Bullying in the Classroom at I.S.143M

Jeffrey A. Rodriguez-E.S.L./ELA Teacher-I.S. 143M

 

 

Introduction

            David wakes up on time for school and eats breakfast with his family, like he does every weekday morning. He gives his Mom a kiss and a hug and smiling heads off to school.  By 3rd period, David is wishing to be anywhere else except in his classroom.  Nothing has happened today, but he knows it’s only a matter of time.  He asks himself “Who’s going to be the first person to say something today?”  Anticipating when the verbal assaults and ridicule will come is just as excruciating as the act itself.  He wonders if today will be the day that his teachers take control of the classroom environment.       David is consistently thinking about his 5th grade teacher, Mr. Kline.  Mr. Kline always had control of his class.  David, always felt like Mr. Kline was his guardian at school.  However, his middle school teachers are very different.  They are all task driven.  Because of high stakes assessments and new evaluations, they spend less time controlling the classroom environment in terms of behavior.  David was anticipating a middle school adjustment, with regards to workload, however, he never thought that it would be a place where he would feel socially insecure.

            This is one of the many types of bullying situations that many young adolescents face at school every day.  A bully is either a person (singular) or people (plural) that bring physical or psychological torment to others.  Bullying has been a nationwide issue in our country for many years.  With the various technological advancements and the introduction of social media, bullying has unfortunately reached new dangerous levels.  It is because of this that we need to find solutions to combat this unnecessary evil.  A child’s smile in the morning doesn’t always equate to a safe and joyful day.  It’s time to bring this issue of bullying in the classroom to the forefront and resolve it period!!

 

Task

            The students will be grouped in sets of four.  They will be charged with the task of completing a one to two page paper on bullying in the classroom. The students will give a clear definition of what classroom bullying is with evidence and examples of how it manifests itself.  Next, each group will research the many causes and effects of bullying in the classroom.  They will also examine any existing public policies that attempt to deal with this issue. The students will work collaborative to find policies that might be in place, which will help combat this issue here at I.S.143M.  Upon completion of the research, the students will be asked to create a poster using the “CSI” (Color,Symbol,Image) strategy and steps  from the text Making Thinking Visible.  Ultimately, the students will chose the best solution that is both feasible and effective.  This solution will be shared with the rest of the school, with the purpose of implementation for the upcoming school year.

 

Process/Resources

            Using the PPA format, each group will be responsible for completing each of the following tasks.  Each step is hyperlinked to a worksheet (graphic organizer) for collection of data.  These tasks must be completed prior to writing the final paper and “CSI” poster.

Use the information found in the linked PPA steps to assist you with the worksheets.

            PPA Steps

Define the problem

Gather the Evidence

Identify the Causes

Examine an existing Policy

Develop New Solutions

Select the best Solution

            Worksheets

Define the problem (Worksheet1)

Gather the Evidence(Worksheet 2)

Identify the Causes (Worksheet 3)

Examine an existing Policy(Worksheet 4)

Develop New Solutions (Worksheet 5)

Select the best Solution (Worksheet 6)

Essay Assignment

 

Complete a five paragraph essay using the data that you collected on your PPA worksheets.

Your essay should follow the following format:

 

Introduction

Definition of classroom bullying

Examples of classroom bullying at I.S. 143M (No names are to be used for privacy concerns.)

Body 1

What are some of the causes of classroom bullying?

 Provide Evidence

Explain

Body 2

What are some of the existing policies on cyber bullying that exist today?

Provide Evidence

Explain

Body 3

What are some solutions did your group come up with to combat this issue?

Provide Evidence/Examples

Explain

Conclusion

What was the best policy for solution that your group came up with? 

Why do you think this would be the most effective?

 

Poster

            Create a “CSI” poster on where you give statistics or examples of cyber bullying, causes and effects of cyber bullying and the best policy or policies for a solution to cyber bullying at I.S. 143M. 

 

 

Resources

Here are some suggested resources you may use for this project. You must use at least 3 sources. Sources outside this list are acceptable if approved in advance by the teacher.

General Info

          http://www.smartclassroommanagement.com/2011/06/25/bullying-in-the-classroom/

            http://teacher.scholastic.com/professional/classmgmt/bully_free.htm

            http://www.stopbullying.gov/prevention/at-school/build-safe-environment/

            http://www.wikihow.com/Stop-Bullying-in-Your-Classroom

            https://www.responsiveclassroom.org/article/close-gateway-bullying

Research/Statistics

          http://www.makebeatsnotbeatdowns.org/facts_new.html

            http://www.martialartsforpeace.com/pages/bullyingstatistics.html

            http://www.bullyingeducation.org/2011/12/28/bullying-statistics-what-is-really-going-on-in-schools/

            http://www.bullyingstatistics.org/content/olweus-bullying-prevention-program.html

            http://www.cops.usdoj.gov/pdf/e12011405.pdf

 

Further Resources:

            http://education.findlaw.com/student-conduct-and-discipline/bullying.html?DCMP=GOO-EDU_Gen-Bullying&HBX_PK=bullying+in+the+classroom

            https://www.responsiveclassroom.org/article/bullying-schools

            http://www.pacer.org/bullying/resources/toolkits/

            http://www.violencepreventionworks.org/public/bullying_tips_for_teachers.page

 

Evaluation

The essay will be graded using the school rubric which is based on the Common Core Standards.  (The rubric will be handed out in class.)

The poster/video will be graded on the following rubric:

Making a Poster: Poster on Cyber bullying

Teacher Name: Mr.  J. Rodriguez


Name of students in Group:     ________________________________________

 

CATEGORY

4

3

2

1

Poster on Classroom Bullying

Poster clearly states the topic, causes and effects of topic and best policy for a solution(s). Poster is neat, attractive, easy to read and is an excellent example of a PSA. Excellent use of pictures, statistics, quotes or drawings.

Poster states topic. There is evidence of causes and effects as well as best policy for a solution(s). Poster is fairly neat, attractive, easy to read and has elements of a successful PSA. Some use of pictures, statistics, quotes or drawings.

Poster states topic but not clearly. There is some evidence of causes and effects as well as best policy for a solution(s) but not enough evidence. Poster is somewhat neat, attractive, easy to read. There is an attempt at creating a PSA. Not enough use of pictures, statistics, quotes or drawings.

Topic is not stated. No evidence of causes and effects or best policy for a solution(s). Poster is not neat, attractive or easy to read. No attempt at creating a PSA. No use of pictures, statistics, quotes or drawings.

 

Conclusion

Congratulations!  By completing this WebQuest, you have now researched the various aspects of classroom bullying and how it affects all of the people involved.  As a Public Policy Analyst using the PPA model, you have identified the causes of the problem, provided evidence, researched the current policies, and created a cyber bullying action plan for I.S 143M.  As a result of this assignment, you have been an active part in contributing solutions to the social problem of classroom bullying at I.S. 143M.

Classroom

 

Standards

·        CCSS.ELA-Literacy.W.7.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

·        CCSS.ELA-Literacy.W.7.2a Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

·        CCSS.ELA-Literacy.W.7.2b Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

·        CCSS.ELA-Literacy.W.7.2c Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.

·        CCSS.ELA-Literacy.W.7.2d Use precise language and domain-specific vocabulary to inform about or explain the topic.

·         CCSS.ELA-Literacy.W.7.2e Establish and maintain a formal style.

·        CCSS.ELA-Literacy.W.7.2f Provide a concluding statement or section that follows from and supports the information or explanation presented.

·        CCSS.ELA-Literacy.W.7.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)