Introducing the lesson: Present relevant background information, the purpose of the lesson, and the learning objectives.
Teacher/Learner Activity 1 – Opener/ Discussion:
• You may wish to conduct a discussion about bullying. Perhaps provide a ‘talking stick’ or ball, or another object to be held by each speaker in turn. Bullying is a sensitive issue and teachers know better than anyone the limits of a class discussion. Ask students to agree that the details of the discussion will not be repeated outside the classroom. Make it clear that there is no pressure on anyone to speak. Here are some suggestions for topics to start things off:
Has anyone seen someone being bullied and is happy to talk about it? How did you feel? Did you take any action and was your course of action successful in stopping the bullying?
Has anyone here been bullied and is happy to talk about it? Has anyone experienced cyber-bullying – by text, email or on social networks? How did it feel? Did you take any action and was your course of action successful in stopping the bullying? What advice would you give to someone being bullied?
Has anyone here bullied someone else in the past and is happy to talk about it? What were you feeling at the time? Were there other things in your life that you were unhappy about? At the time, were you aware that what you were doing was hurtful? What would you say now to someone who is bullying?
After the discussion, acknowledge the class for their willingness to speak openly about this subject.
Teacher/Learner Activity 2 – Bullying Role-Play:
• Divide the class into groups of 3 to 5 and hand out one prompt card (A, B or C) from Resource E1 to each group.
• Using the prompt cards, groups should follow the instructions and prepare a short role-play.
• Be clear that there must be no aggressive physical contact throughout. • Have students perform their role-plays.
Teacher/Learner Activity 3 – Whole Class Discussion
Here are some questions to start things off: • What could have been done differently? • How would you describe how each of the characters might be feeling? • Can you suggest reasons for a bully’s behaviour? • Do bullies deserve punishment? Do they need help? Both? • What do we do if the bullying is based on race, gender, obesity, economic status, homophobia etc.?
• Students might present their role-plays again based on the discussion above. Ask students to think about volume, tempo, proximity, facial gestures, arm movements, etc. Ask them if these changes made any difference.
Reflection/Ideas to Discuss:
• How could the role-plays be developed to become a part of our school’s Peace Day activities?
• To extend this work, students might like to make their own End-bullying advert (See Resource E2). View Jeremy’s End-bullying Advert on the opposite page.
Review the purpose of the lesson and learning objectives to determine mastery. Click here for support websites
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