece of paper that has a promise on it, a promise that something will be done. (Students need to understand the concept of gift certificates.) Explain that their gift certificates will describe an act of kindness they promise to do. Emphasize that these can be simple acts of kindness. Share the following examples:

• helping set the table • offering to do a chore “just because” • sharing something with a sibling


• comforting a sibling who is feeling sad

7. If you wish, brain storm ideas with the students and write them on chart paper.

8. Give each student a copy of the handout “Act of Kindness Gift Certificate” and an envelope. Read the words aloud (or ask for a volunteer to read them). Have them decide who will receive their certificate in their family. Assist them in writing the person’s name on the “To” line of their certificate. They should then write their own name on the “From” line. Help students who need help in completing these tasks. Have them complete their certificates by writing the act of kindness they promise to do.

9. When the students have completed their gift certificates ask them to fold them and put them in envelopes to take home.

10. If time allows, they can decorate their envelopes.

11. If you wish, send a note home to the parents explaining the “Acts of Kindness Gift Certificate” activity. This note could be placed in each envelope.


Go Further: Reward students for acts of kindness by giving them inexpensive items you have purchased.


ACT OF KINDNESS GIFT CERTIFICATE

To:__________________________

From:________________________

I promise to do this for you:


LESSON S17 Reading Faces - Feeling Words

Learner Outcome: By the end of this lesson students will be able to read the faces of others to determine how they are feeling.


• Write each of the following emotions on an index card, one card for each student: sad, angry, frustrated, happy, surprised, excited, tense, shocked, puzzled, hurt, worried, proud, relaxed, etc.

• Also write the above emotions on the board, chart paper or electronic whiteboard. • Copy the worksheet “Feelings Face” for each student. • Drawing supplies: crayons, markers and/or colored pencils


2. Say: “How can we know how someone feels even when they don’t say anything?”

3. Ask: “How can we tell how someone feels if they don’t tell us?” (Possible Answers: How they act, or what kind of face they make.)

4. Ask: “What does it mean to read someone’s face?” (Possible Answer: You look at their face and you can tell how they feel.)

5. Explain that today you want to give them an opportunity to read faces. But first, you need them to make some faces that express how people feel. Point to each emotion you have written on the board, chart paper or electronic whiteboard and randomly select students to stand in front of the class and make the appropriate face, matching the emotion.

6. Distribute the worksheet “Feelings Face” and the drawing supplies to each student. Give each person an index card indicating the face he or she is to draw on the worksheet. Ask them not to show the card to anyone.

7. Ask each student to share the face they have drawn. Ask students to look at the list of emotions and guess which emotion is expressed in the drawing. You can then let the student who drew the face share the feeling meant to be expressed.

8. Ask: “Why is it important to be able to read faces for feelings. (Answer: So when someone is sad you can show them you care or when someone is angry you can ask them why they are angry and decide if you need to help them or stay away from them.)



Feelings Face


LESSON S18 Feelings Jar

Learner Outcome: By the end of this lesson students will be able to identify their feelings.

Preparation and Materials: • A small or medium jar (such as an empty clear plastic jelly jar) for each student • Items symbolizing various feelings: crushed pieces of aluminum foil or cutup pieces of ribbon

for anger, rice for love, bird seed for fear, glitter for happiness, etc. ( Note: You need enough for each student’s jar.) Decorate a jar for yourself.

• Art supplies appropriate for decorating the plastic jars


2. Talk with students about the wide range of feelings they might experience. Ask questions like:

• “What are some feelings that you have?” • “What do your feelings feel like?” • “Can you tell the difference between your feelings?” (For example, does anger feel the

same as fear?) • “Where do you feel your feelings in your body?” • “Who can you talk to about your feelings?”

3. Give each student a jar and art supplies you have gathered for decorating the jars. Hold up the jar and tell students you want them to pretend the jar is their body. Ask them to decorate their jars. Show them your decorated jar. Circulate and compliment each student’s art work.

4. Give each student a significant amount of the items symbolizing various feelings.

• Say: “Let’s pretend that the cutup pieces of ribbon are angry feelings we all have. Hold up a ribbon and say, “Repeat after me that feeling, anger.” (Let student repeat.)

• Next say “Let’s place our anger in our bodies.” Demonstrate by placing pieces of red ribbon in your jar.

• Follow the same procedure with the bird seed, the glitter and other items you have collected for this lesson.

5. Allow students to place their decorated jars in a prominent place in the classroom. When you sense it is needed, refer to their jar (body) of feelings.

6. Review some of the major points of the lesson.


Go Further: • Throughout the school year let students know you are aware of and understand their feelings.

You might say things like:

• “I can see that you feel really angry right now!” • “You seem to be so happy about your new baby sister.” • “You might be feeling jealous of your new baby sister.” • “You’ve had a hard day today.” • “I can tell how excited you are.” • “You’re feeling very sad right now.” • “It’s hard work to be a student.” • “You’re very frustrated with that.” • “You look very surprised.”

• Share with students your own feelings about situations in your life. One of the most powerful ways to teach students is by modeling. When you show students you are comfortable having and expressing your feelings, this teaches them that their feelings are normal and acceptable. o While it’s important for adults to share their feelings with students, avoid providing

overwhelming or inappropriate details. You might say something like:

• “I’m feeling really sad about losing my purse.” • “I’m really excited about the holidays this year.” • “I’m very angry about the argument I had this

morning.” • “I was so embarrassed when I dropped the milk and

it spilled all over!” • “I felt really bad about losing my temper.” • “I was totally surprised when I found the flower on

my desk today.” • “The movie really scared me.” • “I’m so happy that my friend will be visiting me.”


LESSON S19 What are Good Ways to Deal with Anger?

(Part 1 – The Anger Cloud)

Learner Outcomes: By the end of this lesson students will be able to: express a sense of power over their anger. describe healthy ways to manage anger.

Preparation and Materials: • Copy the handout “Anger Cloud” for each student. • Chart paper and a marker or electronic whiteboard • Copy the Parent Chat handout “What are Good Ways to Deal with Anger (The Anger Cloud)?”

for each student to take home and discuss with their parents. • Optional: Crayons or markers. • Write the following on the board, chart paper or electronic whiteboard:

Good Ways to Deal with Anger

• Tell someone you are angry.

• Talk to yourself in the mirror about your anger and tell yourself to calm down.

• Hit a bed with your fist.

___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________


2. Ask: “Have you ever been angry?” Let students share their stories. After each student shares his or her story, ask the class “Would that also make any of you angry?”


3. Ask: “What do you do when you are angry?” Discuss their responses and write them on the board, chart paper or electronic whiteboard.

4. Ask: “What is not okay to do when you feel angry because someone has hurt you or frightened you?” (Answer: Hit someone, scream at someone, call someone a mean name, etc.)

5. Give each student the handout “Anger Cloud.”

6. Talk with the students about how anger is like a storm cloud.

7. Explain that their anger can be released like the rain from a storm cloud.

8. Instruct students to take their “Anger Clouds” home with them. Suggest that when they are having an “angry day,” they can post the “Anger Cloud” on their bedroom door or some other prominent place to alert family members. If there is time, you may want to let them color their cloud pictures with “angry colors.”

9. Display and discuss “Good Ways to Deal with Anger.”

10. Ask students to think of other good ways to deal with anger. When appropriate add their suggestions to the list. If you wish display the chart “Good Ways to Deal with Anger” in your classroom and when appropriate refer to it throughout the year.


Parent Chat: Ask students to take home the Parent Chat handout “What are Good Ways to Deal with Anger (The Anger Cloud)?” and discuss it with their parents. Also remind them to take their anger cloud home and show it to their parents.


The Anger Cloud


Parent Chat

What are Good Ways to Deal with Anger? (The Anger Cloud)

Dear Parent or Guardian: Today we talked about good ways to deal with anger. Please complete the following items with your child. After discussing each item, ask your child to check its corresponding box. Please include the requested signatures and return the signed form to me the next school day. Thank you!

Discuss your child’s “Anger Cloud.” (Each child received an anger cloud at school today.)

Ask your child to discuss how they feel when they get angry.

Tell your child things you do to help you deal with anger.

Discuss the following suggestions for dealing with anger.

Good Ways to Deal with Anger

• Tell someone you are angry. • Talk to yourself in the mirror about your anger and tell yourself to calm down.

• Hit a bed with your fist.

___________________________________________



LESSON S20 What are Good Ways to Deal with Anger?

(Part 2 – Talk Sense to Myself)

Learner Outcome: By the end of this lesson students will be able to discuss the Talk Sense to Myself strategy for managing one’s anger.


• Write the following on the board, chart paper or an electronic whiteboard. If you wish, make a poster.

Talking Sense to Myself

• I don’t have to get mad. • I can stay calm. • I can keep my hands to myself. • I can stop and think.

• Copy the handout “Talking Sense to Myself Cards” on cardstock paper, cut out the cards and laminate them. Each student should receive a card.

• Stop sign from a previous lesson

Activities: 1. Hold up the STOP sign made in a previous lesson and review previous lessons on anger

management. Ask students if they have had the opportunity to use the strategies. Ask them not to use names but to share their experiences. These may be experiences they had at school, at home and in their neighborhood or in the community (i.e., park, church, theatre, Boy Scouts, Girl Scouts, 4H, etc.).

2. Tell students you are going to teach them another strategy to deal with their anger called Talking Sense to Myself (hold up the chart paper or poster.) Discuss the content. Ask them to repeat the content with you.

3. Give each student a Talking Sense to Myself Card. Indicate that the messages discussed are the same messages on the cards. Ask them to take the card home and discuss it with their parents.



Parent Chat: Ask students to take home their “Talking Sense to Myself Card” and discuss it with their parents.

Go Further: • Continue to search the internet for anger management strategies and share them with your

students. • Continue to develop and utilize an anger management contract with students who have

difficulty managing their anger.


Instructions: Copy on cardstock paper, laminate and cut apart on dashed lines. Give one card to each student.

Talking Sense to Myself Cards






















LESSON S21 Behavioral Expectations in the Bathroom

Learner Outcome: By the end of this lesson students will be able to describe the behaviors expected of them in the bathroom.

Preparation and Materials: • Chart paper and a marker or electronic whiteboard • Copy the handout “Behavioral Expectations in the Bathroom” for each student.


2. Ask: “What would happen if students could act any way they wanted to in the bathroom? What would you see happening?” Possible Answers:

• They would turn the water on but not turn it off. • They would push each other. • They would make fun of someone. • There would be water all over the floor.

3. Ask: “What does the word expectations mean?” (Possible Answer: To expect something to happen.) Read the following sentences using the word expected and expectations. • “When I turn the water on in the bathroom, it is expected that I turn the water off.” • “There are certain things my teacher expects me to do in the bathroom.” • “We are expected to be kind in the bathroom.”

4. Say: “Today I want to talk about how our school expects you to behave in the bathroom. There are certain things we expect. Let’s see if you can guess what we expect of you in the bathroom.” Record their responses on the board, chart paper or an electronic whiteboard.

5. Distribute the handout “Behavioral Expectations in the Bathroom” and discuss the expectations. Bullying often occurs where there is a lack of structure. One way to add structure to highrisk areas is to teach behavioral expectations for those areas.

6. Randomly select students to roleplay examples and nonexamples of appropriate behavior in the bathroom.



Go Further: • Discipline students when you see them not demonstrating expected behavior. • Occasionally praise students for demonstrating expected behavior. • Throughout the year, review the behavioral expectations discussed in this lesson, especially

after a holiday break.


Behavioral Expectations in the Bathrooms

• Use designated bathrooms during designated times. When appropriate, obtain a bathroom pass.

• Do not slam the bathroom door or stall doors. • Use a pleasant and quiet indoor voice. • Use polite language (no profanity, no threats, no verbal abuse, etc.). • Treat others with dignity and respect (respectful body language, gestures and words) – be

kind. Respect others’ privacy. Treat others the way you want to be treated. • Control your anger and seek to resolve conflicts peacefully. • Maintain selfdignity. • Keep hands, feet and objects to yourself. Keep your feet off of doors and walls. • Be patient with others and wait your turn. Only three students at a time in the bathroom. • Refrain from sitting on the sinks. • Avoid bumping or pushing people. If you accidentally bump someone, say “Excuse me.” • Leave all writing tools (pencils, pens, etc.) and other objects in your backpack, locker and

classroom. • One person per stall. • Use all facilities appropriately (no peeing on the walls). • Use bathrooms appropriately and leave them clean. Avoid getting soap and water on the

floor. • Leave stall doors unlocked after use. • Clean up water and other material that might cause an accident. • Put toilet paper in the toilet and other paper in the trash can. • Flush the toilet/urinals after use – allow it to flush. • Wash your hands with soap and water, turn off the water and dry your hands after using

the bathroom. • Only use the paper, soap and water that is necessary, etc. Use one squirt of soap. • Spend no more than 3 4 minutes in the bathroom. • Leave the bathroom as soon as you finish – return to class promptly. • Report all messes (i.e., vomit on the floor) that need to be cleaned up to an adult. • Report broken bathroom equipment to an adult. • Report any misuse of the bathroom to an adult. • Calmly and respectfully accept the consequences for your inappropriate behavior. • Report bullying or other problems and dangerous situations to an adult.


LESSON S22 Behavioral Expectations in the Cafeteria

Learner Outcome: By the end of this lesson students will be able to describe the behaviors expected of them in the cafeteria.

Preparation and Materials: • Chart paper and marker or electronic whiteboard • Copy the handout “Behavioral Expectations in the Cafeteria” for each student.


2. Ask: “What would happen if students could act any way they wanted to in the cafeteria? What would you see happening?”

3. Say: “Today I want to talk about how our school expects you to behave in the cafeteria. There are certain things we expect. Let’s see if you can guess what we expect you to do in the cafeteria.” Record their responses on the board, chart paper or an electronic whiteboard.

4. Distribute the handout “Behavioral Expectations in the Cafeteria” and discuss the expectations. Bullying often occurs where there is a lack of structure. One way to add structure to highrisk areas is to teach behavioral expectations for those areas.

5. Randomly select students to roleplay examples and nonexamples of appropriate behavior in the cafeteria.

6. If your school has cafeteria rules, discuss them with students. If the school does not have rules, ask students to brainstorm with you to develop rules and then have your class present them to the principal. Once approved, perhaps they could be posted in the cafeteria.





Behavioral Expectations in the Cafeteria

• When appropriate, hold the door open for others. Do not slam the door. • Stay in line. • Avoid bumping or pushing people. If you accidentally bump someone, say “Excuse me.” • Refrain from pushing someone’s tray out of the way. • Control your anger and seek to resolve conflicts peacefully. • Take the top tray and first milk. • Make menu choices quickly. • Have ticket or money ready before reaching the end of the line. • Pay for your food before you eat it. • Follow cashier’s procedures. • Stay in single file until your purchase is complete. • Walk quietly and carefully (don’t run, don’t piggy back, etc.) with both hands on the tray. • Look for an empty seat at your assigned table – (no food items are on the table and the seat is empty).

Do not change seats without permission. • Sit the required number of students to a table. • Sit down carefully. • Keep legs of your chair on the floor. • Keep hands, feet and objects (such as utensils) to yourself. Keep legs in front of you and feet on the

floor. • Use appropriate table manners. • Do not accept food from other students, touch or share another person’s food or drinks. • Use a pleasant and quiet indoor voice. • Use polite language (no profanity, no threats, no verbal abuse, etc.). • Leave all writing tools (pencils, pens, etc.) and other objects in your backpack, locker and classroom. • Treat others with dignity and respect (respectful body language, gestures and words) – be kind. Treat

others the way you want to be treated. • Remain seated unless given permission to get up. • Raise your hand if you need something. • Keep your eating area neat by cleaning up after yourself. • Follow procedures for recycling and waste disposal (trash in trash cans). • Separate napkins and silverware when cleaning tray. • Place eating utensils, trays/plates in designated areas. • Follow instructions of the cafeteria supervisor(s). • When an adult asks you to stop; freeze and listen respectfully. • Stay in your seat until dismissed by an adult. • When dismissed, push chairs back to appropriate position. • Calmly and respectfully accept the consequences for your inappropriate behavior. • Report bullying or other problems and dangerous situations to an adult.


LESSON S23 Behavioral Expectations in the Hallways

Learner Outcome: By the end of this lesson students will be able to describe the behaviors expected of them in the hallway.

Preparation and Materials: • Chart paper and a marker or electronic whiteboard • Copy the handout “Behavioral Expectations in the Hallways” for each student.


2. Ask: “What would happen if students could act any way they wanted to in the hallways? What would you see happening?”

3. Say: “Today I want to talk about how our school expects you to behave in the hallways. There are certain things we expect. Let’s see if you can guess what we expect you to do in the hallways.” Write their comments on the board, chart paper or an electronic whiteboard.

4. Distribute the handout “Behavioral Expectations in the Hallways” and discuss the expectations. Bullying often occurs where there is a lack of structure. One way to add structure to highrisk areas is to teach behavioral expectations for those areas.

5. Randomly select students to roleplay examples and nonexamples of appropriate behavior in the hallways.





Behavioral Expectations in the Hallways

• Take the shortest route to your destination.

• Walk quietly (don’t run, don’t piggy back, etc.) to your destination in an orderly fashion on the right side and do not disturb other students who may still be working in their class. When moving as a class, stay in line.

• Watch where you are walking.


• Use a pleasant and quiet indoor voice.

• Keep hands, feet and objects to yourself and keep hands off of the wall (avoiding displays or decorations).




• Keep the hallways clean.

• Hold the door open for those entering the hallway. Do not slam the door(s).

• Quietly shut locker doors.

• Have a hall pass while in the hallway during class time.

• When an adult asks you to stop; freeze and listen respectfully.

• Follow instructions of the hall supervisor.

• Keep bikes, skateboards and rollerblades out of the school.

• When required to sit in a hall, cross legs and place right shoulder to the wall.

• Calmly and respectfully accept the consequences for your inappropriate behavior.



LESSON S24 Behavioral Expectations in the Stairwells

Learner Outcome: By the end of this lesson students will be able to describe the behaviors expected of them in the stairwells.

Preparation and Materials: • Chart paper and a marker or electronic whiteboard • Copy the handout “Behavioral Expectations in the Stairwells” for each student.


2. Ask: “What would happen if students could act any way they wanted to in the stairwells? What would you see happening?”

3. Say: “Today I want to talk about how our school expects you to behave in the stairwell. There are certain things we expect. Let’s see if you can guess what we expect you to do in the stairwell.” Write their comments on the board, chart paper or an electronic whiteboard.

4. Distribute the handout “Behavioral Expectations in the Stairwells” and discuss the expectations. Bullying often occurs where there is a lack of structure. One way to add structure to highrisk areas is to teach behavioral expectations for those areas.

5. Randomly select students to roleplay examples and nonexamples of appropriate behavior in the stairwells.





Behavioral Expectations in the Stairwells

• Use the designated stairwell.

• Walk (don’t run, don’t piggy back, etc.) on the right side in an orderly fashion.

• Watch where you are walking.

• Use banisters with hands only.



• Keep hands, feet and objects to yourself and keep hands off the wall (avoiding displays or decorations).


• Hold the door for the person behind you. Do not slam the door.

• Get to class on time.


• Control your anger and step into the hallway to resolve conflicts peacefully.

• When an adult asks you to stop; freeze and listen respectfully.




LESSON S25 What is a Bully Free Stairwell?

Learner Outcomes: By the end of this lesson students will be able to: describe a Bully Free stairwell. describe how a Bully Free stairwell is peaceful and safe. describe bullying behaviors occurring or that may occur in the stairwell.

Preparation and Materials: • Art supplies for drawing • Chart paper and a marker or electronic whiteboard • Copy the handout “Behaviors Expected in the Stairwells (Relating to Bullying)” for each

student or make a poster. • Review the Supplemental Lesson Plans that focus on Behavioral Expectations in the Stairwells



2. Discuss the importance of following rules in the stairwell. Tell students that there are a few behaviors expected in the bathroom that you want to discuss with them. Display the poster and/or distribute the handout “Behaviors Expected in the Stairwells (Relating to Bullying).” Discuss the expectations and others you selected from the Supplemental Lessons.

3. Say: “Today I want you to imagine what our stairwell would be like if no one obeyed the Golden Rule. I want you to imagine bullying happening in our stairwell.”

4. Say: “Shut your eyes and imagine some students bullying other students in our stairwell. Imagine them being mean to others, not obeying the Golden Rule.”

5. Give students time to use their imaginations.


7. Randomly select four to five students to share their drawings and what they imagined happening in the stairwell. As students share their thoughts, ask them if they have ever seen those things happen in the stairwell. As students talk about their drawings ask:

• “How would that make a person feel if someone did that to them?” • “How would you feel if you saw someone being treated like that?” • “What would you do to help that person?”


8. Ask: “If these things happened in our stairwell, would it be a peaceful and safe place?”

9. Say: “Next, I want you to imagine everyone obeying the Golden Rule in the stairwell. I want you to imagine our stairwells as Bully Free – no one is bullied.” Give students time to use their imaginations.

10. Ask student to draw what they have imagined.

11. Randomly select four to five students to share their drawings and what they imagined happening in the stairwell. As students share their thoughts, ask them if they have ever seen those things happening in the stairwell. As students talk about their drawings ask:


12. Ask: “If these things happened in our stairwell, would it be a peaceful and safe place?”


Go Further: • If appropriate, ask your principal to consider increasing supervision in the stairwell. • Ask your school to purchase and post Bully Free Zone posters in the stairwells (order at

www.bullyfree.com).


Behaviors Expected in the Stairwells (Relating to Bullying)

• Use polite language (no profanity, no threats, no verbal abuse, etc.)

• Keep hands, feet and objects to yourself and keep hands off the wall (avoiding displays or decorations).


• Treat others with dignity and respect (respectful body language, gestures and words) – be kind. Respect others’ privacy. Treat others the way you want to be treated.

• Control your anger and step into the hallway to resolve conflicts peacefully.



LESSON S26 Behavioral Expectations on the Playground (Part 1)

Learner Outcome: By the end of this lesson students will be able to describe behaviors expected of them on the playground.

Preparation and Materials: • Chart paper and a marker or electronic whiteboard • Copy the handout “Behavioral Expectations on the Playground” for each student.


2. Ask: “What would happen if students could act any way they wanted to on the playground? What would you see happening?”

3. Say: “Today I want to talk about how our school expects you to behave on the playground. There are certain things we expect. Let’s see if you can guess what other things we expect you to do on the playground.” Record their responses on the board, chart paper or an electronic whiteboard.

4. Distribute the handout and discuss the behavioral expectations. Bullying often occurs where there is a lack of structure. One way to add structure to highrisk areas is to teach behavioral expectations for those areas.

5. Randomly select students to roleplay examples and nonexamples of appropriate behavior on the playground.





Behavioral Expectations on the Playground (Part 1)

• Remain in play area designated by the adult(s), unless permission is given by an adult.

• Keep hands, feet and objects to yourself.



• Play school approved games only.

• Race but don’t chase.

• Exhibit sportsmanship.

• Refrain from “Play” wrestling, boxing and rough play which can result in injuries.




LESSON S27 Behavioral Expectations on the Playground (Part 2)

Learner Outcome: By the end of this lesson students will be able to describe additional behaviors expected of them while they are on the playground.

Preparation and Materials: • Chart paper and a marker or electronic whiteboard • Copy the handout “Behavioral Expectations on the Playground” for each student.


2. Say: “Today, I want to talk more about the behaviors that are expected of you on the playground. But first, I want us to quickly review the behaviors we have already talked about.” Review the previous lesson.

3. Say: “There are other behaviors that are expected of you on the playground. Can you think of other behaviors we have not mentioned?” Record their responses on the board, chart paper or an electronic whiteboard.

4. Distribute the handout and discuss the behavioral expectations. Bullying often occurs where there is a lack of structure. One way to add structure to highrisk areas is to teach behavioral expectations for those areas.

5. Randomly select students to roleplay examples and nonexamples of appropriate behavior on the playground.

6. Ask students to list from memory three things expected of them on the playground. Randomly select students to share what they have written.





Behavioral Expectations on the Playground (Part 2)

• Follow game rules.

• Use playground equipment appropriately (for intended purpose) and safely.

o Sit forward with feet first to glide down the slide, one person at a time.

o Cross only one way on the crossbars and rings.

o Do not climb to the top or jump from the top of the crossbars or slide.

o Do not climb up the backstop of the softball field.

o Follow the directions of the playground supervisors.

• At all times walk on sidewalks and dirt or grassy areas, not on curbs.

• Do not spit.

• Take turns on and with equipment.

• Line up quickly after the bell rings.

• When a ball goes into a street, ask an adult to retrieve it.

• Keep your mouth free of objects (including gum and candy) while playing.

• Leave objects such as sticks, rocks, pinecones, debris and other dangerous items alone.

• Your own bats, rackets or paddles are not permitted at school.

• Running, throwing balls or playing games in the equipment area is not allowed.

• Collect and return playground equipment to designated area.

• Report broken and/or unsafe equipment to an adult.

• Report accidents to an adult.




LESSON S28 Planning for Recess to Avoid Bullying

Learner Outcome: By the end of this lesson students will be able to describe how planning to play together (no one rejected) makes everyone feel accepted and happy.

Preparation and Materials: Copy the handout “Planning for Recess – Rules and Questions to Ask” for each student.


2. Ask: “How you ever seen anyone on the playground bullied?”

3. Ask: “Do you think bullying happens very much at recess?”

4. Ask: “Where on the playground does bullying happen the most?”

5. Ask: “How are students bullied at recess?” Possible Answers:

• Students are pushed. • Students are hit. • Students are tripped. • Students are told they can’t play. • Students have equipment taken from them. • Students do not take turns on the equipment.

6. Explain that you do not want bullying to happen anywhere and that you need their help to make sure it doesn’t happen on the playground. Tell them one of the best ways to make sure that no one is bullied on the playground is to plan what they will do and how they will do it (i.e., take turns, include everyone) before they go outside. Explain that no one is to be left out.

7. Distribute and discuss the handout “Planning for Recess – Rules and Questions to Ask.”

8. Ask them to use this handout to plan the next recess and future recesses. (You could make a poster and post it in the room for them to use.)

9. After a period of planning, ask them to discuss their plans. Provide guidance if there are plans that need to be revised to make them more inclusive. Compliment good efforts to include everyone.

Note: Consider making this process an ongoing activity of your classroom. Review the major points of the lesson.


Go Further: Provide quality and sufficient supervision during recess. Such supervision must be provided by the school and bullying must not be tolerated. All supervisors must be trained to respond to bullying.


Planning for Recess – Rules and Questions to Ask

Planning Rules:

• Everyone is a friend.

• No one is to be left out.

• The same students can’t always play together.

Planning Questions:

• What will we do?

• Who wants to do that?

• If others do not want to do what is decided what can they do together?

• Is anyone being left out?


LESSON S29 Behavioral Expectations on the Bus (Part 1)

Learner Outcome: By the end of this lesson students will be able to describe behaviors expected of them on the school bus.


• Make two copies of the bus picture (handout) for each student. • Crayons to color the picture of the bus • Chart paper and a marker or electronic whiteboard • Copy the handout “Behavioral Expectations While on the Bus” for each student.


2. Ask: “What would happen if students could act any way they wanted to on the school bus? What would you see happening?”

3. Say: “Today I want to talk about how our school expects you to behave on the school bus. There are certain things we expect. Let’s see if you can guess what we expect you to do on the bus.” Record their responses on the board, chart paper or an electronic whiteboard.

4. Distribute the handout “Behavioral Expectations While on the Bus” and discuss the expectations. Randomly select students to roleplay examples and nonexamples of appropriate behavior on the bus.

5. Give each student two copies of the bus picture (handout). Ask students to color one bus “unhappy” and the other bus “happy.” Using the expectations discussed, ask students to explain why one bus is unhappy and the other bus is happy.

6. Place their buses on a bulletin board.


Go Further: Throughout the year, review the behavioral expectations discussed in this lesson, especially after a holiday break.


Behavioral Expectations On the Bus (Part 1)

• Obey the bus driver and the bus supervisor/monitor.

• Obey bus rules.

• Be responsible for everyone’s safety.




• Walk quietly (don’t run, don’t piggy back, etc.).


• Keep objects and your hands, legs and feet to yourself (hands in your lap, legs down in front of you and feet flat on the floor; not in the isle). Don’t touch other people’s body or things.

• Leave all writing tools (pencils, pens, electronic devices, etc.) and other objects in your backpack or pocket.


LESSON S30 Behavioral Expectations on the Bus (Part 2)

Learner Outcome: By the end of this lesson students will be able to describe additional behaviors expected of students on the school bus.

Preparation and Materials: • Chart paper and a marker or electronic whiteboard • Copy the handout “Behavioral Expectations on the Bus” for each student.

Activities: 1. Say: “Today I want to talk more about the behaviors expected of you on the bus. But first, I

want us to quickly review the behaviors we have already talked about.” Review the previous lesson regarding behavioral expectations on buses.

2. Say: “There are other behaviors that are expected of you on the bus. Can you think of other behaviors we have not mentioned?” Record their responses on the board, chart paper or an electronic whiteboard.

3. Distribute the handout “Behavioral Expectations While on the Bus” and discuss the expectations. If you have not done so, consider having the Director of Transportation or a bus driver discuss the expectations. If possible, go inside a bus and practice some of the expectations.

4. Randomly select students to roleplay examples and nonexamples of appropriate behavior on the bus.


Go Further: Throughout the year, review the behavioral expectations discussed in this lesson, especially after a holiday break.


Behavioral Expectations on the Bus (Part 2)

• Sit down carefully.

• Face forward.

• Keep your body and property inside the bus while riding the bus.

• Keep seats open for others – don’t save it for someone.

• Stay seated until the bus driver or bus supervisor gives permission to leave.

• Keep track of your belongings.

• Keep the bus clean.

• Walk directly and quietly from the bus to the designated location when instructed to do so.


• Report bullying or other problems and dangerous situations to the bus driver and your teacher(s).


LESSON S31 Do You Want to Celebrate – Have a Party?


describe importance of having a sense of community and family. celebrate successful efforts to have a Bully Free classroom and school.


• Chart paper and a marker or electronic whiteboard • Party items and food


2. It is important to celebrate your successful efforts to have a Bully Free classroom and school. So, get permission from school officials to plan a celebration/party for your students, teachers, parents and others. If other teachers have taught the Bully Free Lessons, have a joint party – perhaps a schoolwide party. If you wish, invite school officials, parents and community representatives. You can display items students have written and developed.

3. Brainstorm with students how to celebrate all the ways they have tried to make their classroom and school Bully Free. Write their ideas on the board, chart paper or electronic whiteboard. Some ideas you might wish to incorporate include: a multimedia presentation (music, art, skits, drama, videos, etc.) and other creations produced as a result of the Bully Free Lesson Plans. Have students perform songs.

4. Some important planning considerations are:

• Schedule the party for the evening or another time when parents and others can attend. • Cancel homework that night. • Invite the parents and other community representatives such as police, faithbased leaders,

health professionals, psychologists, doctors, and others. • Invite the media to cover the event.

5. Create a timeline and plan, assigning students in small groups to various tasks.


REFERENCES

Beane, Allan L. (1999). The Bully Free Classroom. Free Spirit Publishing Company, 217 Fifth

Avenue North, Suite 200, Minneapolis, MN 554011299.

Beane, Allan L. and Linda Beane. (2005). Bully Free Bulletin Boards, Posters and Banners. Free

Spirit Publishing Company, 217 Fifth Avenue North, Suite 200, Minneapolis, MN 554011299.

Beane, Allan L. (2004). How You Can Be Bully Free (Grades 912). www.bullyfree.com.

Beane, Allan L. (2004). How to Help Your Child Be Bully Free (Grades 48). www.bulllyfree.com.

Murphy, Lauren and Rohling, Claudia. (1994). A Leader’s Guide to Just Because I Am. Free

Spirit Publishing Company, 217 Fifth Avenue North, Suite 200, Minneapolis, MN 554011299.

Murphy, Lauren and Rohling, Claudia. (1997). A Leader’s Guide to We Can Get Along: A Child’s

Book of Choices. Free Spirit Publishing Company, 217 Fifth Avenue North, Suite 200,

Minneapolis, MN 554011299.


http://www.bulllyfree.com/


Allan L. Beane, Ph.D., is an internationally recognized author, speaker and expert on bullying. He has over 36 years experience in education, which includes teaching special education, teaching regular education, serving as Director of a School Safety Center and serving as vice president of a university. He has served as an expert in criminal cases and as a consultant in lawsuits involving bullying. He has also made numerous television appearances.

Dr. Beane’s son was bullied in seventh grade and high school. Bullying contributed to his son’s untimely death at the age of 23. His son’s life inspired him to write his first book, The Bully Free Classroom, and other books about bullying. His first book is in several languages. Schools and districts all over the United States have adopted his Bully Free Program.

As a dynamic and highly soughtafter speaker in the United States and other countries, Dr. Beane presents keynote addresses, presentations and workshops for school districts, organizations, colleges, students and parents. His downtoearth speaking style, inspirational stories and practical strategies appeal to audiences everywhere.

Linda Beane has over 20 years of experience in educational settings. She is the coauthor of several antibullying books included in the Bully Free Program. Also a mother and grandmother, Linda has been widely recognized for her support of children and her responsiveness to their needs.

Allan and Linda operate Bully Free Systems, a company dedicated to preventing and stopping bullying. Since the death of their son Curtis, in whose death bullying played a part, they have devoted their lives to creating safe and supportive learning environments where all students can have a sense of belonging and acceptance. For information on speaking, training and workshop opportunities, visit www.bullyfree.com.

Allan L. Beane, Ph.D. and Linda Beane


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