10 Ways to Prevent Bullying

Public awareness groups, the media, parents and teachers have made significant strides in bringing attention to the harmful effects of bullying. As an educator, there are practical steps that can be taken to prevent such incidences from occurring at your school site.

1.      Teach anti-bullying. Most school districts have purchased character building materials to supplement the main curriculum for all grade levels. Unfortunately, with the pressures of producing better test scores, these materials tend to be set aside to concentrate on more academic subjects. Don’t! Find 15 minutes every day to foster an emotionally safe community.

2.      Switch up working groups in the classroom, allowing students to work with different personalities. Sometimes students just need a break from each other. Allowing students to learn how to deal with personalities that may not match their own is another benefit of rotating group partners.

3.      Give everyone a chance to be the lead of different projects, assignments and groups. Some students show natural leadership skills. Some children may just have dominant personalities. These students are often called upon by adults to hold positions of responsibility in group settings. Although these students can usually “get the job done”, it gives them the position of authority over the other students. When these students hold these positions more often than others, they have the tendency to assume an authoritative position at other times of the school day. Allowing other students, who may not be as trustworthy or competent, an opportunity to “be in charge” will not only build their self-confidence and acceptance, but allows the one with natural leadership skills to be “just one of the crowd”.

4.      Be vigilant; be aware. At times, educators can be so focused on teaching the curriculum they become oblivious to the classroom’s environment.

5.      Stop the bullying. Let’s face it; parents and teachers get tired of the name calling and tattle-telling children are prone to do. There is the temptation to ignore, and to turn a deaf ear to, the complaints. Every incident does not require a conference or a discipline report to be written. Every incident does require, however, an acknowledgement from the parent or teacher and appropriate action to be taken.

6.      Careful with siding with bullies. Remarks such as “He/she needs to toughen up”, or “Develop thicker skin” leaves the victim abandoned and the bully empowered.

7.      Conference with the offender and the offended. Instead of sending the students to the principal’s or counselor’s office to be dealt with, take time to talk with them. More often than not, the classroom teacher knows the students better than other school personnel. Often, the teacher is aware of other factors that may have caused the conflict to ensue. Set up a time to meet with the students at a time that would not interfere with instruction, let the students discuss their sides of the issue and help them find a resolution.

8.      Contact the parents to prevent any further incidences. It is important that the bully realize that no bullying will be tolerated. If they realize that such serious measures will be taken with the first offense, they may feel less inclined to perpetrate any other actions.

9.      Encourage the bully, the victim, and witness and/or instigators, to come together as a group to discuss issues that concern all of them, thus creating a safe environment for students to discuss the situation and other problems they might be facing.

10.  Be consistent with consequences. The worst thing you can do is send conflicting messages to students. If you say there is zero tolerance for bullying; enforce your policy with effect consequences that mitigates future acts of bullying.

Creating an environment that fosters emotional and physical safety is the responsibility of the educator and the parents. It is a task that we should not leave for the children to resolve. Without our vigilance and proactive stance against acts of bullying, children are left with the examples they see and learn in their urban communities. However, fostering an environment of safety and support can set in motion a movement that can revitalize the urban communities for the next generation.

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10 Ways To Build Relationships With Urban Children

10 Ways to Build Relationships with Urban Children

            John C. Maxwell has been credited with the quote “People don't care how much you know until they know how much you care". Children can be very simple in their needs. They want to be liked and accepted and know security and safety with the adults in their lives. As an educator in an urban community, it is vital to be sensitive to your student’s need to establish a safe and nurturing relationship. Children are taught to be cautious and guarded when dealing with others outside their familial relationships. Living in urban communities may add to a child’s distrust and un-attachment as well. The following are suggestions to facilitate relationships with students in urban communities.

1. Interact with students outside the classroom. Occasionally joining students for lunch in the cafeteria or playing with them during recess will help student feel more comfortable and connected with you. They form bonds of relationships other than that of teacher-student.
2. Send positive messages home. Students are given tangible evidence that you care when you are willing to brag about the positive attributes you see in them. It means a lot to them that others know they are liked by their teachers.
3. Make instruction relevant. Many urban students have a difficult time identifying with the core curriculum or the themes of literature in class. Tailoring lessons that reflect their interests will help students not only comprehend the skills being taught, but give evidence that you understand and relate to them.
4. Allow students to select topics of interest to write about. Writing is one of the most effective ways to share personal thoughts and feelings. Allowing students to write about what they know and are interested in, and giving them time to share with you and their classmates, gives students a sense of validation and acceptance.
5. Connect with them culturally. Education in America tends to focus on the dominate culture’s experiences, holidays and traditions. More effort should be given to include other cultural norms into classroom instruction.
6. Be the student. Give students an opportunity to teach you something they know and make an effort to learn what they are sharing with you. I remember watching an episode on the Oprah Winfrey Show, recognizing the accomplishments of Ron Clark, the 2001 Disney Teacher of the Year. During the interview, he demonstrated the Harlem Shake, a dance he learned from his students. It was interesting watching this preppy young man move like urban city kids on the dance floor.
7. Get to know their family members. Don’t be afraid to accept invitations to birthday parties or events at your students’ social events. You can also invite parents to your class (Muffins with Mom, Donuts with Dad).  Have them share about special family customs in writing or oral reports.
8. Kindness and words of praise. Everyone wants to feel liked and accepted. Randomly offer praise, and not just about academic achievements or good behavior. Compliment a hairstyle or article of clothing.  Praise them for a good idea or thought shared during discussion.
9. Open up about your life to them. Don’t burden students about struggles and problems you have in your personal or professional life. Share with them things you are interested in, or hobbies you may have. It doesn’t have to be a scheduled time of “Show and Tell” (although that can be affective, especially when each child has a chance to share and bring something that represents their interests).

10.  Be Alert to Their Emotional Needs. There will be times when a student needs to share a personal issue. Take time to listen; or, just communicate your concern if they are not ready to share.

 When students’ trust, respect and are emotionally connected with their teacher, they are willing and enthusiastic about what they are learning. They transfer their connection from you to the subject you are teaching. They are more willing to open up and allow you to see what makes them “tick”; which enables you to lead them to academic success.