December
Leading the Way
Leadership
Monday
3
Tuesday
4
Bullying
Wednesday
5
Thursday
6
Friday
7
Character ED.
No School
meetings
10
11
12
Inservice
13
14
20
21
27
28
Character ED.
Mid Term
17
meetings
18
19
Character ED.
Conferences
24
meetings
25
No School
26
No School
No School
No School
No School
Bullying Activities
REACT: What Would You Do First? (p. 103 in folder)
In building a bully-free school, it is important to practice the skill of REACT. This lesson practices
this skill as it applies to situations that may occur in school.
or
I Was Just Kidding
In this activity, students will discuss when teasing is fun and when it is hurtful.
Character Education Activities
All Aboard
All Toss
Keypunch
Marshmallows
Overhand Knot
Warp Speed
I WAS JUST KIDDING!
OVERVIEW: Students are asked to consider the difference between good-natured teasing and bullying
through discussion of fictional scenarios and reflection on real-life situations. Students are provided
with concrete guidelines that help them to understand when harmless joking has crossed the line
to become disrespectful or mean.
OBJECTIVES:
• To help students understand and articulate the difference between harmless teasing and
verbal bullying
• To provide students with an opportunity to apply this awareness to concrete situations
TIME: 45 minutes or one class period
MATERIALS: Chart paper/markers; pens; Student handouts: I Was Just Kidding! and Teasing
or Bullying?
PROCEDURE:
PART 1—INTRODUCING THE ACTIVITY (10 MINUTES)
Write the following phrases on the board:
• I was just kidding
• I didn’t mean anything by it
• Can’t you take a joke?
Ask students if they have ever had their feelings hurt or been talked to disrespectfully only to hear
one of the above expressions in response to their disapproval. Invite a couple of volunteers to share
an incident and to describe how it felt. Ask if, in retrospect, they were overly sensitive or if the comments
“crossed the line.” Challenge students to articulate how they know when a comment is mean
or offensive rather than funny. List these measures or standards on a sheet of chart paper and discuss
for a few minutes.
PART 2—JUST KIDDING SCENARIOS (15 MINUTES)
Distribute the handout, I Was Just Kidding! Ask students to work with a partner to read each scenario
and to discuss whether the incident described is “harmless teasing” or “hurtful,” or to identify additional
information needed to make a decision. Students should be specific as they list their reasons
and articulate particular criteria used to evaluate each situation. When students have responded to all
three scenarios, discuss their conclusions as a class and add key ideas to the list you started in Part 1
of the lesson. Ask students to share their responses to the final question on the handout: “Teasing has
crossed the line to become hurtful when…”
PART 3—REVIEWING GUIDELINES (10 MINUTES)
Distribute the handout, Teasing or Bullying?, which provides very specific guidelines about types of
teasing that are “off limits.” Review the information with students to reinforce their understanding of
the difference between good-natured teasing and hurtful language.
I WAS JUST
KIDDING
When teasing or name-calling leads to hurt feelings or consequences, “I was just kidding!” is a
common response. Most of us enjoy good-natured teasing that is done in fun. And some people
just don’t know how to take a joke, right? So how do we know when we have crossed the line?
When are we no longer “just kidding,” but participating in mean behavior?
Read the scenarios below. With a partner or in a small group, discuss whether or not you think
each situation is an example of harmless teasing or hurtful language. Explain how you came to
your decisions or what additional information you need to make a decision.
1. Sonia recently moved to Lincoln Heights and just finished her first week at the local middle
school. At 5 feet 8 inches, she towered over most of the students in her seventh grade
class. While looking for a place to sit during lunch, another student called to her, “Hey,
shorty, there’s a spot over here!” Sonia paused for a moment and another girl from the
group waved her over. “Don’t pay attention to her,” she told Sonia. “That’s just the way we
talk to each other. They call me Einstein because I got all C’s on my last report card.”
Harmless teasing or hurtful language? Why?
2. For years, Angel has made fun of his best friend, Dave’s, peanut butter obsession. “You’d
eat my gym sock if it was covered in peanut butter,” he once told Dave. One day in science
lab, the students designed mazes to test the intelligence of white mice. When the teacher
told the class that they would be baiting the mazes with peanut butter, Angel called out,
“Better be careful—Dave might get to the end of the maze before the mice!” The other students
broke out in laughter.
Harmless teasing or hurtful language? Why?
3. On Monday afternoon, Rob used his recess time to hang campaign posters around the school,
which read, “Vote Rob for Student Council President.” On Tuesday morning in homeroom, Rob
found one of his posters taped to the blackboard in the front of the classroom. Someone had
crossed out the word, “President,” and replaced it with “First Lady.” One of Rob’s classmates
pointed to a girl in the first row, indicating that Maria had altered the poster. Rob glared at her as
he tore down the poster. “It’s just a joke,” Maria laughed. “Lighten up—I’m gonna vote for you.”
Harmless teasing or hurtful language? Why?
Based on your conversation, list three ways to complete the following sentence.
Teasing has crossed the line to become hurtful when…
1.
2.
3.
TEASIN
G OR BULLYING?
Most of us enjoy teasing that is done in fun. Sometimes, though, our joking goes too far. We all
need to be sensitive to topics and behaviors that may not be appreciated by others. Use the information
below to help evaluate when teasing is good-natured and when it has crossed the line.
Remember, everyone deserves the right to feel safe and to be left alone.
GOOD-NATURED TEASING…
• Involves a playful back-and-forth between both parties
• Is accompanied by a friendly tone of voice and laughter
• Is accompanied by affectionate gestures or expressions
• Brings people closer and encourages friendships
• Sometimes helps to lighten a tense or angry situation
• Does not lead to physical confrontations
HURTFUL TEASING OR BULLYING…
• May be accompanied by an angry tone of voice
• May be accompanied by angry body language, such as clenched fists
• Continues even when the person being teased shows distress
• Continues even when the person teasing knows the topic is upsetting to others
• Is sometimes accompanied by showing off in front of others
THINK FIRST! Consider the following three areas before engaging in what may seem like good-natured
teasing. If your answer to any of these questions is yes, you may be crossing the line.
THE PERSONALITY AND EXPERIENCES OF THE OTHER PERSON:
• Are you aware that the person has not appreciated teasing in the past?
• Are you aware that certain subjects are touchy for the other person?
• Are you aware of a factor in the other person’s life that may make them especially
sensitive to teasing?
THE RELATIONSHIP BETWEEN YOU AND THE OTHER PERSON:
• Is the person a stranger or someone you don’t know very well?
• Do you have a history of social problems with the person?
• Is he or she likely to misunderstand your intentions or sense of humor?
• Are you bigger and/or older than the other person?
• Are there gender, race or other differences between you that may make some
topics inappropriate?
THE TOPIC OF THE TEASING:
• Is the teasing about identity (race, ethnicity, religion, sexual orientation, gender)?
• Is the teasing about appearance (body size/shape, complexion, clothing, physical
attractiveness)?
• Is the teasing about ability (intelligence, physical strength or skill)?
• Is the teasing about social status (friends, family, class)?
• Does the teasing compare someone with an object or animal in an offensive way?
• Does the teasing have sexual content?
All Aboard
Focus
Build a shared vision; Share the space
Materials
Tarp or old blanket
Difficulty
Easy/Medium
Directions
Use a tarp or old blanket for this activity. Explain to members that they are a research team stationed
in Greenland and they have been studying glaciers for the past year. One of their missions is to
measure the rate that the glacier breaks off and falls into the ocean.
On a recent outing, they met disaster when the piece of ice they were standing on broke off and fell
into the water. Luckily, no one was injured and they are now floating on the iceberg. Unfortunately,
they have caught a current due south and are heading toward warmer climes. This means that they
must figure out how to fit everyone on an ever-shrinking piece of ice until they can hail a passing
ship.
Task: Begin with the tarp fully open. Everyone must fit on the tarp/blanket while standing on their
feet (no stacking of people). Each foot must be on the tarp, no overlapping onto the floor/ground.
Once everyone is on, count to five. They can then step off while the tarp is folded a bit smaller for the
next round. Repeat the process until it is obvious that they have to struggle to keep everyone on the
tarp. Generally, a group can fit on a smaller space than anyone thinks is possible. An alternate
activity can be to challenge the group to flip the tarp over while standing on it.
Sample
processing
questions
(All
Aboard)

How did the task change from start to finish?

What was different about it?

As the task changed, how did you adjust? What did the group need to do differently?

What was the shared vision you had to create?

How did you create that shared vision?

What skills did you use as individuals to make that possible?

Was it necessary to create a shared vision?

As the task changed, how did you have to change in order to share the space?

What might have happened if people had refused to share the space?

What are some examples that you have experienced of people who want to try one thing
while others want to try something else?

Why might that happen and how might a group deal with it?
Facilitation At the beginning, this is an easy task, almost too easy, because it lulls the group into believing that
notes
they don't need to work together on it. As the task becomes more difficult, it is necessary for the
group to formalize a plan so that they are all working toward a common goal. This initiative
sometimes lends itself to disorganized decision making, with one or two people blurting out
suggestions, then acting upon them without checking in with the group.
Make sure to spot this activity carefully as the tarp gets smaller. Ask participants to step off of the
tarp in an orderly fashion, rather than in an uncontrolled manner.
All Toss
Focus
Build models: Try it, change it ... then try again
Materials
A throwable object for each person
Difficulty
Medium
Directions
The group stands in a circle and everyone is given a throwable object. Everyone puts their object
down except one person. On the count of three, that person throws the object into the air and
someone attempts to catch it. If it is caught, another person picks up an object. At the count of three,
both people with objects throw them and two other people in the group attempt to catch the
objects. If they are both caught, a third person picks up an object and the process is repeated. If an
object hits the ground, that object is taken out of play for that round. Whatever is left is thrown and
caught. If they are caught, one object is added to each round. The goal is to try to work up to having
all of the objects thrown and caught at once.
There are only two rules:
Sample
processing
questions
(All Toss)

A thrower cannot throw to either oneself or to the person on either side of him/her.

All objects in play must be thrown simultaneously.

Describe the sequence of events.

What did you try first, second, etc.?

What was the difference between your first few attempts and your last ones?

What did you change?

What caused you to choose to change your methods?

Why was it necessary to change?

Imagine that you had not changed anything from your first attempt.

What do you think the result would have been?

As the activity got more complicated, how did you adapt?

Give some examples of simple tasks/decisions that you make everyday.

What are more complicated ones that may call for more collaboration?
Facilitation A salient feature of this activity is that it gets progressively more challenging and complicated;
notes
therefore, it is necessary to change the solution as it gets more complex. There is usually much
discussion about trying different techniques. Generally, after some attempts at random throwing, the
group develops a model that is more organized, where each person is part of the solution and
understands the task. When everyone is in sync, the results can be impressive.
Keypunch
Focus
Build a shared vision Build models: Try it, change it ... then try again Let others amplify their abilities
Remember that following and leadership are equally important Celebrate successful collaborations
Materials
30 spot markers numbered from 1 to 30, boundary marker (rope, tape, gym lines), stop watch
Difficulty
High
Directions
A large space (two separate rooms are ideal) is necessary for this activity. In the far end of a gym (or
other room), mark off an area about the size of a basketball key with rope or tape. Inside the marked
area lay down 30 markers (gym spots, paper plates, tape) with a number from 1 - 30 on each one.
This is done randomly. The group should not be able to see this from where they are gathered.
Inform the group that they have been chosen to participate in a computer "debugging" exercise.
Their job is to figure out the sequence from lowest to highest and actually touch all of the "keys"
(markers) on the keypunch pad (marked off area), in order from lowest to highest. They have five
attempts or 30 minutes (whichever comes first) to get their best time. The time will start when the
first person leaves the room (or starting line) and will stop when the last person returns. In between
each round, the group has time to strategize.
Here are the rules:

The keys must be touched in sequence (if touched out of sequence, a ten-second penalty
will be assessed for each one touched out of sequence).

Only one person may be on the keypunch pad at a time (a ten-second penalty for more than
one).

A person's whole body must be within the keypunch pad boundary in order to touch a key
(ten-second penalty if only part of a body is within the pad boundary).

When someone is inside the keypunch pad, he/she may step between the keys at anytime.
It is not necessary to leap from one key to another.
Points of clarification:

The keys must be touched in sequence only once.

It is not necessary for each person to touch each number.

Also, the group may not look at the keypunch pad between rounds. If they choose, they may
use their first round as a fact finding mission, but may not go over to look at it before the
clock starts.
Sample
processing
questions
(Keypunch)

How did your solution evolve as you moved through your attempts?

Did the finite number of attempts influence your decisions?

When people had ideas, how did you make space for them to be heard (or not)?

Did you include each member of the group to accomplish this task?

Do you think this could have been done as quickly and efficiently by one person acting
alone? Try it to see.

What might have happened if everyone had wanted to be on the keypunch pad at once?

How did you settle who would be on the pad and when?

How did you know when you were successful?

How did you work together to make this successful?
Facilitation There are a variety of solutions for this initiative. A group can choose to have one person touch all
notes
the numbers, while the rest of the group points to them. They can choose to have everyone assigned
to a number or two and hop in and out when it is their turn. In some cases, groups have chosen to
have the three fastest people do the initiative alone, while the rest of the group stayed behind and
chatted. Whatever the method, the group has much to talk about when it's over. The group will be
confused at first, which is to be expected. They will understand the task as soon as they see the
keypunch pad.
Marshmallows
Focus
Build a shared vision; Let others amplify their abilities; Remember that following and leadership
are equally important; Celebrate successful collaborations
Materials
8 - 12 "marshmallows" (made from paper plates, gym spots, or boards, cut into pieces of one to
two feet in length), boundary markers
Difficulty
Medium
Directions
Mark off a boundary on the floor or ground that spans 12 - 20 feet. It is necessary for the group
to be able to cross the span with the given number of "marshmallows." Have the group stand
behind one boundary marker and offer a scenario, such as:

You have been shrunk in a lab accident and wish to get to the phone to call for help.
Unfortunately, you are on the kitchen counter and must cross the stove to get to the
phone.

A boiling kettle of hot chocolate is in your way. The only way across is to use the
marshmallows that are on the counter. You will need everyone's strength in order to lift
the phone off the hook."
Here are the rules of the marshmallows:

If anyone loses contact with the marshmallow, it is lost (i.e., they cannot be thrown or
left unattended in the hot chocolate, because they will float away).

It is also necessary to get as many marshmallows to the other side as possible, in case
the group must return to the other side. No one may scoot the marshmallows along or
attach them to their feet, because they will melt.

If anyone falls into the hot chocolate, the entire group must return to the beginning to
administer first aid and try again.
Sample
processing
questions
(Marshmallows)

What type of planning did you do before starting this task?

Was it useful/ enough/necessary?

How did you decide what your strategy would be?

How did you help each other across the hot chocolate?

Was it necessary to help each other out?

How did you choose who would go first and last? Did more than one person want to
take on these roles?

What might you need to consider when more than one person wishes to take on
certain roles in a group?

What was necessary for the group/individuals to do in order to make this a successful
challenge?
Facilitation
notes

What got in the way of making it to the other side?

What didn't work?

What can we learn from this task that might be helpful in other group situations?

How did you work together to make this successful?
Marshmallows is a classic initiative that appears much easier than it is. A group must exercise an
enormous amount of control to keep in contact with the marshmallows. Any split second of
impulsiveness causes the marshmallow to be left untouched and it is therefore taken away. A
group's usual mistake is to rush, thereby losing many marshmallows, especially when they reach
the end. The typical solution to this problem is for someone to lay a path out to the other side,
while touching each marshmallow until the person behind them steps on it. They form a line
until the last person picks up the marshmallows.
How efficiently a group communicates is key to the successful solution to this problem. For a
more challenging problem, divide the group in half and have each smaller group start on
opposite sides with half of the marshmallows. Each side must end on the opposite side from
where they started and they must cross in the middle, they may not accomplish the task as
separate groups. The same rules apply.
Overhand Knot
Focus
Build a shared vision Build models: Try it, change it ... then try again Remember that following and
leadership are equally important Celebrate successful collaborations
Materials
Short ropes (at least four feet in length)
Difficulty
Medium/High
Directions
This should be done with smaller groups of, at most, eight people. The group is asked to stand in a
line, shoulder to shoulder and then spread out a little. Short ropes are added between everyone and
they hang on to them. This means that everyone is joined by a rope, with the end people only
hanging on to one rope each. The object is to tie an overhand knot in the middle rope without
letting go. It is necessary to show the group an overhand knot so that they can visualize it. An
overhand knot is the first knot used when tying a shoe (the one just before the bow).
Sample
processing
questions
(Overhand
Knot)

What were the steps you went through to solve this problem?

Describe your first attempt, second attempt, etc.

How did your solution change as you became more experienced?

What did you have to agree on before it was possible to solve this problem?

In essence, half of the group did not really have to do anything physically.

Were they still involved in solving the problem?

Did you feel you could "see" the solution for this? If not, what did you do? If so, what did
you do?
Facilitation
notes

How did you feel when you accomplished this task?

How did you work together to make this successful?
This problem is much more difficult than it appears. Group members intuitively think that they must
walk over each other's hands to make the knot. The real solution, however, entails making a loop in
the middle rope, and having half of the group walk through it. A group can work on this for quite
some time or they may get it right away. Patience is an essential ingredient in solving this problem.
Warp Speed
Focus
Build models: Try it, change it ... then try again Remember that following and leadership are equally
important Celebrate successful collaborations
Materials
One throwable object and a stop watch
Difficulty
Low/Medium
Directions
The group stands in a circle. A throwing pattern is established by having each person throw the
object to someone who has not had it yet. Once everyone has had the object, it returns to the first
person. From then on, the object must go in the same order. The only rules are:

It must touch everyone in that same order and

It must begin and end with the same person.
Once the pattern is established, the item is thrown in order and it is timed. That is the base time and
the group is asked to strategize to decrease the amount of time. Eventually, some groups get the
time lower than five seconds.
Sample
processing
questions
(Warp
Speed)

What caused your time to drop?

Many times we try to change things over which we have no control.

What did we control in this activity?

In general, what do you think we control when working in groups and over what do we not
have control?
Facilitation
notes

How can we identify what we can control when working in groups?

Once you changed places, how did you fine-tune your solution?

What steps did you go through?

Was there more than one idea?

How did you choose the ideas you used?

What were the roles you each had to take in this activity?

There were times when your idea (or the one you thought was best) was not used.

How did you deal with that?

How did you know when you were successful? Did you set any goals?
There is a paradigm shift that must be made in order to shave seconds off the group's time;
members must decide to change places so that they are standing next to the person to whom they
throw. This simple act reduces the number of errors and miscues and shaves much time off the base
time. Once they have made that shift, group members can then choose to have the first person run
around the group, touching everyone with the item. Some groups consider this "cheating" because it
is technically touching the runner in between each person. Other groups feel it is okay. Some groups
have everyone stand in a line and touch the item with their feet as they run by. Others try to make a
ramp with their hands and roll it around the circle. Whatever the final solution, they arrive at it only
after much experimentation.
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