"Give A Hoot"
Anti-Bullying Awareness Program
Crossroads Accelerated Academy at Meade
in cooperation with
Temple University's (SAAC)
Student-Athlete Advisory Committee
Friday, May 1st, 2015, 8:00 am to 11:45 am
1601 North 18th Street
Philadelphia, PA 19403
"Give A Hoot" Anti-Bullying Video
(See Bottom of Website For Specific Learning Objectives / Academic Standards)
Temple Student-Athletes present “Give A Hoot” video and personal stories about bullying. Invite Temple students to partner/mentor with students here at Meade and develop skits to identify, avoid, and report bullying behavior. Create a working/mentoring relationship with Temple Student-Athletes who are interested in helping Meade students succeed and become better community citizens. Discuss Vocabulary below and create scenarios to present to the school that show how to react to bullying, how to report bullying, and how to deal with it both in/out of school. Review School District of Philadelphia procedures for reporting incidents and who should intervene. Make sure to discuss the legal and criminal consequences with students. Temple students should discuss pathways to success from their own experiences how they got into college.
Framework of Program (Approximately 225 Minutes):
- 8:00 to 9:15 (75 minutes) Advisory Teachers LeadVideo and Presentation / Ice-Breaker / Vocabulary / Identify Activity / SDP Student Page (Below)
- 9:00 to 9:15 Temple Students Arrive
- 9:15 to 10:30 (75 minutes) Developing Improv Skits Based on Bullying Topics or Scenarios
- 10:30 to 11:35 (65 minutes) Presenting Skits in School Assembly and Student Feedback
- 11:35 to 11:45 (10 minutes) Wrap Up / Fellowship
- 11:45 STUDENTS DISMISSAL
- 12:00 to 1:00 Teacher Lunch (Preps During Afternoon Between Parent Meetings)
Program Organization and Implementation
Primary Groups Will Be Composed of ADVISORY GROUPS, Advisory Teachers and Support Personnel, and Temple SAAC Students. Students will be pre-selected to provide program support for photography and documentation for the school yearbook. Support staff to handle non-compliant students in an "in-house" style room for students who do not participate or who disrupt activities on an as needed basis.
Students will begin the day in their ADVISORY class. Each Advisory will be sent an equal number of Temple SAAC Students. Each Advisory will be required to create a SKIT based on the following topics:
Advisory: Teacher Leader - Topic For Skit
Room 215: Ms. Gaymon - Physical Bullying
Room 217: Mr. Southerton - Cyber-Bullying (Social Media / Text)
Room 315: Mrs. Kent - Relational / Reactive Bullying
Room 316: Mr. Freilich - Verbal Bullying / Name Calling
Once Activities are completed, and skits are developed, all students will proceed to the auditorium for an assembly. During the assembly, the Temple SAAC Students will do a presentation and introduce each Advisory team. Advisory teams will each present their skits and the conversation that follows will be moderated by Mr. Lewis. Discussion of behavior, identification of bullying, proper help and support, and reporting procedures will be discussed. Consequences, both legal and criminal will be presented for each Skit. Students will actively participate in the program for the entire day.
"Bully-Proof Talk" Activity
Activity: Teach students a rhyme or chant they can recognize so when it is time to get their attention you are reinforcing “bully-proof” talk and having fun.
Try this: Facilitator says, “Bullies, bullies, everywhere.”
Students join in for second part, “I can hear them; I don’t care!”
Have the students stand up when they say their part as that will give them some
movement and help them continue with discussions quietly. When they stand, they
should use this formula for practice at looking confident:
1. Stand tall.
2. Pull the shoulders back.
Follow-Up Activities/Discussion: After students learn and respond to this cue, have them write some “chants to be submitted for possible use in the school.
Excerpt From Merriam-Webster.com (Click Here For Site Reference)
Definition of BULLY
1 archaic a : sweetheart b : a fine chap
2 a : a blustering browbeating person; especially : one habitually cruel to others who are weaker b : pimp
3 : a hired ruffian
Origin of BULLY probably from Middle Dutch boele lover; akin to Middle Low German bōle lover, Middle High German buole
2 bully adjective
—used in phrases like bully for you to express approval or praise especially when the approval or praise is not sincere
Full Definition of BULLY
1 : excellent —often used in interjectional expressions <bully for you>
2 : resembling or characteristic of a bully See bully defined for English-language learners Examples of BULLY
- <that's a bully idea for reviving the town's retail center
First Known Use of BULLY: 1609
"Any word, or group of words, not just the obvious insults, can be bullying words. Words and tone of voice are the first weapons in a bully’s arsenal. Menacing tone, menacing words, menacing body language, menacing behavior. These are the basic, but by no means the exclusive elements of bullying. The first three may be non-physical, but they are not without impact. Bully words include terms like “loser,” “slut,” “fatso,” “nerd,” “freak,” “jerk,” to provide a few mild examples. If these bullying words are said with aforementioned menacing tone and body language, they can have dramatically negative effects."
"Match The Bully With The Act" Activity
Put the correct number of the type of bullying happening in each situation.
Not Bullying=0 Verbal Bully=1 Physical Bully=2
Reactive Bully=3 Relational Bully=4 Cyber-Bully=5
- _____ Anna walks into the cafeteria, and Zandria tells her the chairs at her table are all taken even though there are unoccupied places to sit.
- _____ Every time Jason goes up to sharpen his pencil during math class, Darin puts his foot out just in time to cause Jason to stumble. Jason gets mad one day and stabs Darin’s arm with the sharpened pencil.
- _____Tenisha is in resource classes for a reading disability. At least two or three times per week when she is on her way to check in with her teacher, Davion calls her “stupid.” He knows she gets upset at this. It makes her feel bad the rest of the day.
- _____When Sara got home from school, she checked Facebook and saw a posting by Bonnie. It said “Sara got in trouble today for cheating on a test and had to stay in with the teacher.” Actually, Sara was talking to the teacher after class about an art project, but now she is embarrassed because everyone will think she was cheating. Bonnie often reports things about Sara that are embarrassing.
- _____Celania passes by this same kid every day. She does not even know him. He says “dumb- dumb” each time he goes by her He does this to lots of kids.
- _____Kyler ran out to the soccer field, excited that it was finally time to use the kick he had been practicing. When he arrived, the self-appointed captain and chooser of the team’s players told him he “sucked” at soccer and couldn’t play on his team. The other captain said “no way,” too. Kyler began to cry.
- _____Some of the girls in the 7th grade roll their eyes every time Kristin enters the cafeteria.
- _____Courtney’s mother told her she could invite two friends to a sleepover at her house on Saturday night. She invited two of her friends in the hallway while another of her friends was standing nearby. She held her cupped hand over her mouth and kept her eye on the friend she was not inviting. Her mother had reminded her to call her 2 selected friends instead of inviting them while at school because she had done this last year, and the uninvited friend’s feelings had been hurt.
What Can Students Do?
Excerpt From School District of Philadelphia Website
(Click Here For Source Site)
What Can Students Do If They are Bullied?
- Tell an adult (at home and at school)
- Be assertive, NOT aggressive
- Assertive means looking the person in the eye and tellin them clearly and confidently, "Stop It!"
- Aggressive means getting physical with the person and this is the wrong way to handle a bullying situation.
- Give a neutral verbal response to de-escalate the situation (e.g., Say to the perpetrator, “So” or “Whatever”)
- Communicate desires in a firm, calm voice (e.g., “Go away and stop bothering me!”)
Always know when to walk away! Your safety is the most important thing!
To ensure your safety:
- Don’t go places where bullies hang out
- Travel with others; avoid walking alone
- Beware of signs that suggest the bullying is becoming violent (e.g., Pay attention to body language, take notice when the bullying behavior becomes physical and more aggressive, etc.)
- Immediately get adult assistance if the bully has a weapon
- Know your surroundings - Always know where to go for help
Never be embarrassed to ask for help!
Did you know…Almost 50% of teens see at least one bullying or taunting incident in school every day. Almost 30% see such episodes at least once a week.
What Can Bystanders Do When They Know Someone is Being Bullied?
- Get help from an adult when you see or hear someone being bullied
- Avoid gossip; refuse to spread rumors
- Refuse to join in when someone is being bullied
- Create a distraction to draw the bully/bullies away
- Include someone who is being left out from an activity
- Speak up when someone is being bullied
The fact is that most bystanders at least KNOW the bullying is wrong, but only 35% actually do something to help. To stop this epidemic from spreading, everyone must get involved. So if you see it or hear it happening, do something!
Program Sponsored By
Learning Objectives / Academic Standards
Students will reinforce existing knowledge of Anti-Bullying vocabulary, identification, reporting, and coping skills from any previous programs. Students will be able to discuss and understand the School District of Philadelphia's identification and reporting procedures for Bullying. Students will be able to benefit from a mentor-style conversation with college students from Temple University's Student-Athlete Advisory Committee (SAAC) about bullying, maturity, and successful life skills. Students will review scenarios provided to identify different types of bullying and how to cope with and report incidents. Students will learn how to support each other in positive ways. Students will create and act out Scenarios discussed to spark discussion among the larger community at Crossroads Accelerated Academy at Meade. Students will present their skits in a school-wide assembly at the end of the training day.
ELA: verbal expression and understanding of word meanings and usage
ELA: public speaking and thought organization
ELA: reading, categorizing, identifying and summarizing topics
ELA: listening and recognizing cues; following steps; creative writing