Bullying and Harassment links to Communication

Bodymapping – bullying behaviours

I remember - individual reflection about experiences - pages 23-24

Sharing & comparing - page 24

Bullybodies: brainstorming bullying behaviours - pages 24-25

Identifying reasons for bullying - page 26

Level 5 Listening, viewing and responding

At Level 5 students show respect for others’ ideas by modifying their verbal and non-verbal responses. They interpret complex information and evaluate the effectiveness of its presentation. When responding, they use specialised language and symbols as appropriate to the curriculum. They consider their own and others’ points of view, apply prior knowledge to new situations, challenge assumptions and justify their own interpretations.

Level 6  Listening, viewing and responding

At Level 6 students convey meaning by identifying how their message has been effectively communicated, considering alternative views, recognising multiple interpretations and responding with insight. They use complex verbal and non-verbal cues, subject-specific language, and a wide range of communication forms. Students elaborate and clarify using pertinent questions to explore explicit and implicit meaning.

Is it OK to tell?Effects of bullying

Is it OK to tell? Effects of bullying - page 27

Sample questions - page 28

Is it OK to tell? (worksheet) - page 29

These are useful activities for classroom learning and connection.

Speaking up

Exploring the options at this school - page 46

Standing up for yourself - chair kicking - pages 47–48

Ingredients of an apology - pages 48–49

What can the bystander do? - page 50

Level 5 Presenting

At Level 5 students use the communication conventions, forms and language appropriate to the subject to convey a clear message across a range of presentation formats to meet the needs of the context, purpose and audience. They provide and use constructive feedback and reflection to develop effective communication skills

Level 6 Presenting

At Level 6 students make explicit the relationship between the suitability of the communication format, content and mode, and the resources and technologies selected to effectively communicate. They use subject-specific language and conventions in accordance with the purpose of their presentation to communicate complex information. They provide and use feedback and reflection in order to inform their future presentations.

Inform, explain, instruct – tell it as it is

Preparing a short talk - page 81

Inform, explain, instruct (handout) – step by step ideas sheet - page 82

Prompt cards (handout) - page 83

These are useful activities for classroom learning and connection.

Status

Warm up games pages 90–91

Toughs, timids & stars; snapshots

Power pairs – bullying tableaus - pages 91–92

'Human Guinea Pig’ scenarios - small group role play - page 92

Sample questions - page 93

These are useful activities for classroom learning and connection.

Scenes from stories

Warm up games - mirror, mirror; synchronized class - pages 94–95

Storytelling  – remember, visualise - pages 95–96

Collecting material – sharing stories - page 96

Making a scene from a story - perform - pages 96–97

Coaching for liberation – forum theatre - page 97

Workbook – letters of advice/journal writing - page 98

These are useful activities for classroom learning and connection.

The Inside story

Warm up games – small group & whole class structures - page 103

Inside the bully – sub text exercise - page 104

Inside/outside – creating tableaux and a text collage - page 105

Creating a text collage - using letters written in session 1 - page 105

Sample questions - page 106

These are useful activities for classroom learning and connection.