Bullying Prevention: A
Culture of Courageous
Allies
Karen Smith, Retired Principal
Mark Twain Elementary, Brentwood
2011 National School of Character
2011 Missouri School of Character
2010 National Profile in Character
2009 National Blue Ribbon School
2009 Missouri Gold Star School
2008 Missouri School of Character
December 2012
Objectives for this workshop:
• Review what we know about peer mistreatment
and have a better understanding of how we
might unintentionally contribute to the problem.
• Examine what we have in place for dealing with
incidents of peer aggression including activating
bystanders.
• Main focus will be to look at how to establish a
school-wide culture that intentionally and
proactively supports caring and supportive
relationships between children and adults
within the school community.
Let’s Get Started
• Review what we know about peer
mistreatment and have a better
understanding of how we might
unintentionally contribute to the
problem.
A Quick Review
• What do we know about bullying?
• What are common misunderstandings?
• What are the components needed for change?
• What are some of the steps needed in dealing
with and reacting to incidents of peer to peer
aggression (bullying).
• What is an ally…bystander, witness, teacher,
parent, school community?
Effects of Bullying
• Bullying increases rates of childhood and adult
depression.
• Bullied children are likely to be lonely and to
have difficulty making friends.
• Bullying lowers academic achievement, reduces
students’ scores on tests, and impacts their
ability to reason analytically.
Seems self evident that:
• If a child is worried:
how he or she will be treated by classmates,
if the teacher will be disappointed or angry
with them,
if they will be bullied or ostracized because
they look or act differently;
• then the LAST thing on their mind
will be learning!
Bullying – Inevitable?
• Many abusive behavior patterns were once seen
as normal.
• What if child and/or spousal abuse was still a
private family matter?
• Being bullied is NOT a right of passage.
• How many times have we said…just don’t pay
attention to them and go play with someone
else?
Similarities of Abuse to Childhood Bullying
• Power differential
• Behavior justified by placing blame
and responsibility on the victims
• History of silence from bystanders
and victims
How to Make Bullying More Likely
• Ask students to choose their own teams or work
partners.
• Leaving students unsupervised – staff must use
proximity.
• Showing we value some students over others,
that we dislike some students, and we treat
some students with disrespect. Hard to hear but
kids pick up on subtle, hidden messages.
• Watch your body language. This, they can read.
Let’s explore where we are
now?
•What do we currently have in
place for dealing with incidents
of peer aggression including
activating bystanders.
Components of School Change
• Help aggressive children change. (60% of bullies
by age 24 have a criminal conviction with 40%
having 3 or more).
• Support targets. Targets are more prone to
depression and tragically suicide.
• Empower bystanders. Bystanders often feel
anxiety and helplessness.
• Full impact includes: Patterns of aggressive
behavior and intimidation can impact future
adult relationships for bullies, targets, and
bystanders.
So Where do We Start?
•Establish clear consequences
for aggression.
•CONSISTENCY! Teachers need
to be on the same page and
use the same language.
Activity: Table Talk Sharing
HOW DO YOU KNOW?
1.
2.
3.
4.
5.
6.
Are expectations for peer interactions in a variety of settings
clearly defined?
Do students have voice in the process?
Do you have a process for dealing with and tracking incidents of
bullying separate from the discipline procedures?
Are the processes effective and clear?
Are staff members consistent in handling situations of peer
aggression and do they regularly discuss and review incidents?
Are students held accountable for their actions?
7. Do adults model the behaviors for a positive environment?
Stopping Peer to Peer Aggression
• Report aggressive behavior on a
discipline rubric or referral.
• Investigate all reported incidents,
determine appropriate
consequences, assist student in
calling home, and keep parents
informed.
• Support reflection process.
Mark Twain Bullying Prevention Report
Please use to report incidents of:


Teasing (name-calling, insulting, or other behavior that would hurt
others’ feelings or make them feel bad about themselves)
Exclusion (starting rumors, telling others not to be friends with
someone, or other actions that would cause someone to be without
friends)

Hitting (Pushing, slapping, grabbing ? Judgment call.
Please use Discipline Referral Form and send to Mrs. Smith:
 Severe Hitting (punching, kicking, and similar behavior that may
injure others)
 Threats of Serious Violence
 Harassment (racial, ethnic, or sexual name calling or other severe
harassment)
Form Cont.
• Student_____________________
• Staff Member Reporting _____________________
• Location____________________________
• Date and Time_________________________
• __Witnessed by me
____Reported by Students
• Who? __________________________________
•
If you did not witness the behavior, which other students were nearby and
did witness the behavior?
Description of Problem (Please be specific)
The Rubric, Schools Where
Everyone Belongs
• Uniform and clear behavior guidelines
school wide.
• Predictable and escalating
consequences.
• Structured opportunities for
aggressive children to reflect and
learn from their behavior- monitor
this process.
Mark Twain Behavior Grid for Peer to Peer
Verbal and Physical Inappropriate Behavior
Yearlong Guidelines
Clear distinction of levels with a different process
for addressing bullying in level one.
Schools Where Everyone
Belongs Book Study
Go to:
http://csdtechpd.org
The Behavior grid should be a
living document
• As you implement this process of using a rubric keep in mind
that what is on paper may sound good but if the process has
flaws you need to address these throughout the
implementation stage.
• Don’t be afraid to make changes.
• Don’t be afraid to customize for certain students: remember
fair is not always equal.
• Most importantly have a process for evaluating the
effectiveness of both the rubric and the fidelity of the staff
in implementing the plan.
Things to Consider
• Could the grade level change the level of consequences? Yes
• Will each incident (behavior report) be addressed by a staff
member? Yes
• Will students be accountable for reflecting on the behavior?
Yes, through a Think About It Form
• Are all behavior incidents office referrals? No but they are all
addressed.
• Do severe behaviors lead to more serious consequences?
Absolutely
• Student safety and well-being is the top priority for both the
target and the offender.
Bullying Action Plan
• In cases of repetitive behaviors that meet the definitions of
bullying (name-calling, exclusion, rumors, threats or hitting
the following is recommended.
• Place student on the Behavior Rubric process.
• Follow guidelines of Rubric consistently.
• Make sure that an adult is addressing the issue by
working with the student through the reflection
process (Think About It Form).
• Escalating behavior moves the student to a higher
level of discipline and a Behavior Referral should be
issued.
Severe Behavior
• These behaviors can be a part of the Level Two Behavior
Rubric process and are usually defined by safe schools
procedures.
• Referral to the office is usually initiated.
• Students with these behavior concerns will need an
individual behavior plan and if necessary an alternate
learning space if removal from the classroom becomes
necessary.
• Involve parents, counselors, mentors and
administrators to assist in addressing these concerns.
Helping Children Take
Responsibility
• What did you do?
• What was wrong with that?
• What problem were you trying to solve? What
goal were you trying to reach?
• Next time you have that problem or goal, how
will you solve it or reach it without hurting
someone else?
Reflection Sheet Example
Think-About-it Form
Date: ________________
Name: ___________________________________
What did you do?
• Please be specific. Start with “I.” Tell me later about what the other student did.
What was wrong with what you did?
• Who did you hurt? How do you know you hurt them? What did you hear them say or see on their
face(s) that showed you that you hurt them?
What problem were you trying to solve?
• Did you want attention? Did you want to be left alone? Were you trying to have fun? Were you
already mad about something else?
Next time you have that problem, how will you solve it without hurting anyone?
• Please list three ways to solve this problem in the future without hurting anyone else. Circle the
one you plan to use.
Everything is not always black and white.
How do we address different categories of
misbehavior?
• Low level problems are not addressed in the rubric.
These are usually disagreements by friends that do not
include any of the behaviors such as name calling that
define bullying. These behaviors are best addressed by
providing those involved opportunities to talk and listen.
A trusted teacher or counselor can best help students
solve these problems.
*Warning
• If left unresolved these behaviors tend to escalate and
could wind up on the rubric.
Activating Bystanders
•Teachers as
bystanders…what is our
role?
1.
2.
3.
Responsibilities Defined
• School-wide staff
• Model the behaviors you expect from your students
including respect and cooperation
• Maintain positive relationships with staff and students
• Greet students by name in halls and outside classroom
areas
• Listen to concerns and help students problem solve
• Use the Behavior Grid for all incidents of bullying so
have these with you
• Ensure you are familiar with behavior expectations and
maintain consistency in handling situations
Classroom Teacher Responsibilities
• Classroom Teacher
• Establish clear norms (classroom expectations) with your class
from day one consistent and aligned with the goals of the school
community.
• Use consequences fairly and consistently.
• Establish a positive relationship with parents early in the year
using specific, positive notes, phone calls or emails
• Seek assistance from colleagues before a problem escalates to a
level of classroom disruption that impacts learning.
Counselor Responsibilities
• Counselor
•
•
•
•
•
•
•
•
•
Work to resolve peer conflicts
Assist teachers in reviewing behavior plans
Help teachers enforce Behavior Rubrics in a consistent manner
Help teachers develop and implement effective classroom
behavior systems
Assist principal in addressing every bully report
Work with families
Provide interventions for at-risk students including friendship
circles
Teach classroom guidance lessons that support the schools
mission and goals for a nurturing learning environment
Support teachers, parents and students
Principal Responsibilities
• Principal
• Investigate all reports of bullying and aggression
• Use rubric to guide consequences
• Assist students in calling home to share behavior concerns with
parents
• Assist teachers in developing interventions
• Establish positive relationships with parents
• Observe in the classroom and give suggestions for
troubleshooting classroom management
• Establish open communication with parents, counselors and
teachers to maintain a positive school climate for all learners.
Questions to consider when assessing the
role of the bystander in reducing bullying.
• What is a bystander?
• How can bystanders, who outnumber targets and bullies by an
estimated 75-80%, play a key role in reducing incidents of
bullying?
• What works and what doesn’t?
• What are the types of bystanders and how can we help all
bystanders fall into the “helpful” category?
• What is the role of adults in developing a safe culture for
bystanders to take action??
Did you know that:
• Bystanders will sometimes “bully the bully” and
start a fight when intervening.
Why? Students have seen so much aggressive
confrontation on television, they have trouble
understanding any other form of confrontation.
• Bystanders will sometimes “freeze” when confronting the
bully because of the risks of losing friendships of popular peers
or because of the fear of becoming the next target.
•
It is sometimes more socially advantageous to support the
more powerful and high-status bully.
Alternate strategies to activate
bystanders.
• Discourage students from confronting
bullies unless they know it is a safe
situation.
• Encourage other strategies including
notifying a trusted adult and becoming
active in relationship groups to reach out
to targets.
Did you know that:
• Reporting to an adult still leaves the bystander
at risk for retaliation.
• Confidentiality needs to be in place to protect the
bystander who reports incidents.
• Bystanders fear that adults will not take them seriously. Both
adults and bullies put a negative connotation on “tattling.” This
attitude gives MORE power to the bully.
• Bystanders are concerned that adults will not take action.
Alternate strategies to activate
bystanders.
• Clearly define the difference between reporting and tattling.
Make sure that the staff members are consistent in acting
upon this definition.
• Institute anonymous methods of gaining information from
bystanders including drop boxes or phone messaging systems.
• Eliminate use of word tattling. (Because of negative
connotation)
• Adults are prepared to act on reports and protect youth from
retaliation.
Did you know that:
• Adult behavior towards students who are socially
awkward or different in some ways may, in fact,
perpetuate bullying if it differs from their behaviors
towards other students.
• Bystanders may not be equipped with the skills needed
to befriend a peer that has mood disorders or social
skill deficiencies.
Alternate strategies to activate
bystanders.
• Bystanders need strong adult role models to know how
to reach out to, and include isolated peers.
• Establishing a school culture where everyone can expect
to have friends requires a focus on building
friendship teams of trained volunteers with adult
support.
Types of Bystanders
o Inactive: Somewhat aware of bullying situations but try to avoid
them and build a wall around the pain.
o Angry: Are annoyed with the target for not taking action to deflect
the bullying and therefore forcing them to witness persistent abuse.
o Fearful: Feel hurt about watching a peer being picked on but fear
retaliation if they intervene or tell an adult and become a “snitch”.
o Voyeur: Get sadistic pleasure out of observing the bullying; reap
a benefit from the realization that they have escaped the cruelty.
o Accomplice: Cause the most harm because by joining the bully in
the put-downs or harassment, they give the bullies greater power.
o Helpful: the heroes that challenge the bully by supporting the
target on the spot or by reaching out to him/her to relieve the
isolation.
from Bullies, Targets and Witnesses by SuEllen Fried
The bystander we are looking for to help address
bullying concerns in our schools is:
o A child who will speak up if it is safe to do so.
o A child who will contact a trusted adult in a manner that is safe
and comfortable.
o A child who is willing and has the skills to reach out in
friendship to a target to relieve the isolation.
o A child who is an engaged member of a caring school
community who works to create a safe and nurturing
environment for all students.
o A child who can count on adults for support and actions to
address bullying concerns.
What students report that needs to be in
place for bystanders to take a stand.
• Adults need to:
• Let students report privately and confidentially
• Welcome reports and act on them
• Form positive relationships with students so that they feel free to
report bullying (build trust)
• Don’t be afraid to take action to stop bullying, and
• Listen and keep eyes and ears open.
Something to share with all
children.
• We stand up for others because we will all need
people to stand up for us some day.
• Bystanders’ silence hurts targets of bullying.
• When we reach out to other kids who are
excluded, we make good friends.
Peggy Moss (2003) from the book Say Something
Final thoughts as we as adults move to
support bystanders
60-80% of students are bystanders who can make
a difference in creating a caring school climate.
Staff are enabled to reduce bullying when bystanders
tell about incidents vs. sticking to a “code of silence.”
When bystanders include and befriend excluded
youth, they empower those students and help them
heal.
Bystanders benefit when they choose to intervene
because they no longer have feelings of guilt.
What About a Proactive
Approach?
• Integrating Core Values into the Culture of the School
• Providing leadership opportunities for students
• Give students voice in the way they want their classroom to be
through class meetings for both academic and behavioral
goals.
• Provide opportunities for students to practice responsibility to
others and self
• Build cross age and peer relationships through programs such
as Buddies and Families
• Take the time to teach and model sportsmanship
• Reflect on where you are and where you want to be as an
adult community
• Model what you preach!
In a Culture of Caring
• Agreed upon norms, that reflect student voice, define
behavior expectations in the classroom. Reflection on how
we are meeting these expectations is a part of the school
day/week.
• Yearlong, cross- grade classroom buddies provide
opportunities for relationship building across the school.
• K-5 “Families” that meet monthly to explore character
traits and which are facilitated by students.
• Social skills are practiced through adult mentors and adult
role models.
• Service learning is part of who we are.
• Initiatives are intentional and proactive.
Question to be asked:
How does a person become
responsible?
• Talk to a table partner to
brainstorm and come up with
your top two responses.
• Come to consensus at your table.
• What is the groups top two
choices?
The Doing Part: Empowering
Allies
• In other words we need to offer
opportunities for our students to develop,
practice, and define those traits that are
becoming part of the school culture.
• Knowing the good is not enough,
• Feeling the good is a step in the right
direction,
• But doing the good… now your talking!
Concrete Initiatives
• CE is embedded into the K-5 curriculum
through lessons and activities.
• PE program promotes sportsmanship that
transfers to the playground.
• Expectations not met are handled through
reflection.
• Adult role models include staff, OASIS
seniors, community mentors, and parents.
Integrated Lesson Designs
A Fine Feathered Flock
Overview
Patricia Polacco’s Mr. Lincoln’s Way provides an excellent opportunity for teachers to
introduce the topic of respect. Mr. Lincoln, an African American principal, tries to help
Eugene, a school bully, overcome his attitude towards people of another race. He helps
Eugene realize that even though people are different (race, gender, etc.), everyone should
be treated with respect. Mr. Lincoln uses the school’s atrium to help him accomplish his
task.
This lesson offers connections to reading/language art skills (cause-effect, plot, setting,
character, and writing); character education (caring, respect, kindness); and art (creating
and painting birds, creating an “indoor” atrium).
Lesson Objectives
Students will be able to:
• Identify story elements in a story
• Identify the main characters in a story and tell their character qualities based on
actions in the story
• Identify ways to respect others
• Identify ways to treat others with kindness
www.cep.org
Integrated Lesson Designs
Unique Monique: Building a Community of Unique Individuals
Overview
This purpose of this lesson is to build a caring community within a classroom. The lesson
will encourage students to identify their unique talents, abilities, and strengths and thereby
increase self-confidence. The lesson will also encourage students to identify how their
classmates’ unique talents, abilities, and strengths add to the learning environment.
Hopefully, after discussing and celebrating the unique qualities evident among the
classroom, students will develop greater respect for and acceptance of others. This lesson
is ideal for the beginning of the year, as it not only introduces each student, but also begins
the school year in an open environment that welcomes ALL students.
Lesson Objectives
Students will be able to:
• define the word unique.
• identify ways Monique made herself unique.
• discuss ways they are unique.
• identify ways other classmates are unique.
• Identify ways the classroom benefits from a unique blend of individuals.
www.cep.org
Recommended Children’s Books
to reinforce friendship building and bully
prevention
•
•
•
•
•
•
•
•
E. Bunting: Fly Away Home and other titles
K. DiCamillo: Because of Winn-Dixie
E. Estes: The Hundred Dresses
J. Garfield: Follow My Leader
T. Ludwig: My Secret Bully
A. Koss: The Girls
P. Moss: Say Something
A. Simmons: Odd Girl Out
Enjoy the Game Lesson Design
One of the programs we use to help us maintain a school of character is “Enjoy
the Game.” This program is taught by our physical education teacher. Its
objectives are:
• To build respectful relationships and be accountable for one’s actions,
• To understand the significance of teamwork, self-control, tolerance,
dedication, integrity and other positive character traits, and
• To appreciate the true value of participation in sports and healthy life style
habits.
• We see students modeling these strategies for conflict resolution and
problem solving daily. Whether it is students doing rock, paper, scissors, or
flipping a coin, we see children finding ways to work through conflicts and
accept the resolution. Although first initiated in the PE classes, these
strategies are now reinforced by all staff members. We see these strategies
used not only in gym class but on the playground while students are at play
and in the classroom during curriculum activities.
Cont.
The “Enjoy the Game” promotes positive behavior and good sportsmanship among all students. The four lessons within
this program include: respecting your peers and teammates, respect all teachers and coaches, respect the officials and the
rules, and do the right thing. In each of these lessons the students watch a video about the lesson. After watching the
video the teacher leads the students in a discussion about the lesson with questions about the video and what it means to
them. After the discussion the students play a game related to the lesson that promotes what the lesson talked about. After
we finish the lessons we give the students a test that covers what was talked about in the videos and discussed.
• Lesson One - Respect Your Peers and Teammates. This lesson discusses and stresses the importance of T.E.A.M.
(Treat, Everyone, As, Myself). This is effective, not only in the P.E. class, but everywhere around the school. No
Matter where the children maybe they need to treat others the way they would like to be treated.
• Lesson Two - Respect All Teachers and Coaches. This lesson emphasizes the importance of finding the “right time
and the right place” to talk to one of the teachers. Many students want to be heard “right now”, but that is not
usually proper. Teaching them this mindset can really be a very valuable tool as they go through life.
• Lesson Three - Respect The Officials and the Rules. When conflicts arise over rules, have the students briefly
discuss the situation. If that does not resolve it, the students could use rock – paper – scissors, back – to – back.
This is an extremely valuable process to help students get through a conflict. They could chose to argue for awhile,
but that would take away from their time to play. The sooner they resolve the conflict, the more time they have to
play the game.
• Lesson three is also applicable in many other places outside of P.E. For Example, on the school bus, the driver is
the official. On the playground the recess monitor is the official to make sure that the entire class stays “in bounds”.
However, as each student gets involved in an activity, the students become officials of their own games. Even in the
cafeteria and the hallways have officials who enforce the rules. Rule only become an issue if they do not follow
them. Usually adults don’t like having to be the “Bad guy”, but if the students don’t follow the rules, someone has
to be there to restore order and “make the call”!
• Lesson Four - Do the Right Thing. Teaching the students this will enable them to really Enjoy the Game. They need
to learn to slow down and allow their brains to think before their bodies act. Many times children will realize that
what they did was wrong. Needless to say – it’s often times after the fact
Cross Age Buddies
BUDDY TIME
• Ms. Bartoni’s Kindergarten and Mr. Lee’s 5th Graders are buddies. For a buddy activity
in February, they listened to the words of the song “What a Wonderful World.” (Louis
Armstrong)
• I see trees of green........ red roses too
I see them bloom..... for me and for you
And I think to myself.... what a wonderful world.
I see skies of blue..... clouds of white
Bright blessed days....dark sacred nights
And I think to myself .....what a wonderful world.
• After listening to the song, they brainstormed what the words would look like.
Together buddy pairs then drew pictures to the words of the song.
• Mr. Lee, put the pictures, along with the words to the song into a slideshow. “What a
wonderful project” completed by the buddy pairs and their teachers.
• (March Newsletter 2004)
Buddy Lesson Design (Condensed)
K/5 Science Lesson
Composition and Structure of the Universe and
the Motion of the Objects Within It
Academic Objectives:
Science GLE Strand 6 Kindergarten 2 A
Scope and Sequence – Objects in the Sky
• Describe the Sun as only being seen in the daytime
• Recognize the Sun appears to move across the sky from morning to night
Science GLE Strand 6 5th Grade 2 C
Scope and Sequence – Solar System
• Recognize the Earth rotates once every 24 hours
• Relate changes in the length and position of a shadow to the time of day and
apparent position of the Sun in the sky, as determined by Earth’s rotation
• Relate the apparent motion of the Sun, moon, and stars in the sky to the
rotation of the Earth)
Cont.
Activity:
• In the morning (on a sunny day) the Kg teacher takes her students outside onto the blacktop area of
the playground. Students stand on the blacktop and they trace each other’s bodies with chalk.
Teacher or child writes their name below the feet of their tracings. (Discussions have previously
taken place about the sun and how we can see our shadow on sunny days).
• Fifth grade students will be working on a unit and lessons that address the rotation of the earth and
the changes in shadows cast during the earth’s rotation.
• In the afternoon fifth grade students will join their little Kindergarten buddies on the blacktop. The
KG students will stand on their morning body tracings directly in the same position on their traced
feet. Fifth grade buddies will again trace their buddy’s shadow which has now moved during the
day. The fifth grade buddy will explain in simple terms why their buddies shadow has moved.
Outcomes:
• Support Missouri GLE’s with interactive learning for both grade levels.
• Reinforce the fifth graders acquisition of knowledge and have them synthesis and summarize their
learning for their younger classmate buddies. (Teaching others is the best form of mastery and
synthesis of knowledge).
• Provide opportunities for fifth graders to take on leadership roles and show responsibility for others
learning.
• Strengthen the relationship between all of the students.
• Give younger students older student role models in the learning process.
K-5 Families
THE SNEETCHES
Families 2/7/2012
• Watch the movie “The Sneetches”. (12 minutes)
• Here is You Tube version … Link provided
• When finished discuss the following questions:
• Why do you think the Star-belly Sneetches think they are better than the Plain-belly Sneetches?
• How does it make you feel when someone brags?
• How does it make you feel when someone excludes you from a game?
• What could you do as a Starbelly Sneetch to make the Plainbelly Sneetches feel welcome?
• What kind of character do you think Sylvester Mc monkey McBean is?
(clever,cunning,tricky) What are some clues?
• Has anyone ever behaved like a Sneetch with you? How did that make you feel?
• Do you need to be exactly like everyone else?
• How did the Sneetches solve their problem?
• At the end—have the group make a list of suggestions for ending the separation between friends.
(ex. no teasing, include others in a game—etc.) As a family, they can write on stars how they
would make someone feel welcome. Write in marker so it can be seen.
Class Meeting Idea
Play THE SNEETCH BALL GAME
• Materials provided: ball and stars
Materials possibly
needed: markers or pencils
• Divide your class into 2 groups. Give one group a star to put on their belly. (quietly
tell them that for the game—they are only going to throw the ball to a Star belly
Sneetch). Have the whole group sit in a large circle. Give the ball to a Starbelly and
begin throwing it. Remember the ball should only go to someone with a star on them.
• After you have thrown the ball several times around, stop the game and now ask the
group to come up with special privileges that teachers may give to the class. Make a
list of them on the smartboard. After you have a few—tell them that only the
Starbellies will get these privileges.
• Take back all the stars.
• Ask—how did you feel during this activity? Starbellies? Non-starbellies?
• Do you see this happening in our school? If you do how is this happening?
• IF TIME---play the new SNEETCH BALL game.
• Half the group has a star and half does not. A starbelly must throw the ball to a NONstar belly and give a compliment or tell how they would include them.
• Continue throwing the ball until all have had a turn.
Discussion Questions for “One”
• First I would like Family members to partner older students with younger students to
help make sure that our younger voices are heard. Older students please make sure
that younger students are included in the discussion about bullying. An effective
anti-bullying practice is when older students model the right thing to do for younger
students!
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
After listening to the story “One” students will discuss the following questions:
Who was the bully in the story?
Who was being bullied? How did the character react to the bullying?
How did friends react to the bullying of their friend? Did these bystanders stand up
to the bully? Why or why not?
How did the bullying make you feel?
How did the Character “1” respond to the bully?
Why did the bully stop?
What did it mean when it said we all can COUNT?
How did “1” do the right thing at the end of the story?
Do you count?
Class Meetings
• Class meetings are a forum for students and the
teacher to gather as a class to reflect, discuss
issues, or make decisions about ways they want
their class and school to be. Most importantly a
class meeting creates a safe environment in
which students can see that their learning, their
opinions, and their concerns are taken seriously.
Class meetings are not limited to problem
solving but can provide voice for students on
academics.
Any Ah Ha Moments you want
to share Table Talk
• At your table give examples of
how you can up the effectiveness
of a current practice to maximize
relationship building by being
more proactive about the results
you want to achieve!
Navigator Buddy: Providing
that caring adult
• All Mark Twain staff members in our school
community mentor a child in our Navigator
Buddy program. Youngsters in need of adult
nurturing are identified through teacher referral,
parent request or our Problem Solving (RTIResponse to Intervention) process. Relationships
are built and remain throughout the child’s time
in the building and in many cases for years
beyond.
Service to service learning
what do I need to know…
• A major storm hits several states and many
people have lost their homes. There is a call for
aid and schools across the country jump into
action. Parents and teachers organize donations
of non perishable items and money to aid those
in need. This is a great school motivated to
service for others.
• How can this service project be modified to a
service learning project?
Service
• From: James and Rachel Curran [currancrew@me.com]
On Thursday an email got sent out about the family at Mark Twain that had their power shut off. I read it just after
picking up my kids and a friend from school and running through the Starbucks drive through as a special treat. I felt
a little ill after spending $12 on hot chocolates and coffee that we are living in excess and some families are struggling
so much. We then headed to the grocery store to pick up some ingredients for dinner. Before heading in I told the
girls about the family. I was hoping that the girls would feel compelled to pick up some groceries for the family. My
big hope was that they would want to do it with their own money. But I kept my mouth shut, wanting whatever they
decided to be their idea. They went into full blown action mode. Within minutes they decided they wanted to do a
bake sale, that we could email a few other families to see if they wanted to help bake and sell items. They wanted to
do it Saturday morning and they wanted to do it outside the Brentwood Starbucks because there would be a lot of
traffic. They wanted to make posters to hold up like the high -schoolers do at car washes. They felt very strongly
about all of it. Their excitement was palpable.
I sent out a few emails. Posted it on Facebook. What happened was nothing short of amazing. Several families
showed up with baked goods, kids met at Starbucks, cars lined up, Panera donated loaves of bread --- and people
bought. We told them how this was all the kids' idea. The kids told the customers that they just wanted this family to
get their power turned on. I used to work for this amazing principal. You remind me of her in so many ways. She
was this very southern woman with twang and decorum. To borrow her phrase, these kids "done you proud."
Tomorrow I will bring to you the close to $400 they raised in two hours. I'm attaching you a picture of their cute little
faces. The kids were so proud of themselves. They felt good and knew they had done a good thing. I don't think
they need any recognition. I kind of wanted them to just sit and learn that they can do amazing things and do it
because it's the right thing to do, not because they get some big recognition from it. The lessons they learned were
quite amazing. Thank you for all you have done to foster this kind of reaction in our kids.
You are a gift to our school. Rachel
The Mark Twain Community Pledge
Community Pledge
Mark Twain Elementary
I will not hurt anyone on the inside or the outside.
I will use my hands for good at all times.
I will use my heart to love and care for everyone.
I will respect everyone and show good character and
sportsmanship to others.
I will work hard to expand my knowledge and discover new
things each day.
Character Council Examples
MARK TWAIN CHARACTER COUNCIL
PURPOSE
• Mark Twain’s Character Council is a form of student government
where each classroom can provide input and receive feedback about
student-originated ideas and projects. It is comprised of two
representatives from each 3rd, 4th, and 5th grade classrooms and staff
sponsors. The Character Council meets once a month to discuss
school wide issues and take part in activities, such as fundraising,
community service projects, and school-wide activities.
MISSION
• Mark Twain’s Character Council fosters good character, pride and
school spirit within school community. It increases the awareness of
students’ rights and responsibilities, and encourages leadership skills.
The council also promotes a positive civic community mindedness.
In what ways could your
behaviors change as a faculty?
• Are you a collaborative and open to sharing?
• Do you treat your colleagues and the entire staff
including support staff with respect?
• Do you value the contributions of others?
• Do you strive to be a part of a caring school
community through not just words but actions?
• Are you open to change and other’s ideas?
• Do you care about the families and students you
serve?
• Do you have empathy?
For one school Creating the
Vision of What We Want our
School to Be included:
• Building community among adults.
• Building community among the students.
• Building community through shared
leadership.
• Building home-school connections.
Staff Buy-In
• You can set up rules and then engage in
disciplining students all year. Most of this will
focus on how children treat each other.
Or
• You can have students decide how they want
their class to be and proactively meet to
measure how you are doing as a class.
Behavior Data for MT
One schools AHA Moment
“Improving the academic
competence of our students
was directly related to
providing a character rich
learning environment”
Mark Twain Staff
Blue Ribbon MAP Scores MT
Closing Thoughts
•The journey never
really ends, but the
travel does become
more enjoyable.
Questions
• Karen Smith
• kmsmith9260@hotmail.com
• Schools Where Everyone Belongs Online Book Study: Create a
rubric and network with colleagues. To join this PD
opportunity contact dstirling@
• Thanks to Charlotte Nations for her contributions to many of
the slides used in this presentation.