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| Chapter 10 : Discipline Through Dignity and Hope for Challenging Youth Unique Activity : Role Playing |
| In small groups and using ideas from Discipline with Dignity (1. Identify core values, 2. Create rules and consequences, 3. Model the values, and 4. Use no interventions that violate the core values), role play some of the following scenarios or others that you have experienced or seen occur. (For purposes of this activity, the four core values identified on page 170 are suggested for use.) After the role play, discuss it and additional ideas for how to responsibly, respectfully, and legally handle the scenario. Also discuss how you would teach students to handle such situations, to model core values, to know what behaviors are not tolerated, and to know when bullying becomes harassment.
Scenario 1: A small group of peers teases someone on the bus because the person is overweight. Scenario 2: A student takes something from a person during recess. Scenario 3: A student is excluded from eating lunch with a group in the cafeteria. Scenario 4: A boy calls a girl "ugly" or a girl calls a boy "ugly." Scenario 5: A fist fight breaks out during recess or physical education. Scenario 6: A middle school student receives an email threatening to be beaten up after school. Scenario 7: A high school student reads a blog saying that she or he has had sex with a classmate. This is not true. Scenario 8: A student tells you (the teacher) that a text message arranges for two gangs to meet after school across the street. Scenario 9: A middle school student who seems "high" on drugs gets belligerent and grabs another student or you (the teacher) during class. Scenario 10: A male high school student or teacher engages in sexually suggestive conversation or behavior with a female student. Or a female high school student or teacher engages in sexually suggestive conversation or behavior with a male student. Scenario 11: A student who represents a minority ethnic group in the class is singled out and routinely harassed by pushing the person around, calling the person derogatory names, shutting doors in the person's face, and various other practices. Scenario 12: A high school student who says that she/he is lesbian/gay tells you that she/he is receiving repeated email messages that are sexually suggestive. The following Web sites have references for further investigation into issues of violence and safety in schools. http://www.bewebaware.ca/english/CyberBullying.aspx - Challenging Cyber Bullying is provided by Web Aware, sponsored by Bell and Microsoft in Canada. http://eric.ed.gov/ERICWebPortal/Home.portal?_nfpb=true&_pageLabel=RecordDetails& ERICExtSearch_SearchValue_0=ED418372&ERICExtSearch_SearchType http://www.theiacp.org/pubinfo/pubs/pslc/svindex.htm - Guide to Preventing and Responding to School Violence provided by the International Association of Chiefs of Police. http://www.tolerance.org/pdf/rthas.pdf - Responding to Hate at School is published by Teaching Tolerance. http://www.colorado.edu/cspv/publications/factsheets/schoolviolence/FS-SV13.html - Responding to Violence in Schools by the Center for the Study and Prevention of Violence, University of Colorado, Boulder. http://www.ed.gov/admins/lead/safety/emergencyplan/index.html - The U.S. Department of Education provides an Emergency Planning guide for schools. http://www.bullybusters.org/advocacy/bbtemplate/def.html - The Workplace Bullying Institute defines bullying. |
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