• Get comfortable!
• Take notes if you wish
• Reflect on bullying situations
you have seen or heard about
• Be prepared to interact with the
presenter and ask questions or
share comments
The Highly Effective Teaching (HET) Model
Slides by Sue Pearson, Co-Director, The Center for Effective Learning
Presented by Nita Delk, Creative Director, The Center for Effective Learning
WELCOME
REFLECTION/
WHAT IS
BULLYING?
CLOSING
HET:
CONNECTIONBUILDER
BRAIN
CONNECTIONS
• Define bullying
• Understand bullying and the
effect on the brain
• Pinpoint HET structures that
support connection-building
©The Center for Effective Learning,
www.theCenter4Learning.com
• Bullying is intentional, repetitive,
and hurtful behavior.
• An imbalance of power exists
between the bully and the
target.
©The Center for Effective Learning,
www.theCenter4Learning.com
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Physical abuse
Starting rumors
Harassment
Verbal Abuse
Embarassment
Cyberbullying
•
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Put downs
Social ridicule
Pranks/Jokes
Social isolation
Humiliation
Threats
STRATEGY: T-CHART
Have an open discussion:
• Painful
• Humiliating
• Embarrassing
• Scary
• Frightening
• Shameful
©The Center for Effective Learning,
www.theCenter4Learning.com
Influenced by:
• Modeled outside of school
• Age-disparities
• Impact of media (TV,
Social networks, and
movies)
©The Center for Effective Learning,
www.theCenter4Learning.com
P
R
I
N
C
E
S
S
Kate Middleton
• 85% of bullying episodes
occur in the context of a
peer group
• (Atlas and Pepler, 1997, Craig and Pepler,
1997)
©The Center for Effective Learning,
www.theCenter4Learning.com
• Only one in four children report
that teachers intervene in bullying
situations
• Seven in ten teachers believe
they always intervene.
• Most bullying occurs close to
adults.
©The Center for Effective Learning,
www.theCenter4Learning.com
• 83% of students indicate
that watching bullying
makes them feel
uncomfortable.
(Pepler et al., 1997)
©The Center for Effective Learning,
www.theCenter4Learning.com
• Bullying occurs on school
playgrounds every 7 minutes and
once every 25 minutes in class
(Pepler et al., 1997).
©The Center for Effective Learning,
www.theCenter4Learning.com
• By age 24, 60 percent of identified
bullies have a criminal conviction.
• Young children labeled as bullies, require
more support from government agencies,
have more court convictions, more
alcoholism, more anti-social personality
disorders and use more mental health
services as adults.
©The Center for Effective Learning,
www.theCenter4Learning.com
• Bullying is reduced in a
school if the principal is
committed to reducing
bullying.
(Charach et al., 1995)
©The Center for Effective Learning,
www.theCenter4Learning.com
• Bullying stops in less than 10
seconds most of the time,
when peers intervene on
behalf of the victim.
(Pepler et al., 1997)
©The Center for Effective Learning,
www.theCenter4Learning.com
Problems in Limbic System?
• Negative thinking,
perceptions, emotions
• Appetite/sleep problems
Problems in Basal Ganglia?
• Perceive anxiety, nervousness,
panic
• Fine motor problems
• Tendency to think the worst
Problems in Pre-Frontal Cortex?
• Impulse control
• Short attention span
• Distractibility, irritable
• Short-term memory issues
• Trouble learning from
experience
• Social anxiety
©The Center for Effective Learning,
www.theCenter4Learning.com
• Recalibrated (higher-boys; lower-girls) levels of
cortisol (stress hormone)
• Low levels: body is so chronically stressed that it
has learned to make less
• High levels: damage/kill off neurons in the
hippocampus (long term memory)
• Neurons (corpus callosum): coated with less
myelin (coating that speeds communication
between cells)
Boston Globe, Nov. 20, 2010 “Inside the Bullied Brain” by Emily Anthes
©The Center for Effective Learning,
www.theCenter4Learning.com
When shown videos of someone inflicting pain (such as closing a piano lid on a
player's fingers, above), bullies experience activity in their brains' pleasure centers, a
November 2008 study showed. The subjects tested seemed to enjoy seeing people
hurt.
Image courtesy Jean Decety, University of Chicago
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Bullying behavior is WRONG
Harmful to the victim
Will NOT be tolerated
Consequences when caught
Progressive consequences apply
Victim’s family will be notified
©The Center for Effective Learning,
www.theCenter4Learning.com
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Everything told to bully
Not his/her fault
He/She is not alone
Ignoring the behavior will not
make it stop.
• No intervention may intensify bullying
• Tell someone
©The Center for Effective Learning,
www.theCenter4Learning.com
• They have power
• Walk away and do not
watch or participate
• Support/Stand-up for
the victim
• Report the incident immediately
©The Center for Effective Learning,
www.theCenter4Learning.com
• U.S. Department of Education now
regards BULLYING* as a civil rights issue.
• As a result, schools have been warned
that if they do not take BULLYING*
seriously and work hard to protect
students, they can lose their federal aid
and face prosecution.
*includes sexual orientation and gender identity
The Post Standard, Sunday, April 10, 2011, p. A4-Syracuse
• Provide common lessons for all
• Review consequences
• Teach skills to ALL to
decrease bullying
• Raise level of emotional intelligence
• Build and strengthen connections
©The Center for Effective Learning,
www.theCenter4Learning.com
• Bully usually has deficit
• No understanding of how behavior
affects others
• No understanding of how to build or
develop appropriate social
relationships
©The Center for Effective Learning,
www.theCenter4Learning.com
• Often has a deficiency in this area
• Demonstrates a lower level of
emotional intelligence
• Does not understand how
to manage own emotions
• No understanding of how to build
or maintain social relationships
©The Center for Effective Learning,
www.theCenter4Learning.com
Most discipline problems in
school are created because of
emotional responses to
problems/issues.
©The Center for Effective Learning,
www.theCenter4Learning.com
©The Center for Effective Learning,
www.theCenter4Learning.com
• Understanding your own emotions and
how they affect you
• Being able to label, explain and discuss
what you are feeling to others
• Understand how thoughts and emotions
impact behavior (your own and others)
• Being capable of and expressing empathy
for others
• Having a sense of control over emotions
• Must be modeled for children to learn
(mirror neurons)
©The Center for Effective Learning,
www.theCenter4Learning.com
The bias we have regarding the
significance and gravity of
events in our lives. We
generally overestimate the
impact.
©The Center for Effective Learning,
www.theCenter4Learning.com
• Our psychological immune system
(based on EI) helps us to deal with
bad events.
• Teens lower on the continuum may
make poor decisions ending in
suicide, homicide, drug use.
©The Center for Effective Learning,
www.theCenter4Learning.com
• Make us who we are.
• Transient society today-difficult to make
connections-creates victims and bullies.
• Transiency impacts students academically,
behaviorally, emotionally, socially and
motivationally.
• Bonding with a significant adult is
a key protective factor.
©The Center for Effective Learning,
www.theCenter4Learning.com
Intelligence Is A
Function Of
Experience
We are not born intelligent—
only with a capacity to be so.
©The Center for Effective Learning,
www.theCenter4Learning.com
Learning is an
inseparable partnership
between the body and
the brain:
Emotion is the
gatekeeper to learning
and performance.
©The Center for Effective Learning,
www.theCenter4Learning.com
There are
multiple
intelligences.
©The Center for Effective Learning,
www.theCenter4Learning.com
Learning is a twostep process:
1. pattern detection
2. program building.
©The Center for Effective Learning,
www.theCenter4Learning.com
Absence of Threat/
Nurturing Reflecting Thinking
Enriched
Environment
Mastery/
Application
Adequate Time
Immediate
Feedback
Choices
© The Center for Effective Learning
Bodybrain
Compatible
Elements
Movement
Sensory-Rich Being
There Experiences
Meaningful
Content
Collaboration
40
• Procedures
• Lifelong
Guidelines/LS
• Inclusion/Tribes
• Problem-solving
• Current issues
• Bullying
• Problem-Solving
• Lifelong
Guidelines/LS
• Identify others in
need, make a plan
• Provide support ,
assist others
• Experience what
it is like to walk
in another’s shoes
• When a child, preteen or teen is
tormented, threatened, harassed,
humiliated, embarrassed or
otherwise targeted by another
child, preteen or teen using the
Internet, interactive and digital
technologies or mobile phones.
• Once adults become involved, it is
plain and simple cyber-harassment
or cyberstalking. Adult cyberharassment or cyberstalking is
NEVER called cyberbullying.
http://www.cyberbullying.us/book.php
©The Center for Effective Learning,
www.theCenter4Learning.com
DO NOT
ANSWER!
commonsensemedia.org; http://tinyurl.com/3sqc5tr
©The Center for Effective Learning,
www.theCenter4Learning.com
©The Center for Effective Learning,
www.theCenter4Learning.com
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Provide regular lessons for each LG/LS
Use target talk to recognize improvement
Note use in real-life situations
Point out use in “real life” situations
Build the language (vocabulary)
*Building the language of emotional intelligence
#1
©The Center for Effective Learning,
www.theCenter4Learning.com
Welcome
• Daily Agenda
Letter to
Senator
Guest ExpertSenator Walsh
• Procedures
#2
©The Center for Effective Learning,
Water
Experiment
Questions for
Senator
Restroom Procedure
1. Be Quick!
2. Be Quiet!
3. Be Clean!
*Bullying and the Brain, Gary R. Plaford, Chapter 15
www.theCenter4Learning.com
• Introduce Lifelong Guidelines / LIFESKILLS
• Provide on a regular basis
• Teach skills for communication and problemsolving
• Invite students to create the meeting agenda
based on “need”
#3
©The Center for Effective Learning,
*Recognizing emotional triggers
www.theCenter4Learning.com
• Identify Activities that build community
• Use them when starting Town Hall
Meetings
• Discuss the results
• Apply to real life situations
#4
©The Center for Effective Learning,
www.theCenter4Learning.com
• Gives student a sense he/she is needed
• Builds confidence
• Provides an opportunity to do something for
the “greater good”
• Teaches communication and
problem-solving skills
#5
*Creating an outward focus ~ helping others
©The Center for Effective Learning,
www.theCenter4Learning.com
• Post map of the world and signs/definitions
for stewardship, leadership, and citizenship
• Invite students to bring in articles sharing SPA
projects/problems from around the world
• Share emotions in relation to articles
(build a sense of empathy)
#6
©The Center for Effective Learning,
www.theCenter4Learning.com
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Identify bullies
Identify victims
Identify transient students
Provide help connecting with staff and
students as a preventative measure
#7
©The Center for Effective Learning,
www.theCenter4Learning.com
Value the child:
• Accept student unconditionally (not behavior)
• Guide into better choices
• Set goals
• Expect improvement
• Call students by name - alerts the brain
#8
©The Center for Effective Learning,
www.theCenter4Learning.com
• Identify target students (bullies, victims of
bullies, transient students).
• Gather volunteers.
• Check in on student on a regular basis
• Provide safe place for student to
come and talk/vent
#9
©The Center for Effective Learning,
www.theCenter4Learning.com
Big Brothers/Big Sisters Program:
• Target students needing mentoring and
emotional intelligence role models
• Match students up with mentors
• Monitor students for growth
#10
©The Center for Effective Learning,
www.theCenter4Learning.com
• For subjects student is doing poorly in
• Explain they are mentors first, tutors, 2nd
• Teach them to build connections-offer info
about him/herself before quizzing student.
Guide into better choices
• Set goals
• Expect improvement
LIBERTY PARTNERSHIP-NY-MIDDLE SCHOOL STUDENTS
#11
©The Center for Effective Learning,
www.theCenter4Learning.com
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Provide student guide
Match up with teachers/tutors
Encourage them to join sports/clubs
Help them make after-school connections
Identify other students that live near them
Personal invite to parents to become
involved
#12
©The Center for Effective Learning,
www.theCenter4Learning.com
• Invite students to identify emotions of
main characters
• Share which emotion(s) they might use
• Identify empathy (feelings of oneness –
walking in another’s shoes)
• Graphic organizer-compare/contrast-own
emotions with story character
#13
©The Center for Effective Learning,
www.theCenter4Learning.com
• Roots of Empathy offers programs for children.
- Roots of Empathy for children in
elementary school and
-Seeds of Empathy, its "younger sibling" a program for children ages three to five in
childcare settings.
• Both programs have shown dramatic effect in
reducing levels of aggression among children
while raising their social and emotional
competence and increasing empathy.
http://www.rootsofempathy.org/index.html
©The Center for Effective Learning,
www.theCenter4Learning.com
• The EEA is a three-step advanced listening
approach that teaches students how to
respond to others empathically.
• When something unfortunate, disappointing,
or sad happens in another person's life,
students ask themselves these open-ended
question about the person and event:
©The Center for Effective Learning,
www.theCenter4Learning.com
• The EEA method is presented to the class
using empathic situations ( hypothetical
scenarios)
• Discuss as a class in order to explore various
empathic responses.
• The hope is that in time children will
naturally respond to others with empathy
after thinking through these three questions:
©The Center for Effective Learning,
www.theCenter4Learning.com
1. What happened? (identify the
event)
2. How is that person feeling? (an
understanding the other person's
feelings leads to empathy)
3. What will I do? (decide on a specific
action to respond to the event)
©The Center for Effective Learning,
www.theCenter4Learning.com
http://www.commonsensemedia.org
• Kidscape: Preventing bullying, protecting children
http://www.kidscape.org.uk/KSCart/list.asp?parCategoryID=2
• Stomp Out Bullying
http://www.stompoutbullying.org/
• Kids Health in the Classroom
http://kidshealth.org/classroom/9to12/personal/growing/empathy.pdf
• How to Teach Children with Empathy
http://www.ehow.com/how_6387515_teach-children-empathyactivities.html
• National Bullying Prevention Center
http://www.pacer.org/bullying/
• Serendip
http://serendip.brynmawr.edu/exchange/node/715
• There are 131, 420 schools in the US
• With an average of 30 classrooms in
each building
• And there is a bullying incidence
every 25 minutes, then that means . . .
• 10,513,600 bullying
incidences have occurred !
The great gift of human beings
is that we have
the power of empathy.
Meryl Streep
WELCOME
REFLECTION/
WHAT IS
BULLYING?
CLOSING
HET:
CONNECTIONBUILDER
BRAIN
CONNECTIONS
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