Bullying and Conflict Resolution by Teacher Superstore

RIC-0584 6.3/402

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Foreword Dealing with conflict is a part of everyday life. However, many secondary students lack the skills to cope with conflict and resolve it fairly. This is particularly the case with conflict situations involving bullying, a form of conflict most students will find themselves involved in during their school life. This book contains a variety of activities to help students identify, cope with and prevent conflict situations relevant to their lives and to practise strategies to COMMUNICATE, NEGOTIATE and CONSOLIDATE conflict resolution procedures. It promotes a positive attitude towards conflict and bullying, encourages students to explore feelings about conflict situations, offers practical advice on appropriate actions to take and allows them to practise skills such as working with others, anger management, problem-solving, mediation and negotiation. Students will also explore issues necessary to the prevention of conflict, such as peace, tolerance and values.

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Contents

Teachers notes ................................................................................... ii – vi Outcome links ........................................................................................... vii Conflict resolution steps .......................................................................... viii CONFLICT RESOLUTION Understanding conflict

What is conflict? ................................................................................ 2 – 3 Types of conflict ................................................................................. 4 – 5 Causes of conflict ............................................................................... 6 – 7 Conflict with peers ............................................................................. 8 – 9 Conflict with family .......................................................................10 – 11 Conflict with authority figures ......................................................12 – 13 How would you feel? .....................................................................14 – 15 Conflict in texts .............................................................................16 – 17

Why do people bully?

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Titles in this series: Conflict Resolution 5 – 8 Conflict Resolution 9 – 10 Conflict Resolution 11+ Bullying and Conflict Resolution – Lower Secondary

Why do people bully? – 1 ..........................................................62 – 63 Why do people bully? – 2 ..........................................................64 – 65 How does bullying make you feel?

How do you feel? ..........................................................................66 – 67 How do you react? ........................................................................68 – 69 How do you stop bullying?

Bullying strategies ..........................................................................70 – 71 Take action! ....................................................................................72 – 73

© R. I . C.Publ i cat i ons Anger management – 1 ...............................................................74 – 75 Anger – 2o ...............................................................76 – 77 •f orr evi ew pur p omanagement ses nl y• Violence ...........................................................................................78 – 79 Anger management

PEACE, TOLERANCE and VALUES

What is conflict resolution? ..........................................................18 Using ‘I’ statements ........................................................................20 Negotiation .....................................................................................22 Communication ...............................................................................24 Evaluating negotiation ...................................................................26 Problem solving .............................................................................28 Problem-solving activities ..............................................................30 Team building activities .................................................................32 Conflict resolution role-plays .........................................................34 Teamwork evaluation .....................................................................36 Peer mediation ...............................................................................38 Peer mediation evaluation ............................................................40 Responses to conflict .....................................................................42 Conflict resolution evaluation ........................................................44 BULLYING

Peace

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– – – – – – – – – – – – – –

19 21 23 25 27 29 31 33 35 37 39 41 43 45

Tolerance

– – – – –

81 83 85 87 89

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What is bullying?

What is bullying? ...........................................................................46 – 47 Types of bullying ............................................................................48 – 49 Bullying on television ....................................................................50 – 51 Stereotypes of people who bully ..................................................52 – 53 Bullying in the media ...................................................................54 – 55 Bullying situations..........................................................................56 – 57 Consequences of bullying – 1 ........................................................... 58-59 Consequences of bullying – 2 ......................................................60 – 61 R.I.C. Publications www.ricgroup.com.au

What is peace? – 1 ......................................................................80 What is peace? – 2 ......................................................................82 Nobel peace prize ..........................................................................84 What is war? .................................................................................86 Human rights .................................................................................88

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Conflict resolution skills

Tolerance – 1 ................................................................................90 – 91 Tolerance – 2 ................................................................................92 – 93 Empathy ..........................................................................................94 – 95

Values

Self-esteem ......................................................................................96 – 97 Conflict with oneself ......................................................................98 – 99 Kindness ..................................................................................... 100 – 101 Self-discipline ............................................................................. 102 – 103 Coping with stress .................................................................... 104 – 105 Forgiveness ................................................................................. 106 – 107 Dealing with criticism ............................................................... 108 – 109 Perseverance .............................................................................. 110 – 111 Honesty ...................................................................................... 112 – 113 Responsibility ............................................................................. 114 – 115 Trust ........................................................................................... 116 – 117

Bullying and Conflict Resolution

TEACHERS NOTES Bullying and Conflict Resolution is divided into three sections. These are: • CONFLICT RESOLUTION In this section, students will learn what conflict means, the types and causes of conflict, and practise their conflict resolution skills. • BULLYING The activities in this section give students opportunities to identify what bullying is, the various forms it can take, reasons why people bully, and strategies to assist them to cope with and prevent bullying. • PEACE, TOLERANCE and VALUES In this section, students will explore issues necessary to the prevention of conflict, such as peace, tolerance and values.

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Teacher information provides the teacher with detailed additional information to supplement the student page.

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The notes on the following pages provide comprehensive information about terms and concepts used in this book. A teachers page accompanies each student page. It provides the following information.

Specific indicators explain what the students are expected to demonstrate through completing the activities.

Discussion points have been suggested to further develop ideas on the student page.

Dictionary meanings have been included to enhance the teacher’s understanding of the concept being taught and to provide additional information to relate to the students.

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Several pages provide a selection of role-plays or scenarios for students to use in a variety of ways.

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Student information provides the student with detailed additional information to aid understanding of the concept.

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Heading reflects the concept being presented.

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Student activity to reinforce and develop understanding of the concept.

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A variety of student pages are provided. They may take the form of a selection of role-plays to perform; scenarios to read and consider; information to read, discuss and answer questions about; or values or feelings to consider and compare with others.

Questioning activities where students are required to consider and evaluate personal feelings or values and compare with others.

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TEACHERS NOTES What is conflict resolution? Conflict resolution is a process that directs the responsibility for solving a conflict to the people involved. Clear steps are followed to achieve a solution that suits both parties. These are: • defining the problem, • brainstorming possible solutions, • agreeing on the best solution, • putting the best solution into action.

Teachers can also: • teach or encourage the skills and attitudes covered in these teachers notes. • inform parents of conflict resolution steps. Ask them to support the program by encouraging their children to use conflict resolution steps to solve problems at home. • introduce mediation training courses for students and staff. (Details of mediation courses can be found on the Internet. Tr y typing ‘school mediation courses’ into a search engine.) • teach students how to deliver ‘I’ statements correctly. • hang charts with conflict resolution steps in the classroom and around the school.

This book helps students to understand and use mediation steps, to compromise, to understand where mediation should take place and to evaluate mediation situations in which they have been involved.

What is negotiation? Negotiation is the problem-solving process used to resolve conflict.The goal of negotiation is to create a solution the conflicting parties agree to.

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The conflict resolution process teaches students that conflict need not be a negative experience, but can motivate change and provide opportunities.

Before a negotiation meeting, the people involved should think carefully about what they will say. The parties then meet in a quiet, neutral place; e.g. a ‘negotiating table’ in a corner of the classroom. The conflict is identified and an agreement to resolve it is made.

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In schools, students faced with opposing viewpoints will often go to a teacher to sort out a conflict and decide on a solution. Instead, they should be encouraged to use conflict resolution to resolve minor conflicts such as name-calling, rumours, taking property without asking and teasing.

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and responsibilities are clearly stated, and where students feel able to say what they feel.The school should also hold the belief that social skills are as important as academic skills.

Conflict Resolution

An important part of the negotiation process is using ‘I’ statements to describe wants and needs.

© R. I . C .P ub l i cat i ons What is peer mediation? Peer mediation is used when When describing wants and needs, students should speak calmly and give conflicting parties have tried to solve • f o r r e v i e w p u r p o s e s o n l y • reasons. When listening to someone This book helps students to identify a conflict on their own, but cannot

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Peer mediation should only be attempted in a school where staff and students have attended a training course.

else, they should demonstrate active listening through positive feedback and eye contact.

Effective negotiation relies on clear communication, problem-solving skills, showing respect, and a focus on finding a ‘win-win’ solution.

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How can conflict resolution be implemented in a classroom or school?

Schools that have implemented conflict resolution programs report that conflicts are being handled more quickly, physical fighting is declining and more caring behaviour is being shown. The first step in implementing conflict resolution programs is to create a cooperative classroom and school environment where the rules, rights R.I.C. Publications www.ricgroup.com.au

agree on a fair solution. A neutral third student is then asked to help.

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different types of conflict and their causes, understand conflict resolution steps, comprehend, analyse and solve conflict resolution scenarios involving peers family and authority figures, gain an understanding of the consequences of actions during conflict, explore conflict in texts, and use role-play to problem-solve and identify feelings during conflict.

As not all students have the personality to be an effective mediator, students who are to be trained in the process should be chosen carefully.

Peer mediators are trained to: • use conflict resolution steps to help two people solve a problem, • listen to both sides of the story, • use a consistent approach to solving problems, • be impartial, • attack the problem, rather than the people involved, • encourage the conflicting parties to treat each other with respect.

This book helps students to understand the steps that should be used during negotiation, to express needs and wants, to understand what makes a good negotiator and to evaluate negotiation situations in which they have been involved.

Communication skills Speaking and listening skills are vital to prevent and resolve conflicts. Students should be encouraged to speak clearly and calmly and use eye contact, particularly when involved in negotiation.The role-play activities in this book provide students with opportunities to practise these skills. Bullying and Conflict Resolution

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TEACHERS NOTES Active listening also needs to be learnt and practised because people involved in conflict often fail to interpret correctly what others are saying. Students will explore the value of good communication in this book through activities that help them to recognise a good listener, to understand passive, assertive and aggressive communication, and to use ‘I’ statements correctly.

Problem-solving

statements, having confident body language and being assertive without becoming aggressive, can be very effective ways of letting someone who is showing bullying behaviour know that his/her actions will not be tolerated. Teachers can help by running drama sessions where students participate in exercises where they need to stand confidently, use eye contact and speak clearly. Deep breathing to relax the body can also help.

Teamwork The ability to work with others towards a common goal is a vital conflict resolution skill that can be practised in a range of curriculum areas. The following qualities are necessary for a team to function at its best: • working towards a clear goal – the team clearly understands and works towards the goal that is to be achieved. • good communication – the team members listen to each other with respect and willingly share their ideas without domination. • consideration – the team members encourage and support each other’s ideas, giving feedback. Students will learn about teamwork in this book through activities that allow them to participate in team building activities, evaluate their teamwork and discover the qualities of a good team.

• define the problems, • brainstorm possible solutions, • agree on best solution, • put best solution into action. Teaching problem-solving strategies through discussion and role-playing will assist students to learn and develop skills for positive social behaviours and relationships. Beginning sentences with ‘I’

Students can be taught to use other strategies to deal with bullying behaviour, such as avoiding the situation whenever possible and knowing when to ask for help.Asking for help is essential, especially for victims who are not able to attempt the strategies above or for those who have tried these techniques and find they are not working. Some bullying situations can be stopped early on before the bullying cycle begins through intervention by peers, teachers, parents or other adults.

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Students must be familiar with the problem-solving steps:

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Conflict Resolution (cont.)

Most definitions of bullying agree:

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• it is deliberately hurtful (either physically or psychologically), • it is repeated often over time, • it is difficult for the person being bullied to defend himself/herself against it – he/she is weaker physically or psychologically. Bullying can be three types:

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2. Verbal – name-calling, making offensive remarks, taunting, teasing, put-downs 3. Emotional – spreading rumours, gossiping about or embarrassing someone, making fun of someone, Bullying and Conflict Resolution

People bully for a wide variety of reasons. These include feeling they don’t fit in, disliking themselves, peer pressure, wanting to show off, feeling upset or angry or having a fear of being bullied themselves. This is not necessarily due to low self-esteem or insecurity; in fact, it can be quite the opposite. However, most people who bully have a lack of empathy, which can be caused by poor parenting, a lack of good role models or be a personality trait that needs fostering in a positive direction.

This book gives students opportunities to explore the causes of different types of bullying and the feelings involved in bullying situations. It also emphasises the importance of respecting the feelings and emotions of others. It uses scenarios to help students ‘put themselves in the shoes’ of the person being bullied and the person who is bullying. The advantages of using this approach can be:

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1. Physical – includes hitting, punching, shoving, pinching, tripping, spitting, scratching, damaging, hiding or stealing belongings, throwing objects at someone, or locking someone in or out.

using threatening looks or gestures, excluding or threatening to exclude from groups, ignoring, ostracising or alienating.

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What is Bullying?

NOTE: The word ‘bully’ is used as a verb and not a noun. In this way, the bullying behaviour is emphasised and not the student. Instead of labelling a student a ‘bully’, he/she is referred to as ‘a person who bullies’.

• Everyone gains a clear understanding of what bullying is. • The focus is on finding a solution and not finding someone to blame. • The person being bullied is able to express his or her feelings and deal with the situation. • When people around develop empathy for the person being bullied, the dynamics of the situation change. • Many instances of bullying rely on keeping information quiet. However, R.I.C. Publications www.ricgroup.com.au

TEACHERS NOTES where the feelings on bullying are known to everybody it is harder for the bullying practices to continue. • Understanding the feelings of all involved can help lay the foundations for proactive prevention of potential bullying situations.

How can bullying be dealt with in a school?

behaviours and relationships. Beginning sentences with ‘I’ statements, having confident body language and being assertive without becoming aggressive, can be very effective ways of letting someone who is showing bullying behaviour know that his/her actions will not be tolerated.

done by ensuring that all rules are clear, fair and consistent, adopting anger management strategies for certain students, and modelling positive anger management strategies such as taking a deep breath, getting away from the situation that is making you angry, trying to relax or self-talk. Students will learn about anger management in this book through activities that help them to recognise suitable and unsuitable reactions to conflict and explore how anger can escalate into violence.

Teaching problem-solving strategies through discussion and role-playing will assist students to learn and develop skills for positive social

In this book, students will explore different strategies that can be used to deal with bullying behaviour, such as avoiding the situation whenever possible and knowing when to ask for help. Some bullying situations can be stopped early on before the bullying cycle begins through intervention by peers, teachers, parents or other adults.

Anger management It is important for teachers to create an atmosphere in their classrooms that allows students to express and manage angry feelings. This can be

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Schools should promote an ethos where bullying is openly discussed and seen as unacceptable behaviour. Students should also be given the opportunity to discuss tolerance and friendship and to learn strategies to promote communication. Students who are assertive and can discuss their feelings will develop a higher self-esteem and are less likely to become victims or people who bully.

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Bullying (cont.)

The goal of peacemaking is to ensure that all people fully enjoy their human rights.

Conflict is often caused by a lack of understanding of others. Empathy and tolerance should therefore be encouraged in students.Activities that require students to put themselves in someone else’s place and imagine how they feel can help to foster empathy. Tolerance is an ongoing process that teaches children not to hate. Teachers can teach tolerance most effectively by modelling tolerant behaviour in the classroom and playground, ensuring students are exposed to multicultural literature and images, and teaching them about various religions, ethnicity and lifestyles. Educating students to be tolerant will:

For students to be effective peace makers, they should have an understanding of what peace is, its importance and how they can create it. To begin with, they should understand that peace is not a passive state (a lack of war), but is a process which relies on communication and action to be created and sustained. Teachers should emphasise resolving conflicts at all levels to reach a peaceful solution where everyone wins.

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Students will learn about the value of peace in this book through activities that help them to reflect on what peace means, research peace organisations and Nobel peace prize winners, understand the meaning of war and explore human rights. R.I.C. Publications www.ricgroup.com.au

• minimise generalisations and stereotyping, • promote the need to combat prejudice and discrimination. Students will learn about empathy and tolerance in this book through activities that help them recognise prejudice and intolerance and understand how it might feel to be part of a minority group through a case study.

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Tolerance and empathy

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• promote the understanding and acceptance of individual differences, • promote the idea that differences can enhance our relationships and enrich our society,

Teaching values

For students to successfully cope with bullying and conflict resolution situations, it is vital that teachers foster the development of personal qualities such as perseverance, kindness and dealing with stress and criticism. This book helps students to consider their personal strengths and weaknesses and the advantages of having a strong set of values. Bullying and Conflict Resolution

Outcome Links The activities in this book have been written to cover the following outcomes in the learning areas of Personal Development, Health and Physical Education.

State

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Outcome

National

Human Relations

5.13

Discusses how taking on different roles affects relationships, attitudes and behaviours.

5.14

Analyses the ethical dimensions of various rules and codes of behaviour. Analyses the ways in which people define their own and other people’s identities.

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Self-management Skills Interpersonal Skills

Personal and Social Development

SMS 5 IS 5

Refer to curriculum documents for details.

4.3

Explains how different ways of describing people influences the way people value and treat themselves and others. Assumes different roles when working as part of a cooperative group or team to achieve a shared goal and understands the effects on relationships.

4.5

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Statement

NSW

Values and Attitudes Skills Knowledge and Understandings

Stage 4 (unnumbered)

Refer to curriculum documents for details.

Vic.

Self and Relationships

5.2 5.3

Refer to curriculum documents for details.

Enhancing Personal Development

5.1 5.2 5.4

Refer to curriculum documents for details.

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South Australian acknowledgment The extracts from the South Australian Curriculum, Standards and Accountability Framework published by kind permission of the Department of Education, Training and Employment, Banksia Avenue, Seacombe Gardens, South Australia, 5047. Phone (08) 8377 0399 NATIONAL OUTCOMES acknowledgment The extracts from the National Statement and Profiles. Permission has been given by the publisher, Curriculum Corporation, PO Box 177, Carlton South, Victoria 3053. http://www.curriculum.edu.au Email: sales@curriculum.edu.au Tel.: (03) 9207 9600 Fax: (03) 9639 1616

Bullying and Conflict Resolution

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Steps for Resolving a Conflict

r o e t s B r e oo‘I’ statements.) Define the problem. (Use p u k S Tell the other person what happened. Tell the other person how you feel.

Brainstorm solutions.

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Stop and cool off.

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Choose a solution that is fair to both of you. (Compromise is the key!)

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Decide how you will put it into action.

Agree to the plan. R.I.C. Publications www.ricgroup.com.au

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Teachers Notes Indicators • Understands the meaning of conflict. • Understands how people react to conflict.

Discussion Points • What does conflict mean? • What does ‘point of view’ mean? • Most people think of conflict as being a negative experience. Could it also be positive? • Give examples of conflicts you have been involved in. • Is there more than one good way to solve a conflict? • Discuss some major national or international conflicts occurring in the news, asking for students’ opinions on what is happening.

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Teacher Information Teachers may like to begin exploring this topic by asking students for their definitions of conflict before they complete the following activity.

conflict noun - verb 1. to come into collision; clash, or be in opposition or at variance; disagree. 2. to contend; do battle. - noun 3. a battle or struggle; especially a prolonged struggle; strife. 4. controversy; a quarrel. 5. discord of action, feeling, or effect; antagonism, as of interests or principles: a conflict of ideas. 6. a striking together or collision Macquarie

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WHAT IS CONFLICT? Conflict occurs when people hold opposing points of view. Read about the conflict described in this newspaper article. CONFLICT AT CRYSTAL FALLS Local tourist region the Crystal Falls hinterland is usually a peaceful place. But recently, the hills have been alive with the sound of conflict. For over 10 years, the Serenity Bus Company has been the only tour operator in the area. But last month, newcomers Koala Tours also began to tour the Crystal Falls regionâ&#x20AC;&#x201D;often arriving at destinations at the same time as their competitors.

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Serenity owner Geoff Burke is furious. â&#x20AC;&#x2DC;We donâ&#x20AC;&#x2122;t understand why Koala Tours are doing this,â&#x20AC;&#x2122; he said. â&#x20AC;&#x2DC;We have no objection to them running tours, but they should change their timetable. People on our tours are also starting to complain about the rowdy music and loud, obnoxious behaviour demonstrated by Koala Toursâ&#x20AC;&#x2122; employees and customers.â&#x20AC;&#x2122;

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Koala tours manager Jamie Marsh said it was true his buses were often at the same destinations as Serenityâ&#x20AC;&#x2122;s, but this was unavoidable. â&#x20AC;&#x2DC;We both offer half-day tours to an area with only five main attractions,â&#x20AC;&#x2122; he said. â&#x20AC;&#x2DC;Of course we may end up at the same place at the same time. Itâ&#x20AC;&#x2122;s a free country, and we have every right to conduct tours. Mr Burke can change his timetable if he is so concerned.â&#x20AC;&#x2122; Mr Marsh said his tours were aimed at the 18-35-year-old market, and while he admitted the tours were â&#x20AC;&#x2DC;fun and loudâ&#x20AC;&#x2122;, he denied that they were out of control. He claimed Mr Burke was upset with Koala Tours because its tours were much cheaper than his. This allegation was rejected by the Serenity owner. â&#x20AC;&#x2DC;Mr Marsh has not heard the end of this,â&#x20AC;&#x2122; he said. â&#x20AC;&#x2DC;I will be taking the matter further.â&#x20AC;&#x2122;

í˘ą Describe the conflict in your own words.

í˘ł What do you think Mr Burke might mean when he says he will be â&#x20AC;&#x2DC;taking the matter furtherâ&#x20AC;&#x2122;?

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í˘˛ Write the point of view held by each of these people. (a) Mr Burke

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í˘´ Do you think Koala Tours has the right to conduct tours in any way it wishes? Give reasons.

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í˘ľ What do you think should be done to resolve the conflict?

(b) Mr Marsh

í˘ś Imagine you have just been on a Serenity bus tour. You met up with Koala Tours and found it noisy and annoying. On a separate sheet, write a letter of complaint to either Mr Burke or Mr Marsh. R.I.C. Publications www.ricgroup.com.au

Bullying and Conflict Resolution

Teachers Notes Indicators • Understands some common types of conflict. • Uses own knowledge to imagine how some conflicts might be resolved.

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Discussion Points • What types of conflict have you been involved in? • Explore reasons why people might come into conflict with their families. • Do you think people are less likely to come into conflict with their peers as they get older? Why/Why not? • What authority figures have you come into conflict with?

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Teacher Information • Teachers may like to use the scenarios on the following page as a springboard to discussing conflicts that students encounter in theireveryday lives.Alternatively, they could revisit the page after students have completed activities in the Conflict Resolution Skills section of this book. • Allow students time to discuss and rehearse their role-plays before they present them to the class. Encourage them to use well-constructed arguments, rather than screaming abuse at each other. The role-plays should also come to a proper conclusion.The content of the role-plays should be discussed after all students have performed.

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TYPES OF CONFLICT Conflict is part of our everyday lives. There are many different types, but some common conflicts people are involved in are conflict with family, conflict with peers and conflict with authority figures. Read each of these conflict scenarios. í˘ą On the line below each scenario, write what type of conflict it is. Tarryn is part of a group of schoolfriends who are always together. They are popular and confident and wear the latest fashions. They often tease students who wear unfashionable clothes. One day, a new girl, Katie, arrives at Tarrynâ&#x20AC;&#x2122;s school. Katie and Tarryn are friends outside of school. Tarryn introduces Katie to her friends, but they are cruel to her because of her clothes. Her friends refuse to let Katie join the group and threaten to kick Tarryn out.

Tessaâ&#x20AC;&#x2122;s sister Lucy is a year younger than her. Lucy is slim and popular and is great at sport and schoolwork. Nothing seems to take her much effort.Tessa, however, always tries hard, but doesnâ&#x20AC;&#x2122;t achieve better than average results in sport or her schoolwork. She also doesnâ&#x20AC;&#x2122;t feel as attractive as Lucy. Tessa does whatever she can to make Lucy feel bad, including speaking rudely to her, damaging her things and physically hurting her. Lucyâ&#x20AC;&#x2122;s parents tell her to ignore it, but Lucy becomes so angry, she begins to treat Tessa the same way.

Josh arrives at his maths class and suddenly realises he has forgotten to do his homework. He knows his teacher, Mr Neill, is very strict about homework and consistently punishes students by making them complete the homework at lunchtime. Sure enough, Mr Neill tells Josh this is what he must do. Josh complainsâ&#x20AC;&#x201D;he had organised to play football with his friends. He asks Mr Neill if he could do the homework on another day.When Mr Neill refuses, Josh swears at him in front of the class. Mr Neill is angry.

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Brayden and his mother argue constantly about his curfew on Friday and Saturday nights. Brayden feels the 9.30 p.m. curfew she sets is unfair because many of his friends are allowed to stay out later. Mrs Scott doesnâ&#x20AC;&#x2122;t want him staying out later as she feels he will get into trouble.

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í˘˛ How do you think each conflict will develop and end? Write your ideas in note form below. (a)

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(b)

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í˘ł Find a partner. Choose one of the scenarios and role-play it, adding an appropriate ending.You may change the characters to male or female as necessary. R.I.C. Publications www.ricgroup.com.au

Bullying and Conflict Resolution

Teachers Notes Indicators • Understands some common causes of conflict. • Understands how people react to conflict.

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Discussion Points • What are some common causes of conflict? • How can conflict be a positive experience? • What feelings do people involved in conflict usually experience?

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Teacher Information • Conflict between individuals and groups is a part of everyday life. Causes of conflict include restrictions, peer pressure, jealousy, personality clashes, prejudice, resistance to the necessity to conform, limited resources and different needs, values or beliefs. Common justifications people give for becoming involved in conflict include justice, retaliation, defence or maintaining an image. • The answers to the questions on the following page should be discussed by small groups or the whole class.

conflict noun – verb 1. to come into collision; clash, or be in opposition or at variance; disagree. 2. to contend; do battle. – noun 3. a battle or struggle; especially a prolonged struggle; strife. 4. controversy; a quarrel. 5. discord of action, feeling, or effect; antagonism, as of interests or principles: a conflict of ideas. 6. a striking together or collision Macquarie

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CAUSES OF CONFLICT Some common causes of conflict are restrictions, peer pressure, jealousy, prejudice, and resistance to having to conform. í˘ą Brainstorm some other causes of conflict.

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í˘ł When people become involved in conflict, they often justify their involvement. Put yourself in the place of each person below and write what you think he/ she might say to justify his/her involvement.

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í˘˛ Consider the conflict scenarios on the page titled Types of Conflict. Using the information above, write the main cause of each conflict.

Mrs Scott

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Mr Neill

í˘´ Are there ever any valid reasons for becoming involved in conflict? Give reasons for your answer.

í˘ľ How can people escalate conflict (make it worse)?

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Bullying and Conflict Resolution

Teachers Notes Indicators • Analyses and discusses conflict with peers. • Describes own personal experience of peer conflict.

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Discussion Points • Discuss the importance of friends. • Why do you think people can feel pressured by their peers? • Discuss the meaning of ‘morals’ in regards to issues like stealing. Is it worth going against your morals to keep your friends?

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Teacher Information • Teachers may like to discuss the concept of peer pressure before asking students to complete the activities on the following page. This will particularly help the students to answer Question 5. • For Question 2, encourage students to write every possibility, even those they think are morally wrong or will not work. • Teachers may like the students to read out their answers to Question 5 to the class or a partner or role-play the situations they describe.

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CONFLICT WITH PEERS Imagine one of your friends tells you this story: â&#x20AC;&#x2DC;Iâ&#x20AC;&#x2122;m in big trouble. On Saturday, Jayden, Sam and I were in the city when Jayden ducked into a newsagency and showed us he had stolen a magazine. He dared Sam to steal something. I could tell Sam didnâ&#x20AC;&#x2122;t want to, but he agreed. He stole a pair of shorts from a surf shop. Sam and Jayden started laughing together. I knew what would happen next. Jayden dared me to have a go. I told him I wouldnâ&#x20AC;&#x2122;tâ&#x20AC;&#x201D; thereâ&#x20AC;&#x2122;s security cameras everywhere these days.Then they started calling me names. I got angry and told them they were idiots. They wonâ&#x20AC;&#x2122;t speak to me now and Iâ&#x20AC;&#x2122;m worried theyâ&#x20AC;&#x2122;ve started spreading rumours about me being gutless. Iâ&#x20AC;&#x2122;m going to have to steal something too, or Iâ&#x20AC;&#x2122;ll be on my own at school.â&#x20AC;&#x2122;

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í˘˛ Brainstorm a list of things your friend could have done in this conflict situation. Include every possibility you can think of.

í˘ł Your friend asks for your advice. What would you say?

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í˘ą Describe the cause of this conflict.

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ÂŠ R. I . C.Pubí˘´l i c apeople t i ofind ns Many it difficult to stand up to their friends or peers. Why do you think this is? â&#x20AC;˘f orr evi ew pur posesonl yâ&#x20AC;˘

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í˘ľ Describe a recent conflict situation you were involved in or know of that involved peer pressure. Comment on the response to the peer pressure.

Bullying and Conflict Resolution

Teachers Notes Indicators • Identifies physical and verbal reactions to conflict. • Analyses and discusses conflict with family. • Describes own personal experience of family conflict.

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Discussion Points • What kinds of things can people say to escalate conflict? What kinds of things can they do? Which type of behaviour is worse? • At what point do physical actions become violence? • Can words hurt as much as actions? Explain. • Why should we try to avoid escalating conflict? • Should parents treat all their children the same? • Discuss the generation gap that can exist between parents and their children and how it can lead to conflict. • What is your opinion of Laura’s/Zac’s behaviour?

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Teacher Information • Before or after completing the activity, students could make a list of things they have done which they feel may have made a conflict worse. • Teachers may like the students to read out their answers to Question 3 to the class or a partner or role-play the situations they describe. • The diary entries could be turned into a script or students could write the next day’s diary entry as if they were Laura or Zac.

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CONFLICT WITH FAMILY Zacâ&#x20AC;&#x2122;s diary

Lauraâ&#x20AC;&#x2122;s diary

All I seem to do these days is fight with my parents! But Mum and Dad are being so unfair. The school is offering all Year 8, 9 and 10 students the chance to go on a ski trip. Mum and Dad said they can only afford to let Matthew go.They say it is because he is one year older and it will be my turn next year. I begged them to let me go too, but they wouldnâ&#x20AC;&#x2122;t listen. So then I yelled at them, which made Mum and Dad just yell back at me. I got so angry, I kicked the wall and hurt my foot.They sent me to my room to â&#x20AC;&#x2DC;think about my behaviourâ&#x20AC;&#x2122;.

Jacinta is driving me crazy! No-one else I know has a little sister like her. She has started to follow me around and barges into my room without knocking.Yesterday, I caught her in my room, going through my clothes! I was so angry I ripped the clothes out of her hands. She started crying and screaming for Mum to come. I told her she was a cry-baby. She pushed me and ran out of the room. Mum wants me to talk to her about whatâ&#x20AC;&#x2122;s happening, but all Iâ&#x20AC;&#x2122;m going to do is get a lock for my door.

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í˘ą List the physical or verbal actions that escalated these conflicts (made them worse).

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í˘ł Describe a recent family conflict situation you have been involved in. Consider how the situation may have been made worse by something you said or did.

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Bullying and Conflict Resolution 11

Teachers Notes Indicators • Identifies point of view in a conflict. • Analyses and discusses conflict with authority figures. • Describes own personal experience of conflict with authority figures.

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Discussion Points • Who are the main authority figures in your life? Are all of them older than you? • Who do you have authority over? How do you exercise this authority? • ‘We should always accept what authority figures tell us.’ Discuss. • Discuss the legal implications of disobeying some authority figures.

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Teacher Information • Before or after completing the activity, students could list the main authority figures in their lives and describe how much respect they have for each. Ask them to give reasons for their opinions. • Teachers may like the students to read out their answers to Question 4 to the class or a partner or role-play the situations they describe.

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CONFLICT WITH AUTHORITY FIGURES Chris recently started working after school at a supermarket. He and his boss, Belinda, were almost immediately in conflict with each other. Imagine you are the manager of the supermarket. You have heard about the conflict and you call Chris and Belinda separately to your office. You ask each person for his/her side of the story. Belinda

Belinda orders me to do things, rather than asking politely, and whenever I make a mistake, she tells me straight away. I donâ&#x20AC;&#x2122;t mind being told what to do, but she speaks with such a loud voice! Iâ&#x20AC;&#x2122;m a quiet person and I hate this. I donâ&#x20AC;&#x2122;t say much when she points out what I have done wrong, because Iâ&#x20AC;&#x2122;m so embarrassed, but I think Belinda thinks Iâ&#x20AC;&#x2122;m just not listening to her. I am, though. I think I could learn a lot from her. I started this job with lots of enthusiasm, but now Iâ&#x20AC;&#x2122;m not doing my job as well as I could. She makes me nervous.

Chris started out well in this job, but heâ&#x20AC;&#x2122;s not doing his best any more. I think he dislikes me because I tell him whenever he does something wrong. I do this to help him become better at his job. Chris hardly ever responds to my comments, so I donâ&#x20AC;&#x2122;t think he listens to what I say. I donâ&#x20AC;&#x2122;t like this kind of attitude. I know that sometimes I speak loudly and abruptly without meaning to. Some people have told me this makes them nervous. Iâ&#x20AC;&#x2122;m not sure if Chris feels this way. Heâ&#x20AC;&#x2122;s never said anything.

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Having listened to the two points of view, you decide to speak to Chris and Belinda together. Before you do, you make some notes. í˘ą Write the main causes of this conflict.

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ÂŠ R. I . C.Publ i cat i ons â&#x20AC;˘f orr evi ew pur posesonl yâ&#x20AC;˘ Write what you would say to help Chris and Belinda when you meet with them.

í˘ł You decide to put up a poster at the supermarket with the title â&#x20AC;&#x2DC;Working Without Conflictâ&#x20AC;&#x2122;. Write two catchy slogans you think all your staff should keep in mind.

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í˘´ Describe a recent authority figure conflict you or a friend have been involved in. It might be a conflict with a teacher, boss, police officer etc. Try to consider the conflict from both points of view.

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Bullying and Conflict Resolution 13

Teachers Notes Indicators • Identifies some feelings of characters in conflict situations. • Uses voice and body during role-plays to show feelings.

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Discussion Points • What is a common way to express anger/fear/frustration/sadness/happiness etc.? • What effect can feelings have on a conflict? • Discuss violent and non-violent ways to express feelings.

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Teacher Information • Teachers may like to hold a class discussion of each scenario before the students complete the activities. • After completing Question 1, students could compare their answers and discuss reasons for any differences. • Before students begin work on Question 2, teachers should discuss how feelings can be shown through body language and voice. Teachers could also suggest that students show a character’s status by contrasting the body language or position of both characters being played; e.g. a character with higher status might be seated while a character with lower status might be made to stand. • Students should be encouraged to use well-structured arguments for their role-plays.

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HOW WOULD YOU FEEL? Read each of these scenarios. Peer Conflict

Family Conflict

í˘&#x201C; A has been going out with her

í˘&#x201C; A is Bâ&#x20AC;&#x2122;s parent. One day, B

boyfriend, B, for three months. She trusts him completely. One day, she catches B kissing another girl. A is taken aback. She immediately confronts B.

comes home from school and finds A in her bedroom. A usually does not go into Bâ&#x20AC;&#x2122;s bedroom, even to clean. B has left out some personal things she doesnâ&#x20AC;&#x2122;t want A to see. B accuses A of spying on her.

í˘&#x201D; A is part of a group of friends

students in her class, but she tries hard and her teacher gives her extra help. Then B takes over as the teacher of the class. He has no patience with A and A feels that he is picking non her. One day, B pushes A too far, and A is rude to B.

r o e t s Bo r e p ok u S í˘&#x201D; A is Bâ&#x20AC;&#x2122;s older brother. A and

Bâ&#x20AC;&#x2122;s parents both work, which means that A often has to organise dinner and make sure B does her homework. But B rarely helps A or cooperates. A confronts B, threatening to tell their parents.

í˘&#x201D; A is on two weeksâ&#x20AC;&#x2122; work experience at Bâ&#x20AC;&#x2122;s veterinary clinic. The first task B asks A to do is clean out some cages. A tells B she hates cleaning and wants to watch B work in the operating theatre instead. B doesnâ&#x20AC;&#x2122;t like being spoken to like this.

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who always achieve high marks for their schoolwork. They spend a lot of time in the library and are called â&#x20AC;&#x2DC;the nerdsâ&#x20AC;&#x2122; by their peers. B and his friends are high achievers in sport and are very popular with their peers. One day, B and his friends block the library door so A and his friends canâ&#x20AC;&#x2122;t get in. A and his friends stand up to B and his friends.

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Authority Figure Conflict í˘&#x201C; A is one of the weaker English

í˘ą Imagine yourself as A and B in each situation. List words to describe how you would feel as each character.

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Peer Conflict 1

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í˘˛ Discuss your answers with a partner, then choose two of the scenarios to role-play. The scenarios you choose should not be from the same section; e.g. not two Peer Conflict scenarios. â&#x20AC;˘ You may change the characters to male or female if necessary. Give your characters names. â&#x20AC;˘ Decide on clear endings for the role-plays you chose. â&#x20AC;˘ Think carefully about how you will show the feelings of your characters. Consider your body language and voice. í˘ł After you have rehearsed your role plays, present them to the class. R.I.C. Publications www.ricgroup.com.au

Bullying and Conflict Resolution 15

Teachers Notes Indicator • Identifies and analyses a conflict scene in a text. Teacher Information • The following page can be used to analyse a conflict scene in a book, movie or television program that is being studied in class or students could choose their own text to analyse. The activities could serve as a springboard for written reviews or a speech. • If the whole class is completing the following page for one text, teachers could ask each student to compare his/her answers with a partner or small group. • Students could rewrite the conflict scenes they analysed—either as another text type or to improve upon the original.

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Discussion Points • Did this text represent conflict in a stereotypical way? • What literary, visual or sound techniques were used to heighten the excitement of the conflict? conflict noun - verb 1. to come into collision; clash, or be in opposition or at variance; disagree. 2. to contend; do battle. - noun 3. a battle or struggle; especially a prolonged struggle; strife. 4. controversy; a quarrel. 5. discord of action, feeling, or effect; antagonism, as of interests or principles: a conflict of ideas. 6. a striking together or collision Macquarie

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CONFLICT IN TEXTS Title of text: Type of text:

❍ movie

❍ TV program

❍ book

Target audience of text: Using note form, describe the characters involved in the conflict.

Type of conflict:

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❍ family

❍ authority figure

❍ other

Description of conflict scene:

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Give reasons.

Rate the excitement of the scene.

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Give your opinion on how the conflict was resolved.

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What advice would you give to the characters about resolving the conflict?

What was the purpose of the conflict in the context of the whole text?

Bullying and Conflict Resolution 17

Teachers Notes

Teacher Information • Students should write their answers/ideas for Question 3 on a separate sheet of paper. • After students have completed other conflict resolution activities, teachers may like them to look at their answers to Question 3 again and decide if they would change anything. • The conflict resolution steps described on the following page can be found in poster form on page viii of this book. Teachers may like to display the poster in the classroom for student reference. • Conflict is an occurrence in every school, workplace and home. In schools, it is often the case that students faced with opposing viewpoints will go to a teacher to sort out the problem and make the final decision. Conflict resolution is a process that directs the responsibility for solving a conflict to the students. Students learn to express their point of view, voice their interests and find mutually acceptable solutions. Students should be encouraged to use discussion to resolve conflicts such as name-calling, rumours, taking property without asking and teasing. • Schools that have implemented the conflict resolution program are reporting that conflicts are being handled more quickly, physical fighting is declining and more caring behaviour is being noticed.

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Indicator • Understands and discusses steps to resolve conflicts in a mutually acceptable way.

Discussion Points • Discuss how students usually resolve minor conflicts. • Is there more than one good way to resolve a conflict? • What is the value of discussion in resolving conflict? • Discuss how compromise may be needed to resolve a conflict. • Why might it be difficult to remember conflict resolution steps when you are involved in a conflict? • Why is it important that a solution be agreed upon by both parties?

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WHAT IS CONFLICT RESOLUTION? Conflict resolution is a process that directs the responsibility for solving a conflict to the people involved. The conflicting parties express their points of view and interests and work together to find a solution they both find acceptable. The steps used in conflict resolution are: 1. Stop and cool off. 2. Define the problem. (Use â&#x20AC;&#x2DC;Iâ&#x20AC;&#x2122; statements or sentences beginning with â&#x20AC;&#x2DC;Iâ&#x20AC;&#x2122; rather than â&#x20AC;&#x2DC;Youâ&#x20AC;&#x2122;.) â&#x20AC;˘ Tell the other person what happened (e.g. â&#x20AC;&#x2DC;I went into your room without your permission.â&#x20AC;&#x2122;). â&#x20AC;˘ Tell the other person how you feel (e.g. â&#x20AC;&#x2DC;I felt angry when you didnâ&#x20AC;&#x2122;t invite me to your party.â&#x20AC;&#x2122;).

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3. Brainstorm solutions.

4. Choose a solution that is fair to both of you. (Compromise is the key!) 5. Make a plan. Decide how you will put it into action.

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6. Agree to the plan.

í˘ą Write why you think each of these steps might be important in helping to solve a conflict. brainstorming solutions

cooling off

making and agreeing to a plan ÂŠ R. I . C.Publ i cat i ons â&#x20AC;˘f orr evi ew pur posesonl yâ&#x20AC;˘

defining the problem

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Resolving conflicts successfully doesnâ&#x20AC;&#x2122;t happen by accident! It requires practice of communication and problem-solving skills. í˘˛ Why do you think you would need to be a good communicator and problem-solver to resolve conflict successfully?

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í˘ł In a small group, work through each of the conflict resolution steps to solve the conflict below. Report your answers to the class. Craig has just moved in to the house next to Aaronâ&#x20AC;&#x2122;s. Craig plays in a band and practises the drums every morning before he goes to work. Aaron is a nurse. He works late shifts four days a week and needs to sleep during the day. He finds it impossible as the room Craig practises in faces his bedroom. After a few weeks of this, Aaron storms over to Craigâ&#x20AC;&#x2122;s house and demands that he stops playing. Craig refuses and slams the door in Aaronâ&#x20AC;&#x2122;s face. â&#x20AC;˘ â&#x20AC;˘ â&#x20AC;˘ â&#x20AC;˘ â&#x20AC;˘ â&#x20AC;˘ R.I.C. Publications www.ricgroup.com.au

What could Craig and Aaron do to cool off? What is the problem and how does each person feel? Write these as â&#x20AC;&#x2DC;Iâ&#x20AC;&#x2122; statements. Brainstorm three possible solutions to the problem. Which solution do you choose? What would be a suitable plan of action for Craig and Aaron to agree to? Which solution do you choose? Bullying and Conflict Resolution 19

Teachers Notes

Teacher Information • Being able to communicate effectively enables students to feel that they are getting their point across. One way to do this without being aggressive is to be assertive and use ‘I’ statements. ‘I’ statements are likely to be effective because they can not be disputed. Students can begin sentences with ‘I feel … ’, or ‘I don’t like the way … ’, so they can not be argued with because that is how that person is feeling! Also, by expressing how he or she is feeling, the student is not making any judgments about the person being disagreed with (so that person shouldn’t become defensive!) Three points to remember when being assertive and using ‘I’ statements are: • Begin the sentence with ‘I’. • State how you feel. • State the specific behaviour you don’t like. • Students don’t have to stick strictly to a formula as long as the basic structure is kept. for example; ‘I’m starting to get angry,’ ‘I don’t like being called names’, ‘I didn’t realise this was so important to you’ and ‘Can we work this out?’ • Teaching problem-solving strategies through discussion and role-playing will assist students to learn and develop skills for positive social behaviours and relationships. ‘I’ statements are a good example of this. It is also important that a student making an ‘I statement’ has the body language to match.

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Indicators • Understands what an ‘I’ statement is. • Demonstrates how to use an ‘I’ statement correctly.

Discussion Points • ‘I’ statements are a way of expressing your feelings. Why could ‘I don’t like the way you talk to me’ be more effective than ‘You always say horrible things to me. You have to stop!’? • What does ‘assertive’ mean? • Can you imagine a situation in which an ‘I’ statement might not work? Discuss.

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USING â&#x20AC;&#x2DC;Iâ&#x20AC;&#x2122; STATEMENTS â&#x20AC;&#x2DC;Iâ&#x20AC;&#x2122;-statements are an important part of the conflict resolution process. Beginning a sentence with â&#x20AC;&#x2DC;Iâ&#x20AC;&#x2122; rather than â&#x20AC;&#x2DC;Youâ&#x20AC;&#x2122; is a good way to communicate assertively. Being assertive allows you to state your views honestly and shows the other person that you respect yourself and him/ her equally. Beginning a sentence with â&#x20AC;&#x2DC;Youâ&#x20AC;&#x2122; can sound like an accusation or a threat and may lead to an argument. For example: â&#x20AC;&#x2DC;I feel upset when you spread rumours about me because now my friends wonâ&#x20AC;&#x2122;t talk to meâ&#x20AC;&#x2122; rather than

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â&#x20AC;&#x2DC;You keep spreading rumours about me and it makes people hate me!â&#x20AC;&#x2122;

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í˘ą What is the problem with using a â&#x20AC;&#x2DC;youâ&#x20AC;&#x2122; statement like the one above? Consider how the person it is directed to might respond.

A useful way to create â&#x20AC;&#x2DC;Iâ&#x20AC;&#x2122; statements is to follow this formula:

I feel (state the feeling) â&#x20AC;Ś when you (describe the other personâ&#x20AC;&#x2122;s behaviour) â&#x20AC;Ś because (describe how the other personâ&#x20AC;&#x2122;s behaviour is affecting you).

í˘˛ Read each of the conflict situations below and write an â&#x20AC;&#x2DC;Iâ&#x20AC;&#x2122; statement in response.

ÂŠ R. I . C.Publ i cat i ons â&#x20AC;˘f orr evi ew pur posesonl yâ&#x20AC;˘

(a) A calls B a flirt because she hangs out with boys rather than girls. Other students overhear the comment and laugh.

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(b) A has just found out that his best friend, B, told other students about a problem he told B. B promised A he would not say anything. The problem embarrasses A.

í˘ł Create two of your own conflict situations involving two people, A and B. Write an â&#x20AC;&#x2DC;Iâ&#x20AC;&#x2122; statement for each. (a)

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â&#x20AC;&#x2DC;Iâ&#x20AC;&#x2122; statement:

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í˘´ Find a partner. Choose two of the situations to role-play. One of your choices must be one of your or your partnerâ&#x20AC;&#x2122;s created situations. í˘ľ For each role-play, rehearse two versions.Version 1 will begin with B using an â&#x20AC;&#x2DC;Iâ&#x20AC;&#x2122; statement.Version 2 will begin with B using a â&#x20AC;&#x2DC;Youâ&#x20AC;&#x2122; statement. Your two versions must demonstrate how â&#x20AC;&#x2DC;Iâ&#x20AC;&#x2122; and â&#x20AC;&#x2DC;Youâ&#x20AC;&#x2122; statements change Aâ&#x20AC;&#x2122;s response. End your role-play with at least two more lines for each character. í˘ś Perform your role-plays to the class.After watching other pairs perform, write your comments on the effectiveness of â&#x20AC;&#x2DC;Iâ&#x20AC;&#x2122; statements. R.I.C. Publications www.ricgroup.com.au

Bullying and Conflict Resolution 21

Teachers Notes

Teacher Information • Negotiation is a problem-solving process used to resolve conflict. The goal of negotiation is to create a solution that the conflicting parties agree to. Before a negotiation meeting, the people involved should think carefully about what they will say.The parties then meet in a quiet, neutral place; e.g. a ‘negotiating table’ in a corner of the classroom. The conflict is identified and an agreement to resolve it is made. Both parties then use ‘I’ statements to describe the problem from their point of view. After each person speaks, the other restates what he/she has heard to show he/she has understood. Solutions to the conflict are then brainstormed, and the best solution is agreed upon. Effective negotiation relies on clear communication, problem-solving skills, showing respect and focus on finding a ‘win-win’ solution. • Stating wants and needs is an important part of the negotiation process. Fair solutions to conflict can only be negotiated if both people understand what the other wants or needs. When describing wants and needs, students should be encouraged to speak calmly and give reasons. When listening to someone else, they should demonstrate active listening through positive feedback and eye contact. • Students will need to work with a partner for the activity on the following page. Before the activity begins, each pair will need to decide who will play ‘A’ and who will play ‘B’.The scenarios below can then be cut out and distributed. Instruct the students to look only at their own piece of paper.

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Indicators • Understands the steps involved in negotiation. • Communicates wants and needs clearly. • Listens carefully to others’ wants and needs. • Understands the importance of clear communication during negotiation.

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A You are completing an assignment in the family room at home on a Sunday night. It must be handed in to your English teacher tomorrow morning, or you will lose marks. While you are doing your work, your brother/sister comes in the room, puts on a CD and turns up the volume.You can’t concentrate.You tell your brother/sister to leave. He/ She refuses. B You have just finished doing a maths assignment in your bedroom and you need time to relax.You decide to listen to some music.The best CD player is in the family room, so you wander out, put on your favourite CD and turn up the volume.Your brother/sister is writing something at the coffee table and tells you to leave.You refuse.

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Discussion Points • Which features do you think an effective negotiator has? Could anyone learn to be an effective negotiator? communication noun 1. the act or fact of communicating; transmission. 2. the imparting or interchange of thoughts, opinions, or information by speech, writing, or signs. 3. that which is communicated or imparted. 4. a document or message imparting views, information, etc. 5. (plural) the science or process of conveying information especially by electronic or mechanical means. Macquarie

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NEGOTIATION Negotiation is a process in which people in conflict meet to resolve their dispute. â&#x20AC;˘ Before meeting, each person thinks about the conflict and what he/she wants. â&#x20AC;˘ The two people meet. They identify the problem and agree to try to solve it. â&#x20AC;˘ Both people take turns to explain the problem, using â&#x20AC;&#x2DC;Iâ&#x20AC;&#x2122; statements to explain their feelings. The listener restates what the other person has said to show he/she understands (e.g. â&#x20AC;&#x2DC;Youâ&#x20AC;&#x2122;re upset because he bosses you around.â&#x20AC;&#x2122;). â&#x20AC;˘ Possible solutions are brainstormed. â&#x20AC;˘ One solution is decided upon. Both agree to try it.

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Find a partner to work with. Read the scenario you are given. Donâ&#x20AC;&#x2122;t look at your partnerâ&#x20AC;&#x2122;s! í˘ą Complete the questions from your characterâ&#x20AC;&#x2122;s point of view.

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State the problem:

List your characterâ&#x20AC;&#x2122;s wants/needs:

Write an â&#x20AC;&#x2DC;Iâ&#x20AC;&#x2122; statement that explains your characterâ&#x20AC;&#x2122;s feelings.

ÂŠ R. I . C.Publ i cat i ons í˘´ Rate how well you feel your partner listened to you. Restate â&#x20AC;˘ yourf partnerâ&#x20AC;&#x2122;s statements to w show you listened. orr evi e phave ur poses onl yâ&#x20AC;˘

Now imagine your two characters meet.

í˘˛ Take turns to tell each other your wants/needs and feelings. í˘ł

Rating

If you feel you werenâ&#x20AC;&#x2122;t understood, ask him/her to listen again.

perfect

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í˘ľ How do you think both sets of wants or needs could be met? Brainstorm some solutions together. Briefly describe your two best solutions here. Remember they may involve compromise.

almost

so-so

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not understood

í˘ś Answer these questions on your own.

(a) Do you think your character is happy with the solution? Why/Why not?

(b) What is needed for a successful negotiation?

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Bullying and Conflict Resolution 23

Teachers Notes Indicators • Understands the differences between passive, aggressive and assertive communication. • Role-plays different styles of communication.

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Discussion Points • Discuss what kind of attributes assertive, passive and aggressive people may have. • Can a person be passive and assertive, depending on the situation? Think about the student who is quiet at school but very assertive when surrounded by younger siblings at home. Another student maybe very assertive and aggressive on the sports field but passive in the classroom. • It is always possible to be assertive in a conflict situation? Discuss. • Explain that it is possible for people to practise changing the way they speak (‘I’ statements) and act (body language); training themselves to be more assertive or less aggressive. • Show a range of pictures. Discuss whether the person feels good or bad about himself/ herself. Students can role-play how they look, act and speak when they are feeling good or bad about themselves. • How could a person learn to become a better communicator?

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Teacher Information • The three styles of communication are passive, aggressive and assertive. Passive people act as though the rights of others are more important than theirs. They may do something they don’t want to do and have an inability to express how they feel. Aggressive people act as though their rights are more important than others.They try to get their own way through bullying or physical violence. Assertive people respect others and themselves equally. They stand up for themselves and say what they think without hurting others. • Students could identify different types of communicators in television programs or movies.

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24 Bullying and Conflict Resolution

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COMMUNICATION There are three main ways to communicate - passively, assertively or aggressively. Using an assertive communication style is preferable in a conflict resolution situation. í˘ą How do you usually communicate? Read each situation below and circle the response you would be most likely to have.

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(a) Your suggestion wouldnâ&#x20AC;&#x2122;t work. â&#x20AC;˘ Youâ&#x20AC;&#x2122;re right. Sorry. It was stupid idea. â&#x20AC;˘ I think itâ&#x20AC;&#x2122;s worth considering, along with everyone elseâ&#x20AC;&#x2122;s ideas. â&#x20AC;˘ What would you know? (b) Youâ&#x20AC;&#x2122;re angry because you feel like Iâ&#x20AC;&#x2122;ve been ignoring you. Is that right? â&#x20AC;˘ Yeah, well sort of. â&#x20AC;˘ Not quite. I feel upset because you hardly ever spend time with me any more â&#x20AC;˘ No! Why donâ&#x20AC;&#x2122;t you clean out your ears?

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(passive) (assertive) (aggressive)

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í˘˛ Write a sentence describing each style of communication.

(passive) (assertive) (aggressive)

(a) passive

(b) assertive

í˘ł Thinking about your responses above, what style of communication do you most often use?

ÂŠ R. I . C.Publ i cat i ons this scenario. â&#x20AC;˘f orr evi ewRead pu r p osesonl yâ&#x20AC;˘

í˘´ Why do you think it might be preferable to use an assertive communication style in a conflict resolution situation?

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A and B are working together on an art assignment. A feels he/she is doing most of the work, while B feels that A doesnâ&#x20AC;&#x2122;t listen to Bâ&#x20AC;&#x2122;s ideas.They have been constantly arguing.They finally decide to use conflict resolution steps to solve the problem.

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í˘ľ With a partner, role-play the negotiation stage of A and Bâ&#x20AC;&#x2122;s conflict resolution. Each role-play should end after you have brainstormed two possible solutions. Try each of these combinations:

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â&#x20AC;˘ A is passive and B is passive

â&#x20AC;˘ A is passive and B is assertive

â&#x20AC;˘ A is aggressive and B is aggressive

â&#x20AC;˘ A is aggressive and B is assertive

â&#x20AC;˘ A is passive and B is aggressive

â&#x20AC;˘ A is assertive and B is assertive

í˘ś Based on your role-plays, how successful do you think each of these combinations would be at deciding on a fair solution? Role-play 1

Excellent

Good

Poor

No chance

Role-play 2

Excellent

Good

Poor

No chance

Role-play 3

Excellent

Good

Poor

No chance

Role-play 4

Excellent

Good

Poor

No chance

Role-play 5

Excellent

Good

Poor

No chance

Role-play 6

Excellent

Good

Poor

No chance

í˘ˇ Discuss your results with another pair. R.I.C. Publications www.ricgroup.com.au

Bullying and Conflict Resolution 25

Teachers Notes Indicator • Evaluates a negotiation in which he/she has taken part. Teacher Information The following page can be given to students who have used negotiation to solve a conflict. Part 1 should be completed immediately after the negotiation. Part 2 should be completed after the students have had a chance to try out their chosen solution. This will vary according to the situation, but should be at least a few days afterwards. Discussion Points • What did the evaluation sheet reveal about your negotiating skills?

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negotiation noun mutual discussion and arrangement of the terms of a transaction or agreement; the negotiation of a treaty.

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26 Bullying and Conflict Resolution

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EVALUATING NEGOTIATION Complete Part 1 immediately after your negotiation has taken place. Complete Part 2 after you have begun to try your chosen solution—perhaps a few days or a week later. PART 1 Date Name of students

Conflict

Chosen solution

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Brainstormed ideas

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• we communicated well.

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• the chosen solution was the best of our brainstormed ideas.

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• the chosen solution was clear and realistic for both of us. PART 2 Date

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• we showed respect towards each other.

Write how you both feel about the solution now.

If you feel the solution is not working, will you: • give it more time?

• improve the solution? • review your brainstormed ideas?

• other? Explain your decision.

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Bullying and Conflict Resolution 27

Teachers Notes Indicator • Uses problem-solving steps to find a fair solution. Teacher Information Problem-solving is an important skill that can be used in a range of curriculum areas.The steps on the following page can be used to solve problems in various situations. Discussion Points • In what other situations besides negotiation could you use problem-solving steps? • Could you leave any of the problem-solving steps out? Why/Why not?

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problem-solving noun the process of solving problems, seen as a special skill to be developed and applied in a wide range of circumstances.

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PROBLEM-SOLVING To be a successful negotiator, you need to be a good problem-solver. Most problems can be solved by following these simple steps. í˘ą Define the problem Write a simple sentence which explains the conflict. í˘˛ Brainstorm possible solutions Consider every idea that comes up. Keep going until you canâ&#x20AC;&#x2122;t think of any more ideas, staying focused on the problem. If you are suggesting a solution, you should begin your sentence with words like â&#x20AC;&#x2DC;How/What about â&#x20AC;Ś?â&#x20AC;&#x2122;,â&#x20AC;&#x2DC;I thinkâ&#x20AC;&#x2122; â&#x20AC;Śâ&#x20AC;&#x2122; etc., rather than â&#x20AC;&#x2DC;We should â&#x20AC;Śâ&#x20AC;&#x2122;, â&#x20AC;&#x2DC;We must â&#x20AC;Śâ&#x20AC;&#x2122; etc.

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í˘ł Evaluate the ideas If you are considering an idea you do not like or you think can be improved, you should begin your sentences with something like â&#x20AC;&#x2DC;Thatâ&#x20AC;&#x2122;s a good idea, but â&#x20AC;Śâ&#x20AC;&#x2122;. It is important to be supportive of others or your negotiation could be unsuccessful. Remember to be critical of the idea, not the person who suggested it. Cooperation, not competition, is the key. Each brainstormed idea can be evaluated by asking these questions: Is it unkind? Is it unfair? Is it dishonest? Think about each ideaâ&#x20AC;&#x2122;s consequences by asking questions like â&#x20AC;&#x2DC;What would happen if â&#x20AC;Ś?â&#x20AC;&#x2122;, â&#x20AC;&#x2DC;How would doing this make each person feel?â&#x20AC;&#x2122;.

í˘´ Decide on a solution and carry it out It can help to restate the problem before you make a final decision. The solution you choose should be a â&#x20AC;&#x2DC;winwinâ&#x20AC;&#x2122; one. This means that both sides are happy with the outcome. This may involve compromise. í˘ľ Find a group of four people. Use the problem-solving steps to find a fair solution to this conflict.

ÂŠ R. I . C.Publ i cat i ons â&#x20AC;˘f orr evi ew pur posesonl yâ&#x20AC;˘

Madeleine is in Year 9. She has developed a habit of always leaving assignments until the last minute. This is mainly due to her music practice and playing sport two days a week after school. Both of these activities are important to her. She also spends a lot of time talking on the phone to her friends.When she tries to use the family computer to do her assignments on her free afternoons, her dad is often using it for his work.

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For the past few weeks, Madeleine has been using the computer and printer late on the night before her assignments are due. This keeps her parents and her younger brothers awake. Both Madeleineâ&#x20AC;&#x2122;s parents start work early in the morning and need their sleep. They donâ&#x20AC;&#x2122;t want their daughter to hand in her assignments late and they also want her to organise her own time. However, they do not think the rest of the family should have to suffer. Madeleine and her parents meet to negotiate some solutions.

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Notes

Our chosen solution

í˘ś On a separate sheet of paper, write a playscript that shows the negotiation process between two conflicting parties. You may like to use situations or vocabulary that were part of your group work. R.I.C. Publications www.ricgroup.com.au

Bullying and Conflict Resolution 29

Teachers Notes Indicator • Solves problems using problem-solving steps.

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Discussion Points • What were some of the solutions you brainstormed but decided not to use? Why did you decide against them? • Are you completely happy with your chosen solution? Why/Why not? • Do you think there is a clear answer to the problem?

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Teacher Information • Students will need to be familiar with the problem-solving steps described on page 29 before completing this activity. The page may be provided for students to refer to if teachers feel it is necessary. • Icons are given to indicate whether the activity is for individual or partner use. • For all the problems on the following page, students will need to write their solutions on a separate sheet of paper.The solutions and the process they used can then be discussed with the class.

problem-solving noun the process of solving problems, seen as a special skill to be developed and applied in a wide range of circumstances Macquarie

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PROBLEM-SOLVING ACTIVITIES Drug Problem Pairs

The Shoplifters Individual

Use problem-solving steps to solve this problem.

You are friends. A mutual friend tells both of you he/she has done something terrible and makes you promise you will not tell anyone. You both promise.

You have just started a part-time job working at a department store. Three of your friends come to visit you. They ask you to let them shoplift, saying that you could pretend not to notice. They say the store would not suffer from their shoplifting as its prices are so high.

Your friend then tells you he/she took some drugs at a party and is planning to do so again to impress the older friends he/she has been hanging around with.

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You both are worried because last weekend, a teenager almost died when he took the same drug your friend is talking about.Your friend doesn’t seem concerned, though.

If you don’t let them shoplift, you are not sure how your friends will react. You like your job and don’t want to lose it.

What do you do?

Uphill Battle

Group Project Individual

Pairs

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What do you do?

You know there are no security cameras in the department in which you work and that the department manager is about to go to lunch.

Use problem-solving steps to solve this problem.

You are both working on a group project at school with four other students. Everyone is working hard except for one. This student is very popular in your class and seems to expect everyone else to do the work while he does nothing.

On your way to school one morning, you hear a cry for help. A man in a wheelchair asks for you to help push him up a hill as he doesn’t have the strength to manage it alone.

If you stop to help the man you will be late for school and will receive a detention. Your form teacher never listens to excuses.There is no sign of anyone else around and the man could be stuck here for ages.

What do you do?

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The Common Room

Pairs

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If you tell the teacher about him, you are concerned about being bullied by him and his friends.You are sick of doing more than your fair share of the work.

English Competition

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Use problem-solving steps to solve this problem.

You are both in Year 10 at school. Your year group has a common room which you are allowed to use during break-times. However, the room becomes so untidy, the principal locks the door without consulting any of you first.

You are a top English student and you want to be a writer when you leave school. One day, you run out of time to finish an assignment. By chance, you read a story on the Internet by an American student that is almost exactly what you need. You make a few changes and hand it in, promising yourself that you will never do this again.

Some of you are so angry you hold a meeting. Many suggestions are made, including holding a strike. However, you are unsure you will have the support of the whole year group.

What do you do?

However, your teacher likes your assignment so much she enters it in a competition. She thinks you have a good chance of winning.The first prize is a large sum of money and a chance to meet your favourite author.There is only a small chance you will be caught if you do nothing.

What do you do?

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Bullying and Conflict Resolution 31

Teachers Notes

Teacher Information • The qualities of an effective team include: Working towards a clear goal – the team clearly understands and works towards the goal that is to be achieved.Team members are focused on the tasks they are allocated by the team. The team defines any targets that need to be achieved as it works towards the common goal. Good communication – the team members listen to each other with respect and willingly share their ideas without domination.Through this, the team members develop a mutual trust. Logical decisions are made with the acceptance of all team members. Consideration – the team members encourage and support each other’s ideas, giving critical feedback. Any criticism is aimed at the idea, rather than the person who contributed the idea. This encourages a willingness for the team to take risks and create new ideas. Everyone has an important role in the team. • The activities on the following page foster team skills such as communication, negotiation, working towards a goal, problem-solving, allocating tasks, risk taking and creative thinking. • Before completing any activity, instruct the students that talking to their team members is vital to complete each task successfully. The whole team must also agree on each decision that is made before it is carried out. • Each team should present its creations/ideas to the class for each activity. A class discussion and student evaluation should then follow.

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Additional information for each activity Who, Where, When, What, Why

TV Commercial

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Indicator • Participates in team-building activities.

• Students should be given a 15-minute time limit for this activity.

Make a Sculpture

• The teams should be provided with pencils and paper to write their choices and reasons for each choice. • Teachers should set a 15 – 20-minute time limit for this activity.

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• Teachers will need to nominate a leader for each group. Unknown to the group, each leader is given one of the following role cards. Some of the team members may guess their leaders are playing a role, but the leaders must continue playing the role. Your role is to be a dominant leader. Try to bully everyone in your group to do whatever you say. Your role is to be a fair leader. Lead discussions in which everyone’s opinion is considered and encourage the team as much as possible. Your role is to be an uncaring leader. Act as if you don’t care about your team or what happens. Don’t give your team any encouragement and look bored. • Teachers can provide any simple materials they wish to make the sculptures; e.g. cotton reels, building blocks, drinking straws, plasticine, sticky tape, pop sticks etc. • The purpose of this activity is to promote discussion about leaders.The role cards should be revealed after the sculptures have been completed, and the effect of each leader should then be discussed.

32 Bullying and Conflict Resolution

Objects

• If the class is inexperienced with this sort of activity, the teacher could ask for a group of volunteers and ask the class to help them to form an object; e.g. an animal. Knot a Problem

• Do not attempt this activity on a hot day! • When the circles are formed, some students may be facing outwards. Survival

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• Teachers should give the teams one of the following situations or could invent their own: – The ceremony – Frantically looking for … – The announcement – Queuing for … • Teachers should allow students a maximum of only 10 minutes to prepare this activity. After the presentations, the class could discuss if clear leaders emerged in the groups and the importance of leaders to a team.

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Discussion Points • What problems did your team encounter? How did you solve them? • Were you happy with your team’s work? Why/Why not? • What personal qualities does a good team member have?

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TEAM BUILDING ACTIVITIES Who, Where, When, What, Why

Objects

Group of 6

Think about the situation your teacher has given you.Your task is to create a scene based on this situation that uses all six of you.

In your teams, make each of the following objects. Every person should be part of the object and should be able to hold his/her pose for at least 10 seconds.

Decide: – Who you are – Where you are – When it is – What you are doing – Why you are doing this

– rowing boat – cow – bicycle – armchair – can opener

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Now rehearse and present your scene. Each of you should have at least three lines to say.

Knot a Problem

Make a Sculpture

Group of 4 – 5

Group of 10

Using the materials provided, make a sculpture.You have a time limit of 15 minutes. The winning group will present the best sculpture (in your teacher’s opinion) at the end of the 15 minutes.

Stand in a circle with your team. Each person needs to reach across the circle and grab hold of two other hands.The hands each person grabs must belong to two different people.

One member of your group will be chosen as the leader by your teacher. Every member of the group is expected to participate in making the sculpture.

Without letting go, the team must untangle the knot to make a circle. You may find that two circles are formed.

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TV Commercial

Group of 4 – 5 •

Devise a 45-second food commercial that will entertain an audience and convince them to buy your product.

•

Begin by choosing a product from the list below: potato chips bread muesli bars

instant noodles low-fat yoghurt icy poles

•

Decide who your target audience will be:

•

Rehearse your commercial and present it to the class. Remember to keep to the time limit!

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After you have finished your sculpture, discuss with the class how well your team worked together.

Group of 5

Your team is taking part in a reality television show.You have to survive on a remote island for three months. The island has poisonous snakes and wild pigs.There are plenty of fish in the water around it. There is also a freshwater stream. The plant life is mainly coconut palms and shrubs. The host of the show tells you that you can only take six items among you from the list below: • fishing rod • matches • snake anti-venene • 5 small bottles • cooking pot • sharp knife • sunscreen • tarpaulin • rope • bandages • soap • spear • 3 months’ supply of rice • chocolate bars As a team, decide what you will take and why.

Bullying and Conflict Resolution 33

Teachers Notes Indicator • Uses role-play to explore conflict situations.

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Discussion Points • Do you think the characters in this role-play found a fair solution to their problem? • What were A’s (or B’s) reasons for beginning the conflict? • How well did the characters in this role-play deal with the conflict? • Did the characters in this role-play use negotiation or problem-solving skills to help solve their conflict?

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Teacher Information • The role-play cards on the following page should be cut up and given to pairs of students. The students must role-play the conflict they think will be caused by each situation. Teachers may like the students to choose a situation and perform it for the class, or may like the students to try out each role-play over several weeks, perhaps performing them for another pair. • Teachers should instruct the students to resolve each conflict, using well-structured arguments. • Discussion should follow the performances of the role-plays.This could include looking at reasons for the conflict starting, how each character dealt with it, what factors escalated the conflict etc. • Encourage the students to use clear speech and gesture to show how the characters are feeling.

role-play verb 1. to act out (a social role) in conscious or unconscious imitation. - noun 2. an instance of role-playing.

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CONFLICT RESOLUTION ROLE-PLAYS A is a parent, B is his/her teenage child

A and B are friends

B has just arrived home to find A extremely worried and annoyed. B told A that he/she would be at a friend’s house, but when A called the friend to give B a message, B wasn’t there. B had left the friend’s house early and gone shopping on his/her own.

A borrowed an expensive item of clothing from B, promising to take good care of it. However, A wore it to a party and it was damaged.A has to tell B what happened.This item of clothing was B’s favourite and A does not have enough money to replace it.

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A is a teenager, B is the parent of A’s friend

A has seen B with a friend he/she has forbidden B to see. B had promised A he/she was not in contact with this friend any more. A confronts B.

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A is at a friend’s party. A notices that some of the people at the party are drinking alcohol. When B finds out, he/she wrongly accuses A of bringing the alcohol. A has always thought B didn’t like him/her.

A is a parent, B is his/her teenage child

A and B are brothers/sisters

A and B are friends

A walks into his/her bedroom and catches B reading his/her diary. A has never shown his/her diary to anyone. It is full of unflattering comments about people B knows.

A has just seen B’s new boyfriend/girlfriend kissing someone else. He/She immediately tells B. B doesn’t believe A, saying that A is just jealous.

© R. I . C.Publ i cat i ons A is a customer, Br ise a shop assistant A is as parent, Bo isn his/her teenage child • f o r v i e w p u r p o e s l y • A has returned to the shop where B works to B feels that A treats his/her younger brother

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differently from him/her and is tired of it. B angrily confronts A.

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complain about being overcharged for an item. A is angry and starts making racist comments about B. B stands up for himself/herself.

A is a parent, B is his/her teenage child

A and B are classmates at school

B has just begun as a student at a private school on a scholarship. He/She is upset because the other students have many more expensive things than B has. Upset, B yells at A for not being able to provide what everyone else has.

A has been teasing B’s best friend about B’s parents getting a divorce. B’s friend is very upset. B confronts A about his/her behaviour.

A and B are friends

A is a parent, B is his/her teenage child

A and B have always spent a lot of time together, but now A has a girlfriend/boyfriend, he/she spends most of the time with her/him. B is hurt and angry and confronts A about what is happening. B does not like A’s girlfriend/boyfriend.

B has just returned from a job interview for a parttime position at a fast food outlet. He/She excitedly tells A that he/she was offered the job and accepted on the spot. A is annoyed because B will have to work on Thursday nights and A will have to drive B to and from work. A thinks B should have checked this with him/her first.

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Bullying and Conflict Resolution 35

Teachers Notes Indicators • Evaluates the effectiveness of a team he/she has been part of. • Evaluates the effectiveness of himself/herself as a team member. Teacher Information • These proformas are for use after students complete a team activity. This may include team games or group projects/activities in areas such as science, technology and drama. • For each proforma, the students are to read each statement and circle the number that best describes their feelings.

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team noun 1. a number of persons associated in some joint action, especially one of the sides in a match: a team of football players 2. to join together in a team. 3. to work together in or as if in a team. - phrase 4. team up with, to work together with; collaborate with. Macquarie

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Discussion Points • How could you become a more effective team/team member? • How much does a team rely on contributions from all its members?

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TEAMWORK EVALUATION Members of team:

Team’s goal:

The team had a clear understanding of the goal.

Clear

Unclear

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Unfocused

Everyone participated.

Everyone

No-one

We listened to each other and gave feedback.

Excellent

Poor

We made decisions everyone agreed to.

Always

Never

We discussed and dealt with any problems.

Dealt with

Avoided

Risk taking and creative ideas were encouraged.

Encouraged 1

Discouraged

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Focused

Comment on how well the goal was achieved by the team.

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The team was focused on achieving the goal.

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Team’s goal:

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The team had a clear understanding of the goal.

Clear

The team was focused on achieving the goal.

Focused

Everyone participated.

Everyone

We listened to each other and gave feedback.

Excellent

We made decisions everyone agreed to.

Always

We discussed and dealt with any problems.

Dealt with

Risk taking and creative ideas were encouraged.

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Members of team:

Unclear

Unfocused

No-one

Poor

Never

Avoided

Encouraged 1

Discouraged

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Comment on how well the goal was achieved by the team.

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Bullying and Conflict Resolution 37

Teachers Notes

Teacher Information • Peer mediation uses discussion to resolve minor conflicts between two students with the help of a professionally trained student mediator. It is based on the belief that resolutions are best reached with the help of a neutral third party and that children are more honest with and more likely to listen to peers than adults when discussing conflict. Common conflicts peer mediators face include name-calling, rumours, taking property without asking, teasing and invading personal space. • Peer mediators are trained to attack the problem, rather than the people involved. They encourage the parties to treat each other with respect. During the discussion, each person is required to state the problem, describe his/her feelings and say how he/she is responsible for the problem. Possible solutions are then brainstormed, and a fair solution that suits both parties is reached. Solutions may require compromise from both parties. • A successful peer mediation program can enhance communication and problem-solving skills, create a more comfortable school environment and encourage tolerance of others. It can also be empowering for students because they are assuming a greater responsibility for their own problems. • Peer mediation should only be attempted in a school where staff and students have attended a training course. Details of courses in peer mediation can be found on the Internet. Try typing ‘school mediation courses’ into a search engine.

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Indicators • Understands the steps used for peer mediation. • Identifies the qualities of a good peer mediator and decides if he/she has these qualities. • Role-plays peer mediation situations.

Discussion Points • Ask the students to discuss in small groups the advantages and disadvantage of mediators being their peers and not teachers. What do they think would be the ideal age for a mediator to help resolve their conflicts? • Discuss conflicts that occur in the home.Who is the ‘mediator’ at home? Make a list and tally the students responses. Are they surprised with the results? • Allow time for the groups to rehearse their role-plays and then perform them to the class. Compare the groups who presented the same scenario.Were the outcomes similar? Why or why not?

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mediation noun action in mediating between parties, as to effect an agreement or reconciliation

peer noun 1. a person of the same civil rank or standing; an equal before the law. 2. one who ranks with another in respect to endowments or other qualifications; an equal in any respect. 3. a nobleman.

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PEER MEDIATION If you have a disagreement or problem with someone else, you might need a third person to help you sort it out. This person is called a mediator. Mediators are trained to help two people solve a problem. They do not judge anyoneâ&#x20AC;&#x2122;s behaviour and should have no investment in the outcome to the conflict. A good mediator listens to both sides of the story without taking sides. Read the Peer Mediation steps below. í˘&#x201C; Introduce yourself as a mediator and ask the people involved in the conflict if they want to resolve their problem. í˘&#x201D; Find a private place to hold the mediation.

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í˘&#x2022; Explain the rulesâ&#x20AC;&#x201D;The two people should agree to listen to each otherâ&#x20AC;&#x2122;s opinions.They should not interrupt, yell or put each other down.They should always tell the truth. í˘&#x2013; Ask the first person to explain the problem and describe how it makes him/her feel. Encourage him/her to say how he/she is responsible for the problem. Rephrase what he/she said to you in your own words. í˘&#x2DC; All three people brainstorm as many solutions as possible.

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í˘&#x2014; Repeat Step 4 with the second person.

í˘&#x2122; Each solution is discussed. The mediator helps the two people decide if each is fair and sensible.

í˘&#x161; Everyone decides on a fair solution that makes both people happy.This might involve each person compromising or giving way a bit. í˘&#x203A; Both parties agree to the solution (show an agreement such as a handshake or sign an agreement form).

í˘ą Do you think you have the qualities to be a good mediator? Answer these questions by putting a â&#x20AC;&#x2DC;Yâ&#x20AC;&#x2122; or â&#x20AC;&#x2DC;Nâ&#x20AC;&#x2122; in the circles below.

ÂŠ R. I . C.Publ i cat i ons Do â&#x20AC;˘ you usually nicely toi your peers? p f ospeak rr ev ew ur posesonl yâ&#x20AC;˘

(b) Do you like to help others? (c) Does it make you unhappy to see things that just â&#x20AC;&#x2DC;arenâ&#x20AC;&#x2122;t fairâ&#x20AC;&#x2122;?

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í˘ł In groups of three, choose two of the situations below and create a roleplay based on the problem.Take turns being the mediator.

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(d) Are you good at keeping secrets? (e) Are you good at not taking sides when people are arguing?

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(f) When someone is talking to you, can you listen without giving your opinion or telling your own similar stories? (g) Can you be empathetic when you hear a story?

boss and employee

employee has been late to work for the last three weeks

two neighbours

one personâ&#x20AC;&#x2122;s dog is escaping through a hole in his/her fence and ruining the other personâ&#x20AC;&#x2122;s garden

two friends

one friend has heard the other spreading rumours about him/her

two classmates

one classmate is sick of being teased about a disability by the other classmate

(h) Would you be happy to give up some of your free time?

í˘˛ Do you think you would be a good mediator? Explain why/why not.

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Problem

Bullying and Conflict Resolution 39

Teachers Notes Indicators • Describes and analyses a peer mediation situation. • Identifies goals to make future peer mediations more effective.

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Discussion Points • What are the qualities of a good mediator? • What factors may contribute to making a peer mediation unsuccessful? • List any ‘troubleshooting’ that may help a mediator transform a negative situation into a positive one.

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Teacher Information • Not all students possess the personality to be an effective mediator. Choose the students to train in this process carefully. Once the student have assisted in their first peer mediation, they should complete the proforma on the following page. • Devise goals for the next peer mediation and make a time (perhaps in a week) to meet with the students and identify if the set goals have been met.

mediation noun action in mediating between parties, as to effect an agreement or reconciliation.

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PEER MEDIATION EVALUATION Mediator:

Date of peer mediation:

í¢± How did you learn of the conflict situation that required a mediator? Steps Completed â&#x20AC;¢ Ask â&#x20AC;¢ Set the rules

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â&#x20AC;¢ Person 1 describes the problem

í¢² How did you introduce yourself?

â&#x20AC;¢ Person 2 describes the problem

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â&#x20AC;¢ Brainstorm

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â&#x20AC;¢ Discuss solutions

â&#x20AC;¢ Decide on a solution

í¢³ Did you explain the rules to the people involved? What rules did you state?

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í¢´ Describe how you helped both parties to explain their stories.

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í¢µ Did all parties cooperate in brainstorming a solution? Explain.

í¢¶ Did all parties agree to the chosen solution? Explain.

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í¢· Do you feel that you assisted in a successful and effective peer mediation? Explain.

í¢¸ Choose three goals you can work towards to achieve with your future peer mediations. Date achieved â&#x2014;&#x2039;

â&#x2014;&#x2039;

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Bullying and Conflict Resolution 41

Teachers Notes Indicator • Evaluates how he/she responds to conflict. Teacher Information • The following page can be completed as a class exercise or given to individual students after a conflict has taken place. Discussion Points • Do you think you respond well to conflict? • What could you improve about your typical response to conflict? • What did you learn from the last conflict you were involved in?

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RESPONSES TO CONFLICT How do you usually respond to conflict? Answer the questions below. í˘ą What type of conflict were you last involved in?

í˘˛ Who else was involved? í˘ł Tick the box or boxes that describe what you did. (a) When the conflict began â&#x20AC;Ś

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I ignored it. ....................................................................................... â?? I confronted the situation after waiting for a while. ............. â?? I confronted the situation immediately..................................... â??

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Other

(b) During the conflict â&#x20AC;Ś I reacted with violent words or actions. .................................. â?? Describe

I reacted non-violently. ................................................................. â??

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í˘ľ Tick the box or boxes that show the result of the conflict.

People were hurt. Describe

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We agreed to disagree. Describe

We used negotiation. Describe

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We used mediation. Describe

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Bullying and Conflict Resolution 43

Teachers Notes Indicators • Describes and analyses a conflict situation. • Identifies goals to resolve future conflicts more effectively.

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Discussion Points • Why do you think an evaluation of a conflict situation is necessary? • Isn’t it better just to forget about it? • Why may it be difficult to remember the conflict resolution steps when involved in a conflict? • What happens to you physically when you are arguing with someone? (Temperature rises, flushed, clench fists, heart beats faster, sweat etc.)

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Teacher Information As students begin to learn about conflict resolution, they will be attempting to break habits such as the two most common reactions to conflict—‘flight’ and ‘fight’. The conflict resolution steps can reinforced by using the evaluation sheet on page 45. Initially, students may not complete any of the steps. As they become more familiar with the conflict resolution process, more of the evaluation sheet will be completed. Ensure students complete Question 9. It is important that they consider what they could have done differently. File the sheets so that they can be brought out and discussed if a similar situation occurs.

evaluate verb to ascertain the value or amount of; appraise carefully. evaluation noun

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CONFLICT RESOLUTION EVALUATION Name:

Date:

í˘ą Where were you when the conflict began?

Steps Completed 1. Stop and cool off ................................. 2. Define the problem ............................. â&#x20AC;˘ Use â&#x20AC;&#x2DC;Iâ&#x20AC;&#x2122; statements .............................

í˘˛ Who was involved in the conflict?

â&#x20AC;˘ Tell the other person what happened .................................

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â&#x20AC;˘ Tell the other person how you feel ................................................

3. Brainstorm solutions ............................ 4. Choose a solution that is fair to both of you. (Compromise is the key!) ..........

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í˘ł Who witnessed the conflict?

5. Make a plan. Decide how you will put it into action. .......................... 6. Agree to the plan. ................................

í˘´ Describe what started the conflict.

í˘ś Did both parties brainstorm solutions to the problem?

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í˘ˇ Did you choose a solution that both parties thought was fair? What was the chosen solution?

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ÂŠ R. I . C.Publ i cat i ons Explain. Did you tell the other person what you think happened and how you were feeling? â&#x20AC;˘f orr evi ew pur posesonl yâ&#x20AC;˘

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í˘¸ Did both parties agree to the solution?

Did you make a plan?

Describe your plan.

What will you do next?

í˘š What will you do if faced with a similar situation in the future?

ě?&#x2026; Signed R.I.C. Publications www.ricgroup.com.au

Bullying and Conflict Resolution 45

Teachers Notes Indicators • Discusses and categorises scenarios into those that are bullying and those that are not. • Explains choices.

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Discussion Points • Before handing out the worksheet, ask the class to brainstorm words and phrases that describe bullying. Collate the phrases to make a class definition. Is it similar to the one on the worksheet? • Is calling someone a name once bullying? Why/Why not? • Is teasing one of your friends bullying if you know he or she doesn’t really mind? • Can you bully someone who is older than you? • Go through each of the scenarios.Tally the number of students who think it probably is or probably isn’t bullying behaviour. It may be interesting to witness or read the responses of the students who are more inclined to bully.

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Teacher Information Most definitions of bullying agree: • It is deliberately hurtful (physically or psychologically). • It is repeated over time. • It is difficult for the person being bullied to defend himself/herself against it—he/she is weaker physically or psychologically. • People who bully use their power (physically or psychologically) to dominate, manipulate and frighten others who are less powerful than they are. It is important that every person realises he/she has the right to feel safe.

bully noun a blustering, quarrelsome, overbearing person who browbeats smaller or weaker people.

bullying verb 1. to act the bully towards. 2. to be loudly arrogant and overbearing.

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WHAT IS BULLYING? Bullying is usually deliberate, hurtful treatment that is repeated over time. The person bullying has more power (physically or psychologically) than the person being bullied.

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Read each of the incidents and complete the form below. Decide whether or not the incident is a form of bullying and explain why or why not.

ÂŠ R. I . C.Publ i cat i ons â&#x20AC;˘f orr evi ew pur posesonl yâ&#x20AC;˘

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í˘¸ When Miss Simmons, a relief teacher, arrives to teach Alexâ&#x20AC;&#x2122;s class, he and his friends talk constantly and refuse to do any work. Miss Simmons leaves the room in tears.

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í˘˛ On most days after school,Toby and his friends wait at the school gate. When Chelsea and her friends try to walk past them, they block their path. í˘ł Hayleyâ&#x20AC;&#x2122;s friends suspect that she likes Rashid, a good-looking new boy at their school. They tease her. She blushes. í˘´ Tyson and Ben are on the same football team. Whenever the coach isnâ&#x20AC;&#x2122;t looking,Tyson shoves and kicks Ben. Ben ends up covered in bruises. R.I.C. Publications www.ricgroup.com.au

í˘ľ Gulpilil has been called names becaus of his dark skin ever since he started his new job. No-one calls him names to his face, but he has heard his colleagues talking loudly about him.

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í˘ą It is the end-of-year school social. James asks Emily to dance with him. When James returns to his friends, they tease him about dancing with Emily because she has acne.

í˘ś Daniel is walking across the school oval when his friend Seb runs up behind him and tackles him to the ground. Seb gets up with a grin and says to Daniel, â&#x20AC;&#x2DC;You coming or what?â&#x20AC;&#x2122; í˘ˇ Adam and Simone have been going out together for a few months. Adam wants their relationship to become more intimate and is constantly pressuring Simone, who is reluctant.

í˘š Danielle says to Naomi, â&#x20AC;&#x2DC;Every day you will give me five bucks to protect you, or else.â&#x20AC;&#x2122; ě?&#x2026; On Jessicaâ&#x20AC;&#x2122;s first day at her new school, she approaches a group of girls and asks if she can have lunch with them. They say yes, but then ignore her. Jessica walks away after a few minutes.

Bullying and Conflict Resolution 47

Teachers Notes

Teacher Information Bullying can be divided into the following categories: • Physical – hitting, punching, tripping, spitting, kicking, pushing, scratching, damaging property or possessions, stealing, throwing objects at someone, performing humiliating acts on someone, hiding or taking belongings. • Social/Emotional – spreading rumours/nasty stories about someone, making fun of someone, ignoring, ostracising or alienating. • Verbal – name-calling, making offensive remarks, insulting someone, taunting, teasing or threatening someone. • Intimidation – playing dirty tricks; defacing or taking possessions; threatening looks or gestures; intimidating or threatening phone calls, emails, notes or SMS messages; extortion; threats of aggression against people, property or possessions. • Written – intimidating or harassing through emails, messages, notes, SMS messages, letters, graffiti etc. • Discrimination – ethnic slurs, racism, slurs against children with special needs. • Criminal – threatening with a weapon, sexual assault, physical assault, stealing property, vandalism. Note: Criminal activity should be handled by the police or other appropriate authorities.

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Indicators • Categorises types of bullying behaviour. • Considers the effects of different types of bullying on the victims.

Discussion Points • Discuss each of the different types of bullying. Ask the students to give simple examples of each type of bullying behaviour. Stress that names are not to be used in the examples. • Identify which of the actions on the chart have been witnessed in the school grounds or the classroom. Explain to the class that it is important that names are not used during the lesson and that times can be arranged for teacher–student conferences to discuss specific incidents. • Whose responsibility is bullying in schools? • Is criminal activity a matter for the schools or the police?

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í˘˛ Choose the five incidents you feel would most seriously affect the victims. Discuss your choices with a small group. Report your opinions to the class.

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í˘ą Add four more incidents to the list and tick the types of bullying they are.

TYPES OF BULLYING

Bullying and Conflict Resolution 49

Teachers Notes

Teacher Information What effect does bullying on television have on us? An association between violence on television and aggression has been well established over the last few decades. There is a need for students to develop critical viewing skills to decrease the negative effects of media violence and bullying on them. In developing these skills they learn to distance themselves from the dramatisation and to recognise and understand the differences between television and real life. In this lesson, students are directed to identify bullying behaviours in programs they watch regularly. They also begin to identify and become aware of situations involving racism, violence, negative stereotypes and sexism. They may notice a change in their reactions to the incidents once they are focusing on them. What does television tell the students about bullying? What role does television play in either condoning or criticising the behaviour? • Students could keep a tally of incidents at the bottom of the page and describe examples on the chart. • Students could watch the same program over time to list examples accurately.

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Indicators • Identifies bullying behaviours on television. • Discusses the portrayal of bullying on television. • Discusses the effect of bullying on television.

Discussion Points • Discuss the headings on the survey sheet so the students are aware of what is expected. (Keywords and phrases can be used.) • After the students have completed the survey sheet, ask them if they now feel differently about the programs. • Discuss the following: – Were any of the behaviours funny? If so, why? – Did anyone not think they were funny? Why? – Is it possible for a sitcom or cartoon to be funny without put-downs etc.? How? – Can you think of times you have been put down, teased or bullied? How did this make you feel? Was it funny? Why/Why not? – Is this behaviour condoned? If so, how? – Is it criticised? If so, how? – What is the program telling us about bullying?

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50 Bullying and Conflict Resolution

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Rating:

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Time Slot:

BULLYING ON TELEVISION

í˘ą Program: R.I.C. Publications www.ricgroup.com.au

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í˘˛ What are the positive and negative effects of showing bullying on television?

ÂŠ R. I . C.Publ i cat i ons â&#x20AC;˘f orr evi ew pur posesonl yâ&#x20AC;˘

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Bullying and Conflict Resolution 51

Teachers Notes

Teacher Information Question 6 requires students to conduct a survey on students from another class. This activity should be completed as a small group or class activity, using one or two other classes for the survey. The students being surveyed could write their responses on blank sheets of paper. A stereotype can be described as a very simple—and often incorrect—picture that people have of a particular type of person. A person who bullies is traditionally thought of as someone who is bigger, stronger and shows more aggression than others. If we rely on this stereotype it could lead to students not being believed if the person who is bullying does not fit the description. A shorter, frail-looking person can bully by name-calling, isolating others socially, teasing and using put-downs. This can be just as distressing as physical bullying. Observations show that people who bully often, but not always, have these characteristics: • They are generally bigger and stronger than those they bully. • They have a strong desire to dominate. • They are defiant and confrontational towards teachers, family members and authority figures. • They often come from homes where problems are solved physically or in arguments and have not been taught or witnessed empathy. Whatever a person who bullies looks like, it is the physical or psychological power he/she has over the victim that identifies him/her as someone who bullies.

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Indicators • Describes a traditional stereotype of someone who bullies. • Understands that a person who bullies can be identified by the way he/she acts. • Conducts a survey and analyses results.

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Discussion Points • What does the word ‘stereotype’ mean? • What do you think a person who bullies looks like? How would he/she act? • Collate the answers to Questions 1 and 2 and discuss. • Can you tell a person who bullies by what he/she looks like? • Think of characters in television shows or movies who bully. Do any of them fit your description? Which characters are stereotypes? • Discuss the results of the survey. Were students surprised by the results? stereotype noun 1. a set form; convention; standardised idea or concept. verb 2. to make a stereotype of. 3. to give a fixed form to. 4. to characterise according to a conventional idea or concept.

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STEREOTYPES OF PEOPLE WHO BULLY í˘ą Describe a traditional stereotype of someone who bullies. Include physical and emotional qualities.

í˘˛ Compare your description with a partnerâ&#x20AC;&#x2122;s. Add any ideas he/she has.

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í˘ł Does your own experience of people who bully match the stereotype? Explain.

ÂŠ R. I . C.Publ i cat i ons What can happen if we rely on stereotypes to identify people who bully? â&#x20AC;˘f orr evi ew pur posesonl yâ&#x20AC;˘

í˘ś Follow the steps below.

match the traditional stereotype.

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(a) Survey students about their experience of people who bully.Ask them to write the physical and other characteristics of five people who have bullied them or others. The students should NOT write their names or identify anyone on their survey sheet.

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í˘´ Make a list of five characters on television who bully others and indicate whether they are a stereotype or not.

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(b) When you have collected your results, tally the characteristics that were described. (c) Comment on your results. Consider how the results

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Bullying and Conflict Resolution 53

Teachers Notes Indicators • Locates and reads reports of bullying in the media. • Identifies ways these reports could help solve bullying in schools. • Researches and writes a newspaper article about bullying in his/her school.

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Discussion Points • Ask students to share the contents of their reports with the class. • How does it make you feel when you read about these incidents? • In any of the articles, are there any preventive measures that could have been or should have been taken? • How can what you have read or heard about other bullying incidents help at your school? • Did you find that the group of people you interviewed were knowledgable about what is being done to prevent bullying at your school? If not, what do you think could be done to change this?

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Teacher Information • After students have written their newspaper articles, teachers may wish to use them for further activities; e.g. to create mock television news or radio reports or to ask small groups to compare the information they found. • Students may read newspaper reports or hear television news reports containing disturbing information about bullying. These may include accounts of children (usually teenagers) committing suicide after years of constant bullying, or killings of teachers and students by victims of bullying. Be prepared to discuss these incidents tactfully and with sensitivity. Allow students to express their feelings and focus on preventive strategies.The effects of bullying can have long-term consequences for both students who bully and for their victims, and these should not be under-emphasised.

media noun 1. a plural of medium 2. mass media. medium noun the channel of communication, such as speech, sign language, or writing.

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BULLYING IN THE MEDIA

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í˘ą Find three articles in newspapers or on the Internet that cover events concerning bullying. Record the details of these in note form in the table below.

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í˘˛ Write three things you learnt about bullying from the information you gathered.

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í˘ł How do you think reporting bullying in the media could help solve bullying problems in schools?

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í˘´ Interview some classmates, younger students or teachers about bullying in your school. Find out what your interviewees feel is the greatest problem in the school and what they think/know is being done to stop bullying. Write notes about what you find out in the space below.

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Bullying and Conflict Resolution 55

Teachers Notes Indicator • Uses role-play and discussion to solve bullying situations. Teacher Information Teaching problem-solving strategies through discussion and role-playing will assist students in learning and developing skills for positive social behaviour relationships. Discussion Points • How did you feel about the role-plays? • Was the problem solved? How was it solved? Why wasn’t it solved? • Should anything have been done differently? • What did you learn from the situations?

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BULLYING SITUATIONS In small groups, role-play, then write a solution next to each of the scenarios. Almost every day at lunchtime, a group of students find you and physically hurt you until you give them your lunch money. You are not sure what has provoked them.

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It is your first day at your new school, and you are feeling nervous. At lunchtime, you are surrounded by a group of students who call you names and laugh at your ‘stupid’ haircut.

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You rely on a wheelchair to get around. A girl in your class has taken to grabbing the handles of your chair and spinning you around whenever she has the chance.Your friends don’t do anything because they are scared of her.

You give an invitation to your birthday party to a popular student at your school in front of his friends. Encouraged by his friends, he tears up the invitation and throws it in the bin.

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You are told by a group of ‘friends’ you can not sit with them any more because you are too fat.

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You are at a party. A group of your friends are drinking alcohol. They ask you to join them, but your religion doesn’t allow you to drink alcohol. They begin to tease you.

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Teachers Notes Indicators • Considers the effect bullying has on people. • Assigns consequences to specific bullying behaviour. • Considers school policies and procedures to deal with bullying behaviour.

Discussion Points • What steps are taken at this school to prevent and deal with bullying? • When should parents be informed/involved? • Should consequences for certain behaviours be fixed or flexible? What circumstances might cause a consequence to be waived or adapted? • Who should decide on the consequences of bullying? • What kinds of behaviour would help to prevent bullying, so there is no need for a set of consequences? (For example, whole-school approach, acts of kindness, setting goals, organised activities during break times, role-playing and improved social skills, tolerance, improved relationships among teachers, students and parents etc.)

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Teacher Information If possible, photocopy the school policy on bullying and have it available for the students to refer to. If there isn’t a bullying policy, perhaps ask the principal to speak to the class.

consequence noun 1. the act or fact of following as an effect or result upon something antecedent. 2. that which so follows; an effect or result 3. the conclusion of an argument or inference. 4. importance or significance: a matter of no consequence. 5. importance in rank or position; distinction. 6. in consequence, as a result. Macquarie

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CONSEQUENCES OF BULLYING â&#x20AC;&#x201C; 1 People who bully others need to know their bullying behaviour is not allowed and it must stop. They also need to realise that their actions affect people. Find a small group to work with.

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í˘ą How do you think students who are bullied on a regular basis might be affected? Discuss immediate and long-term effects. Write some examples you discussed.

í˘˛ What should the consequences be for a person who bullies? Imagine you are members of your school board. Consider an example of each type of bullying below and how it should be dealt with in both a whole-school and classroom situation and what should happen during break times or before or after school.

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í˘ł Read your schoolâ&#x20AC;&#x2122;s policy on bullying and/or listen to the principal or other adult in authority speak about your schoolâ&#x20AC;&#x2122;s policy on bullying. Compare the schoolâ&#x20AC;&#x2122;s policy with your own ideas.

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Teachers Notes Indicators • Considers the effect workplace bullying has on people. • Assigns consequences to workplace bullying.

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Discussion Points • Why do you think so many people might be bullied in the workplace? • How do you think workplace bullying might affect an organisation? • How is workplace bullying dealt with in Australia? • What do you think employers should do if they suspect workplace bullying is taking place in their organisation? • If any students have part-time jobs, ask them to talk to their employers about workplace bullying. They could also ask their parents to tell them about incidents of workplace bullying they have witnessed or heard about.

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Teacher Information • Bullying in the workplace is a widespread problem and can affect the morale and success of an organisation. Common examples of workplace bullying include spreading rumours, isolating someone socially, constantly changing guidelines, physical abuse, intimidation, interfering with someone’s work, sexual harassment, telling offensive jokes, constant criticism of a person, undeserved punishment and unfairly refusing a person’s request for leave or promotion. • Teachers may like to obtain some examples of workplace agreements or articles concerning bullying in the workplace. • Teachers should point out that many examples of workplace bullying are considered criminal and can have serious consequences.

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CONSEQUENCES OF BULLYING â&#x20AC;&#x201C; 2 It is not just school students who bully. Many adults are also bullied, often in the workplace. í˘ą Read these workplace bullying scenarios, then complete the activities in a small group. (a) Adrienne has been in her new job for a week. Every lunchtime when Adrienne walks into the lunchroom, her co-workers ignore her and carry on loud conversations among themselves. Adrienne has tried to join in, but her comments are met with silence. Adrienne is much older than her co-workers, and she suspects this is why they are not friendly. During work hours, when Adrienneâ&#x20AC;&#x2122;s employer is supervising, the co-workers are much friendlier towards Adrienne.

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(b) Jeremy has been working as an apprentice mechanic for six months. He enjoys his work, but his boss is making his working hours difficult. He constantly criticises Jeremyâ&#x20AC;&#x2122;s work, and makes sarcastic comments whenever Jeremy tries to make a suggestion. Jeremy feels his boss is being unfair. He has not only started to lose confidence, he also suffers from anxiety and stomach aches.

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(c) Karen is a talented graphic designer. Her recent designs have received compliments from her clients and have helped to increase business for the company she works for. One of Karenâ&#x20AC;&#x2122;s co-workers takes her aside one day and tells her that another designer with the firm, Belinda, has been spreading a rumour that Karen copies all of her ideas from other designers. Karen knows she is innocent, but is concerned her boss will hear the rumour and believe it.

í˘˛ Write notes about what consequences you think the people doing the bullying should suffer. (a)

(c)

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Workplace bullying takes many forms.

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í˘ł Choose one of these and write what consequences you think would be suitable. setting impossible deadlines â?? sending offensive emails â??

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sexual harassment â?? making threats â??

giving unreasonable duties â?? constantly changing guidelines â??

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í˘´ Add one other example of bullying you think could happen in the workplace and what consequences you think would suit it.

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Teachers Notes Indicators • Understands some reasons why people bully. • Considers how people who bully could help themselves to stop.

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Discussion Points • Do you think there are any good excuses for someone bullying? Why/Why not? • List words that describe how you think people who bully feel about themselves. • How could you make someone who bullies aware of how it makes people feel? • Teachers may wish to collate the students’ answers to Question 4 and discuss with the class.

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Teacher Information • People who bully do so for many reasons. They may set out deliberately to bully and feel pleasure in bullying. It may give them a sense of power. People who bully do not necessarily lack self-esteem or feel insecure. Many have average or above-average self-esteem.Their temperaments are more aggressive and they lack empathy. This can be caused by poor parenting and a lack of good role models or be a personality trait that needs fostering in a positive direction. Students who bully are not always aware of how their bullying makes others feel. • After the students have completed Question 1, teachers will need to provide a copy of the list below to each pair of students.

Common Reasons Why People Bully • They want to feel powerful. • They feel upset or angry or that they don’t fit in. • They may want to seem tough and show off. • They may get bullied themselves or by family members. • They are scared of being picked on, so they do it first. • They don’t like themselves, so they take it out on someone else. • They think they will become more popular.

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WHY DO PEOPLE BULLY? â&#x20AC;&#x201C; 1 People who bully do so for a variety of reasons. They may also be unaware of how their bullying makes others feel.

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í˘ą Find a partner. Based on both of your experiences with bullying, brainstorm some possible reasons why people might bully.

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í˘˛ Read the list of common reasons for bullying your teacher gives you. How many of these were on your list? Did any surprise you?

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í˘ł After reading the list and you own brainstorming, what do you think would be the most effective ways to educate the general public about bullying?

í˘´ Choose three of the reasons for bullying. For each one, suggest some things people could do to solve their problems instead of bullying; for example, take up relaxation classes. (a)

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Teachers Notes

Teacher Information • Teachers will need to tell the students if they want them to write a play extract or a whole play and how long they want the script to be. Before students begin writing, they may also like to discuss characterisation in a class discussion. Students could write their plays individually or with a partner or small group. • Teachers may like to ask students to act out the script provided. Any of the characters could be changed to girls if necessary. Ask the students to focus on their body language and voice to portray the characters accurately. • Students who witness bullying may act in the following ways: – Help the person bullying by joining in. – Help the person bullying by watching, laughing or shouting encouragement. – Remain completely uninvolved. – Help the person being bullied by telling the person bullying to stop it, by fetching/ telling an adult etc.

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Indicators • Understands how peers can help to support someone’s bullying behaviour. • Writes a playscript in which some characters are supporting bullying behaviour.

Discussion Points • Imagine the playwright is still deciding on an ending for the play extract you read. Discuss how the play could end on a positive note. • What do you think of David’s responses to being bullied? • Which areas in your school are ‘bullying hot spots’? Map them. • Give reasons why people might support a peer who is bullying. • How could you help someone who is being bullied?

bully noun a blustering, quarrelsome, overbearing person who browbeats smaller or weaker people.

bullying verb 1. to act the bully towards. 2. to be loudly arrogant and overbearing.

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WHY DO PEOPLE BULLY? â&#x20AC;&#x201C; 2 Sometimes, a circle of friends can support one of their peers who is bullying by laughing, joining in or staying silent. These people are helping to promote bullying. í˘ą Read the play extract below. David stands near the school gates. He has a cello case next to him on the ground. He shuffles his feet and occasionally looks anxiously over his right shoulder. Joel, Jayden, Marcus and Tyler, dressed in football uniforms, suddenly appear from Davidâ&#x20AC;&#x2122;s right. They are talking and laughing loudly. David shudders. The boys notice him. Joel

Hey look, itâ&#x20AC;&#x2122;s David! My best friend.

r o e t s Bo r e p ok u S Marcus and Jayden laugh. Joel moves in close to David.

Come on, Davey, play us a tune. Youâ&#x20AC;&#x2122;re supposed to be the brilliant muso. (quietly) Go away. Oooh, Iâ&#x20AC;&#x2122;m so scared! (He lightly kicks the cello case.) Oops, sorry, my foot must have slipped.

David Joel Joel

David grabs the case.

I donâ&#x20AC;&#x2122;t want you to do that. Itâ&#x20AC;&#x2122;s expensive. Joel turns to Marcus and Jayden.

Go on, knock it over. They boys donâ&#x20AC;&#x2122;t move. Joel glares at them.

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Joel David Joel

Maybe you guys are planning to join the nerds in the school orchestra too? Are you Daveyâ&#x20AC;&#x2122;s best friends suddenly? Marcus smiles nervously. Jayden suddenly moves forward, grabs the case from Davidâ&#x20AC;&#x2122;s hand and throws it to the ground. He also gives David a shove that makes him fall to his knees. David looks close to tears.

ÂŠ R. I . C.Publ i cat i ons â&#x20AC;˘f orHisr e vi ew pur posesonl yâ&#x20AC;˘ Tyler mum will be here any second. Joel and Jayden Cry-baby! Tyler Come on, you guys, leave him alone. Joel stares at him. Tyler stares straight back.

Tyler

Are you all right, mate?

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Joel whispers something to Marcus and Jayden who laugh loudly. The three of them walk off-stage. Tyler holds out his hand to David.

í˘˛ Think about these characters in the play and write your opinion of their actions. Joel

Marcus Jayden

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í˘ł On a separate sheet of paper, write your own bullying playscript, following the guidelines below. (i) The bullying must be done by a group of people. Each person in the group must somehow promote the bullying at some stage of the play.Think carefully about the characterâ&#x20AC;&#x2122;s motivation for their actions before you begin writing the play.You may like to write notes about each character before you write your script. (ii) Make sure you create a positive ending. (iii) Have a group of students perform your play and ask them to review the characterisation. R.I.C. Publications www.ricgroup.com.au

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Teachers Notes Indicator • Considers the feelings of others in bullying situations.

Discussion Points • Jamie was bullied because she was wearing a tight shirt. Do you think she deserved to be bullied? Consider this question after discussing the term ‘sexual harassment’. • How else could George have dealt with his situation? • Do you think Zara and her friends should try dealing with this situation on their own? Discuss discrimination. • How could Tristan stop this situation without putting himself in danger? • After reading and discussing the scenarios, talk about the meaning of the world ‘empathy’. Explain that people who bully may not consider how they are affecting others’ feelings.

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Teacher Information • Teachers may like the students to role-play each of the scenarios. Role-playing is an effective way for students to experience how a person in a situation is feeling. • The feelings students have listed could be collated on the board and added to.

bully noun a blustering, quarrelsome, overbearing person who browbeats smaller or weaker people.

bullying verb 1. to act the bully towards. 2. to be loudly arrogant and overbearing. Macquarie

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HOW DO YOU FEEL? Read the scenarios below. Working with a partner, list the words you think best describe how the characters in the scenarios might be feeling. On the first afternoon at Jamieâ&#x20AC;&#x2122;s new school, she has sport. She changes into her sports gear at lunchtime and joins the rest of her class on the oval. She has a shirt that is tighter than those the other girls are wearing. Many of the boys stare at Jamieâ&#x20AC;&#x2122;s chest. Jamie also notices that some of the girls in her class ignore her or make sarcastic comments under their breath as they walk past. Jamie Other girls

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George has a strong accent and whenever he answers or asks a question in his English class, one of the students in the back row mimics what he has said in an over-exaggerated accent. This makes his friends laugh. The teacher doesnâ&#x20AC;&#x2122;t seem to notice. George eventually stops putting his hand up in class.

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George

Zara and her friends have to cover their hair because of their religion. Every day at lunchtime, they have to avoid a group of boys who block their path and try to pull off their headscarves. A small crowd often gathers to watch, but noone ever says anything. The boys take off quickly if they spot a teacher in the distance. Zara

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After his maths class one day, Tristan is cornered by Bradley, who is much taller and stronger than Tristan. Bradley demands that Tristan does his maths homework for him. Tristan refuses. Ever since, Tristan has found notes that have been pushed into his locker, in which Bradley threatens physical violence against him â&#x20AC;&#x2DC;when he least expects itâ&#x20AC;&#x2122;.Tristan has to make sure he always has a group of friends around him. Tristan

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í˘ą Briefly describe a situation you have been involved in or witnessed where someone is being bullied. (Use names that wonâ&#x20AC;&#x2122;t be recognised.)

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Bradley

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í˘˛ Describe how the people involved (or you) felt during this incident. If you are writing about others, consider their motivations and/or actions to give you clues.

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Teachers Notes

Teacher Information • It is important to address bullying early, as it becomes difficult to break the cycle, for the victim or the bully. It is imperative that students realise bullying is not to be tolerated and they should not put up with what is happening to them. The things students should not do are: – Try to keep dealing with the problem themselves – it is all right to ask for help. – Exaggerate or not tell the true facts. If a part of what they say is shown to be untrue it casts doubt on the whole situation. – Retaliate by hitting or being verbally abusive. They could be accused of bullying themselves. Positive steps include: – If the action is not too serious, just ignoring it or ‘laughing it off ’. – Seeking a peer mediator to help resolve the conflict. – Being assertive – using ‘I’ statements to express how you are feeling. – Showing confident body language. – Avoiding the situation. – Telling somebody – a friend, adult, teacher or parent. Sometimes the person being bullied can not control the situation himself/herself. Many teenagers find this step to be the hardest. But keeping bullying a secret from adults gives the person bullying more power to continue. That is why they go to so much trouble to stop the victims from telling. Students may be reluctant to inform adults about bullying because they do not want to be labelled as a ‘dobber’, think it will make it worse, or feel that teachers can’t or won’t be able to help them.

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Indicator • Considers personal reactions to scenarios that could lead to bullying situations.

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Discussion Points • Which of the scenarios are bullying? Give reasons. • There are certain times of the week when we may react in a negative or aggressive manner; for example, Friday afternoons, the day after an evening that involved lots of extracurricular activities. When are your ‘negative’ times during the week? • Students can share their responses to the scenarios with the class or a small group if they feel comfortable doing so. Instruct the class that they are not allowed to make any comments if they disagree with the responses. • After hearing a sample of reactions, discuss which would be the most appropriate and follow the school rules and policies about bullying. • Who found that his/her partner disagreed with many or all of the responses? Ask the partner to explain his/her reasoning. • Brainstorm ways that people can react to bullying and classify them into positive and negative reactions.

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HOW DO YOU REACT? How we react to a situation can depend on a number of factors. These can include: â&#x20AC;˘ â&#x20AC;˘ â&#x20AC;˘ â&#x20AC;˘ â&#x20AC;˘

our personalities our self-esteem how we are feeling that day if we are worried about something if we are hungry or tired

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It is important that we think before we react to certain situations.

í˘ą Read the scenarios below. Write how you think you would react, then discuss each scenario with a partner. Does you partner agree that you would react that way?

How would you react?

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You have two friends who you spend most of your time with at school. One day, you hear one friend complain to the other that he/she is sick of you following them around. At lunchtime, you ask them where you are going to sit to eat today. Your two friends look at each other and then tell you that perhaps you should sit with someone else.

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You live a long way from your school, so your parents pick you up from school every day. You dislike this because your parents donâ&#x20AC;&#x2122;t have much money and the car they own looks terrible next to the other parentsâ&#x20AC;&#x2122; cars. One day a group of other students see the car. They start to laugh and yell out comments like â&#x20AC;&#x2DC;You might as well drive that thing straight to the wreckers!â&#x20AC;&#x2122;

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Does your partner agree?

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You are part of a group of friends who have recently all found boyfriends/girlfriends. You are the only one who has not.Your friends tell you that it is because you are overweight.They stop inviting you to occasions where they go out as couples. Apart from this, you are quite happy to be single because you havenâ&#x20AC;&#x2122;t met anyone you want to go out with yet.

Your mother wonâ&#x20AC;&#x2122;t let you buy food from the school canteen, so she makes you lunch every day. The food she makes is traditional to your culture. Unfortunately, it usually has a strong odour. You often hear other students joking that you smell too. They refuse to sit near you and if they have to speak to you they hold their noses or pretend to choke.

How would you react?

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Does your partner agree?

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Does your partner agree?

í˘˛ Discuss with your partner what you think would be the best way to react to each of these situations and why. R.I.C. Publications www.ricgroup.com.au

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Teachers Notes Indicator • Identifies a range of strategies to stop bullying.

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Discussion Points • Students who feel comfortable doing so can share with the class the strategy that best suits their personality. • How difficult would it be for a person being bullied to adopt each strategy? Rank them. • Could a person being bullied adopt all of the strategies? Why/Why not? • How could you help a person being bullied to adopt one or more of the strategies for preventing bullying?

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Teacher Information • Students can be taught to use defensive strategies to deal with bullying behaviour.These are outlined on the following page. Although these strategies may not immediately stop bullying, the victim’s confidence may grow and perhaps some of the power lost to him/her will be returned. • Students may like to role-play the examples they created with a partner or small group.

strategy noun 1. skilful management in getting the better of an adversary or attaining an

end. 2. the method of conducting operations, especially by the aid of manoeuvring or stratagem. Macquarie

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BULLYING STRATEGIES If you are bullied, there are many different strategies that can be used to show you will not accept the behaviour of the person who is bullying you and that you deserve to be treated with respect. Read about some of these strategies below. Avoid the situation â&#x20AC;&#x201C; stay away from where the bullying occurs or choose a populated area. Use humour â&#x20AC;&#x201C; this can be effective but may not be appropriate for every situation or every person. Use self-talk â&#x20AC;&#x201C; repeating â&#x20AC;&#x2DC;Iâ&#x20AC;&#x2122; statements or self-affirming statements to yourself can help to boost your confidence; e.g. â&#x20AC;&#x2DC;I deserve to be treated with respectâ&#x20AC;&#x2122;, â&#x20AC;&#x2DC;I know the rumour about me isnâ&#x20AC;&#x2122;t trueâ&#x20AC;&#x2122;.

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Ask for help â&#x20AC;&#x201C; this is often appropriate after other strategies have been tried first. Often students are reluctant to talk to their peers or adults, but keeping bullying a secret gives the person bullying more power to continue. That is why people who bully go to so much trouble to stop their victims from telling.

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Be assertive â&#x20AC;&#x201C; people who look unsure of themselves are often targets for bullying. Even using strong words is not effective if the victimâ&#x20AC;&#x2122;s body language shows a lack of confidence. Standing confidently, using eye contact, speaking clearly and using â&#x20AC;&#x2DC;Iâ&#x20AC;&#x2122; statements are effective ways to show you are assertive â&#x20AC;&#x201C; even if you donâ&#x20AC;&#x2122;t feel that way!

í˘ą Give examples of a bullying situation in which each of these strategies could be used successfully.

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í˘˛ If you were being bullied, which strategy would you be most likely to choose? Explain why.

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Teachers Notes Indicator • Considers courses of action that could be taken if he/she is being bullied. Teacher Information Refer to previous teacher information in the conflict resolution section of this book and pages 68 and 70. Discussion Points • Let students know their Action Plans are confidential. Allow students to complete the worksheet in private if they wish. • How will you remind yourself about your goals? • How can we help other people to achieve their goals? • Should there be consequences for people who do not follow their action plans?

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TAKE ACTION! Many people feel helpless and lost when they are being bullied, but there are some things you can do in any situation. í˘ą Complete the action plan, describing the steps you will take if you are being bullied.

My Action Plan I am going to think positive thoughts.

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I am going to remind myself that I am good at:

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My rights include:

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I am going to tell myself that I have rights and I deserve to be treated with respect.

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tell someone about what is happening â?? be assertive â?? avoid being physically or verbally violent â??

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If I witness bullying happening at school, I am going to:

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stand up tall, shoulders back â?? speak clearly, using â&#x20AC;&#x2DC;Iâ&#x20AC;&#x2122; statements â?? tell myself I am not what they say â??

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If the bullying continues, I am going to:

í˘˛ Think of a goal for yourself that you can meet in the next week that will help you to deal with or prevent bullying. My goal:

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Teachers Notes

Teacher Information Showing anger does not necessarily mean that someone is displaying bullying behaviour. It can become this if the behaviour is repeated and is physical or verbal to the extreme. Students who bully, however, will more readily adopt aggressive solutions to solve conflict. They use being angry as an excuse for bullying. Unacceptable ways of expressing anger include hitting and pushing, sulking and crying excessively or constantly looking for comfort solutions from a teacher or other adult. Most students will become angry at school for the following reasons: • conflict – verbal or physical • rejection – not being allowed to sit with their friends etc. • being asked or made to do things they don’t want to do • having their property or space invaded It is important for teachers to create an atmosphere in their classrooms that allows students to express and manage angry feelings. This can be done by ensuring that all rules are clear, fair and consistent; adopting anger management strategies for certain students (for example, a student is allowed to stand outside the classroom when he/she feels as though he/she is about to explode), communicating clearly and modelling positive anger management strategies. Encourage students to follow the steps they have listed on the worksheet to help them deal with anger.Talking about how they feel and developing an empathy towards others will help them to gain control of their emotions. Ways to control anger include: • taking a deep breath • counting to 10 • getting away from the situation or person making you angry • trying to relax your body • exercising • trying to stay calm • thinking about and choosing the best way to react • telling yourself you are all right • talking about how you feel

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Indicators • Recognises situations that make him/her angry. • Lists strategies for dealing with anger and indicates how suitable the strategy is to his/her own personality. • Offers anger management suggestions.

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Discussion Points • Think about things you have said and done to others when you have been angry. Have their feelings been hurt? Have they been physically hurt? Have you ever reacted in a way you regret? Did you apologise? • Ask the students to share their strategies for anger management. Discuss which could be used in the classroom, the school grounds, at home etc. • Discuss the students’ answers to Question 6 with the class.

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ANGER MANAGEMENT â&#x20AC;&#x201C; 1 Anger is a natural emotionâ&#x20AC;&#x201D;it is part of life. We canâ&#x20AC;&#x2122;t always avoid the people or things that make us angry but we can learn to control our anger so we donâ&#x20AC;&#x2122;t hurt anyone or damage anyoneâ&#x20AC;&#x2122;s property. í˘ą What makes you angry?

í˘˛ Think of a recent incident that made you angry. Explain how you reacted.

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í˘ł Is this a typical anger reaction for you?

í˘´ Mark the length of your â&#x20AC;&#x2DC;fuseâ&#x20AC;&#x2122; on the fuse scale below.

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When people get angry easily, they are sometimes said to have a â&#x20AC;&#x2DC;short fuseâ&#x20AC;&#x2122;.

ÂŠ There R. I . C.Publ i cat i ons are many ways to deal with anger. Add some thev listi below and p score each í˘śs How do you think you â&#x20AC;˘ could help to diffuse â&#x20AC;˘techniques f ortor e ew u r po es on l y out of five as to how well you think the technique would someone elseâ&#x20AC;&#x2122;s anger?

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Teachers Notes

Teacher Information • The role-play cards on the following page should be cut up and given to pairs of students. The students must role-play the angry confrontation they think will be caused by each situation. Teachers may like the students to choose a situation and perform it for the class, or may like the students to try out each role-play over several weeks, perhaps performing them for another pair. • Teachers should instruct the students to resolve each conflict, using anger management strategies. • Encourage a variety of physical and verbal reactions to the situations.The same role-play could be performed twice with the characters having different length ‘fuses’. Both characters could also get angry. • Encourage the students to use clear speech and gestures to show how the characters are feeling. • Discussion about how anger was managed should follow the performances of the roleplays.

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Indicator • Uses role-play to explore conflict situations.

Discussion Points • How well do you think the characters dealt with anger? What strategies, if any, were used? • How did the characters show their anger? role-play verb 1. to act out (a social role) in conscious or unconscious imitation.- noun 2. an instance of role-playing.

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ANGER MANAGEMENT ROLE-PLAYS A and B are friends

A is a teacher, B is a student

A has just found out that B has been to the movies twice with another friend without inviting A. B did this because he/she spends a lot of time with A, and just wanted to do something without him/her for a change.

B has not handed in an assignment on the due date. A gives B a punishment that is harsh compared to his/her usual punishment for not completing assignments on time. B thinks this is unfair. After class, B approaches A. A is not in a good mood.

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A has an unusual name and has been teased about it since he/she was in primary school. A hates his/her name. One day, B teases A in front of a group of people. B has never teased A before, but for A it is the last straw and he/she explodes.

A has organised for the whole family to visit relatives over the school holidays without talking to B about it. B dislikes the relatives, and doesn’t want to go. A tells B that he/she has no choice.

A and B are boyfriend and girlfriend

A and B are brothers/sisters

A and B have been going out for three months. A has recently met another girl he really likes and has come to tell B that he wants to break up with her. B doesn’t want to break up and reacts strongly when A tells her he has met someone else.

Whenever A and B’s parents are at work, A refuses to let B watch television when B wants to.A is older than B and is able to keep the remote control away from him/her.A and B’s parents have talked to A, but it has made no difference. One day, B decides he/she has had enough.

supposed to complete every week, but A is always having to remind B to do them. One day, A is sick of having to nag, and begins to yell at B.

her. He/She just wants to be left alone and refuses to join in with the rest of the class. A doesn’t know what has happened, and tries to force B to join in, threatening punishment if B doesn’t. B strikes out.

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A is a parent, B is his/her teenage child

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A and B are classmates

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© R. I . C.Publ i cat i ons A is a parent, B is his/her teenage child A iss ae sports teacher, B is a student • f o r r e v i e w p u r p o s o n l y • B has a number of household chores he/she is B has just received some news that has upset him/

A is a customer, B is a shop assistant

A and B are classmates

A has just entered the shop where B works. A has an item he/she bought recently from the shop that he/she claims is faulty. A asks for a refund. B refuses. In front of a large group of customers, A starts to argue with B.

A is sitting on the grass at school, writing an essay that is due at his/her next class. B races past and deliberately tramples on A’s work, ruining it. B laughs.

A and B are friends

A is a parent, B is his/her teenage child

A has been in trouble with a teacher for cheating. He/She believes that B was the one who told the teacher. B did not do it, but thinks that A got what he/she deserved. A confronts B.

A has grounded B for staying out past his/her curfew. B accepts the punishment, but then finds out that a big party is happening during the time he/she is supposed to be grounded. B pleads with A to be allowed to go. A refuses.

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Teachers Notes Indicator • Understands the meaning of violence and how it might be caused.

Discussion Points • What does violence mean to you? What sort of feelings does it bring to mind? • Ask the students to give their thoughts about road rage and other acts of violence. • Road rage is becoming more common. Why do you think this is? • Have you ever witnessed a violent act? What happened? (Take care.) • What do you think should be done to help prevent anger escalating with violence? • Do you think violence is ever justifiable? Why/Why not? • Debate ‘Violence is not the answer’ in groups.

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Teacher Information • The violence described on the following page occurred after a relatively minor incident. Use this point to discuss how anger can get out of control. • Ask students to collect newspaper articles about violence and discuss how the violence started and was dealt with.

violence noun 1. rough force in action. 2. rough or injurious action or treatment. 3. any unjust or unwarranted exertion of force or power, as against rights, laws, etc; injury; wrong; outrage. 4. a violent act or proceeding. 5. rough or immoderate vehemence, as of feeling or language; fury; intensity; severity. 6. a distortion of meaning or fact. Macquarie

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VIOLENCE When anger gets out of control, it becomes violence. Violence involves rough physical or verbal abuse and is usually unlawful. Road rage is one form of violence. í˘ą Read the newspaper article below.

Local Man Victim of Road Rage

when he reached a roundabout. Running late for an appointment, he failed to give way to a car on his right, nearly causing a collision.

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This man was seen speeding off after a case of â&#x20AC;&#x2DC;road rageâ&#x20AC;&#x2122;. If you recognise him please contact Crime Stoppers.

A 31-year old man is recovering in hospital after an enraged driver hit him with a shovel yesterday.

The driver of the other car flashed his lights and tooted his horn at Pete, who kept driving. He thought it was the end of the incident, but the driver had other ideas. â&#x20AC;&#x2DC;He drove up very close behind me and followed me for five minutes,â&#x20AC;&#x2122; said Pete. He describes what happened next as â&#x20AC;&#x2DC;terrifyingâ&#x20AC;&#x2122;. â&#x20AC;&#x2DC;We stopped at a set of traffic lights and the driver of the other car got out,â&#x20AC;&#x2122; said Pete. â&#x20AC;&#x2DC;He came to my window and starting

The man then spat on Pete, ran back to his car and drove off, leaving Pete lying in the road. Other drivers, who witnessed the scene, came to his aid. Pete was taken to hospital, suffering cuts and bruising to his face and head.

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â&#x20AC;&#x2DC;I was definitely in the wrong,â&#x20AC;&#x2122; said Pete, â&#x20AC;&#x2DC;but it wasnâ&#x20AC;&#x2122;t deliberate. I simply wasnâ&#x20AC;&#x2122;t paying attention and the other car narrowly avoided running into the side of my car.â&#x20AC;&#x2122;

screaming abuse at me. Then he opened my car door and roughly pulled me out. He had a shovel in his hand. Before I could react, he hit me across the face, causing me to fall to the ground.â&#x20AC;&#x2122;

Police say they are shocked by the incident and are interested in any information people may have. â&#x20AC;&#x2DC;We do not tolerate acts of road rage,â&#x20AC;&#x2122; said a police spokesperson. â&#x20AC;&#x2DC;We understand that drivers can get frustrated and angry, but violence is not the answer.â&#x20AC;&#x2122;

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The man, who has asked to be named as â&#x20AC;&#x2DC;Peteâ&#x20AC;&#x2122;, was driving along Baker Road in Bridgeman Hills

í˘˛ Describe the circumstances leading to the road rage incident

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í˘ś Imagine you are to make a speech with this title.Write points to support your argument.

í˘ł How would you have felt and reacted if you were the driver who was cut off at the roundabout?

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People often say â&#x20AC;&#x2DC;violence is not the answerâ&#x20AC;&#x2122;.

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í˘´ What kind of punishment do you think the violent driver should receive?

í˘ľ Is there any way the violence described in this article could have been prevented? Give reasons.

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Teachers Notes Indicators • Understands the meaning of peace. • Researches to find out about an organisation which promotes peace.

Discussion Points • What does it mean to live in peace? • Do we live in peace today? • What is a peacemaker? Have you ever had to ‘make peace’ between two people in conflict with each other? How did you succeed at making peace? • Peace takes action and communication. Discuss. • What do world leaders do to promote peace? • Discuss obstacles to peace, and how they could be overcome; e.g. different cultural values or beliefs. • Discuss peace demonstrations and what they achieve.

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Teacher Information • Teachers need to emphasise that peace requires action and communication. • Students could use their brainstormed words to help them write poems or stories about peace.

peace noun 1. freedom from war or hostilities. 2. an agreement between contending parties to abstain from further hostilities. 3. freedom from strife or dissension. 4. freedom from civil commotion; public order and security. 5. ease of mind or conscience. 6. freedom from mental disturbance. 7. state of being tranquil or serene. 8. quiet; stillness; silence.

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WHAT IS PEACE? â&#x20AC;&#x201C; 1 Peace is often thought of as a passive stateâ&#x20AC;&#x201D;a lack of war. But peace is a process which requires action to be created and sustained. Obstacles to peace include fear of the unknown or the unfamiliar. í˘ą Brainstorm words and phrases that describe what peace means to you. í˘˛ What kind of action could you take in each of the following places to help create peace? â&#x20AC;˘ your community

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â&#x20AC;˘ your school

í˘ł What kind of unknown or unfamiliar things do you think would hinder peace?

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â&#x20AC;˘ your classroom

ÂŠ R. I . C.Publ i cat i ons There are many international organisations that help promote peace by taking action. Some of these are: Association of World Citizens (AWC), Campaign â&#x20AC;˘ f or r ev i e w pu r p os eso nl y â&#x20AC;˘ Against Arms Trade (CAAT), Hague Appeal for Peace and the Human Shield Mission.

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Name of organisation: Based in:

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Year of origin:

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Examples of actions taken:

Based on what you have read, give your opinion of the ideas and the success of this organisation:

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Teachers Notes Indicators • Comprehends information about symbols of peace. • Designs a peace symbol. Teacher Information Ask students to research the peace symbols listed and discuss their history and origins. Discussion Points • Refer to page 80. • What kinds of images/shapes/colours represent peace to you? Why? • What kinds of images could represent action/communication/fear?

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to abstain from further hostilities. 3. freedom from strife or dissension. 4. freedom from civil commotion; public order and security. 5. ease of mind or conscience. 6. freedom from mental disturbance. 7. state of being tranquil or serene. 8. quiet; stillness; silence.

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peace noun 1. freedom from war or hostilities. 2. an agreement between contending parties

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WHAT IS PEACE? â&#x20AC;&#x201C; 2 Peace symbols have been used by people for thousands of years. Some common peace symbols are described below. The colour white is often used as a symbol of peace, innocence and truth. Waving a white flag means to declare peace or to surrender. Blue is sometimes viewed as the colour of peace as it is the colour of the sky and sea. The olive branch has been a symbol of peace since ancient times. It is seen on the flag of the United Nations and the flags of Cyprus and Eritrea.

r o e t s Bo r e p ok u S The rainbow is a sign of peace and hope for many cultures.

The Banner of Peace is a universal symbol.The inside circles represent either past, present or future surrounded by culture.

í˘ą Using an appropriate computer program, design your own peace symbol. You may use any of the ideas above or your own ideas. Your symbol must communicate that peace: â&#x20AC;˘ requires action â&#x20AC;˘ requires communication between people â&#x20AC;˘ eliminates fear of the unknown or unfamiliar

ÂŠ R. I . C.Publ i cat i ons Plan your design in the space below. â&#x20AC;˘f orr evi ew pur posesonl yâ&#x20AC;˘

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The ankh, an ancient Egyptian symbol, was adopted during the 1960s by hippies as a peace symbol. For the ancient Egyptians, the cross represented life and the circle represented eternity.

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The peace sign was probably first seen during World War II. It was widely used during the peace protests of the 1960s and 1970s.

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The white dove is a symbol for peace for many cultures and those of the christian faith.

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Bullying and Conflict Resolution 83

Teachers Notes Indicators • Comprehends information about the Nobel Peace Prize. • Researches a Nobel Peace Prize winner. • Works in a group to solve a problem. Teacher Information Further information about the Nobel Peace Prize can be found on the official Nobel Prize website: http://www.nobel.no/

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Discussion Points • What do you think should be the criteria for nominees for the Nobel Peace Prize? • Make a list of past winners of the Nobel Peace Prize and discuss what each person won it for. • Discuss the importance of awards for peace. • Find out about other international awards for peace and discuss.

Nobel noun Alfred Bernhard, 1833–96, Swedish inventor of dynamite and manufacturer of explosives; established Nobel prize awards. Nobel prize noun one of a number of prizes awarded annually from the bequest of Alfred Nobel for achievement during the preceding year in physics, chemistry, medicine, literature, and the promotion of peace; prize for economics added in 1969. Macquarie

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NOBEL PEACE PRIZE The Nobel Peace Prize is an international award which is presented annually to a person or organisation. In the words of Alfred Nobel, the inventor of the prize, the prize-winner should have â&#x20AC;&#x2DC;done the most or the best work for fraternity between the nations, for the abolition or reduction of standing armies and for the holding and promotion of peace congressesâ&#x20AC;&#x2122;. Some past winners of the Nobel Peace Prize include Martin Luther King Jr (1964), Mother Teresa (1979), the 14th Dalai Lama, Tenzin Gyatso (1989), Mikhail Gorbachev (1990) and Kofi Annan (2001).

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The winner of the Nobel Peace Prize is decided each year by a committee of five people from the Norwegian Nobel Institute.

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í˘ą Find a group of five people. Imagine you are the Nobel Peace Prize committee for this year and that the people listed above have been nominated to win the Nobel Peace Prize. Your task is to decide who you would award the prize to. Follow the instructions below.

Name of person: Position/Occupation: Country of origin: Contribution to peace:

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Each of you is to use resource materials to research one of the people above and make notes in the space below.

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í˘˛ Read your notes to the rest of your group. Discuss the merits of each of the candidates.

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í˘ł Decide who the Nobel Peace Prize should go to. Give reasons. Winner:

í˘´ Report your decision to the class. í˘ľ Imagine you are the winning person your group chose. On a separate sheet of paper, write an acceptance speech for the prize, detailing your work and your opinions on peace. R.I.C. Publications www.ricgroup.com.au

Bullying and Conflict Resolution 85

Teachers Notes Indicators • Comprehends information about war. • Discusses possible reasons for war. • Researches information about specific wars.

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Discussion Points • Do you think war is ever necessary? Give reasons. • Which present-day situations have resulted in war? • Can you think of any situations where war may be justified? What are they? • People take very strong views – both for and against – their country becoming involved in a war. This is especially true when the war is in another country. What are some ways both groups of people can peacefully let the government know how they feel? • Are there alternatives to all-out war? • If every weapon ever invented suddenly disappeared, would humans still have wars? • ‘The purpose of all war is peace.’ (Saint Augustine) ‘I know not with what weapons World War III will be fought, but World War IV will be fought with sticks and stones.’ (Albert Einstein) • Choose one of the above quotations: (a)Explain it in your own words. (b)Do you agree or disagree with the writer? Why? (c) Do you think the quote supports or opposes war? Explain your answer.

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Teacher Information War has been humanity’s inseparable companion throughout history. There are those who claim it will be forever thus, and those who claim equally strongly that people can rise above war. Wars have started for many reasons – clashes of faith or culture, greed, power struggles, political ideologies, attempts to overthrow oppression are just a few among many. But the end result, no matter how ‘victorious’ or ‘triumphant’ it may be, still carries with it a massive loss of lives, both military and civilian, widespread infrastructure destruction and, often, the dormant seeds of dissatisfaction which will lead to the next war. Conversely, the demands of war have led to some of our most important inventions, including jets and rockets, radar, sonar and even, ultimately, the computer.

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war noun 1. a conflict carried on by force of arms, as between nations or states, or between parties within a state; warfare (by land, by sea, or in the air). 2. a contest carried on by force of arms, as in a series of battles or campaigns. 3. active hostility or contention; conflict; contest. 4. armed fighting, as a department of activity, a profession, or an art.

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WHAT IS WAR? í˘ą Brainstorm words and phrases connected with war.

í˘˛ List situations or events that you feel are â&#x20AC;&#x2DC;warlikeâ&#x20AC;&#x2122;.

í˘ł Give an example of a war that ended with a treaty or peaceful solution.

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í˘´ Use the space below to research a conflict which resulted in war.

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Teachers Notes Indicators • Devises a list of human rights. • Prepares a speech about a human rights activist.

Discussion Points • Discuss the following questions about the invasion of rights with students: – Has anyone ever taken or touched your personal property? – Has anyone ever stopped you from going somewhere? – Has anyone ever hurt you for no reason? – Has anyone ever abused or ostracised you because of your ethnicity, faih or lifestyle? • Discuss that everybody has the right to feel safe and not to be bullied. In small groups, construct a list of rights for the classroom.What kinds of things may interfere with these rights? (Remember to stress that names of particular students should not be mentioned in whole-class discussions.).

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Teacher Information The students’ lists of rights should indicate some or all of the following: the right to feel safe at school; the right to be treated with respect and kindness; the right to express feelings and opinions; the right to work in an environment that has consistent, fair rules.

human rights plural noun those rights which are held to be justifiably claimed by any individual, especially rights of the individual against the state. Macquarie

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HUMAN RIGHTS The international global community has decided on basic human rights. These are outlined in the General Declaration of Human Rights. This list is set up to ensure countries and their people support the basic rights and freedom of all people. It contains rights such as: â&#x20AC;˘ Right to human dignity â&#x20AC;˘ Equality before the law â&#x20AC;˘ Right to education

â&#x20AC;˘ Right to privacy â&#x20AC;˘ Right to private property â&#x20AC;˘ Freedom of movement â&#x20AC;˘ Right to personal freedom â&#x20AC;˘ Freedom of thought, conscience and religion

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í˘ą Unfortunately, in many countries, not all of these rights are upheld. In your groups, brainstorm reasons why this might be.

í˘˛ Write a list of rights you feel should be upheld for the teachers and students at your school; e.g.â&#x20AC;&#x2DC;Teachers have the right to teach without being interruptedâ&#x20AC;&#x2122;. In the right-hand column, list any problems that may interfere with the stated right.

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There have been many people who have become famous for their fight for human rights, including Nelson Mandela, Mahatma Gandhi and Martin Luther King Jr. í˘ł Choose one of these people, or another human rights hero, and prepare a speech about his/her life. Include your opinions on the personâ&#x20AC;&#x2122;s beliefs and actions, his/her struggles and what he/she achieved. Deliver your speech to a small group or the class. R.I.C. Publications www.ricgroup.com.au

Bullying and Conflict Resolution 89

Teachers Notes Indicators • Understands the meaning of tolerance. • Brainstorms solutions to prevent hate.

Discussion Points • Discuss definitions of tolerant, intolerant, tolerable, tolerate etc. • Why is tolerance important? • Discuss the outcomes of intolerant behaviour in the community. • What could be achieved through a more tolerant society? • Brainstorm the names of famous people who have striven for peace through tolerance; e.g. Nelson Mandela etc. • Do you consider yourself to be a tolerant person? Why/Why not?

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Teacher Information Teaching students tolerance is also teaching them not to hate.Teachers can teach tolerance most effectively by modelling tolerant behaviour in the classroom and around the school.

tolerance noun 1. the disposition to be patient and fair towards those whose opinions or practices differ from one’s own; freedom from bigotry. 2. the disposition to be patient and fair to opinions which are not one’s own. 3. the ability to endure disagreeable circumstances. Macquarie

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TOLERANCE â&#x20AC;&#x201C; 1 Tolerance is the ability to accept differences among people such as religious beliefs, skin colour, culture, sexuality or disabilities. í˘ą Form a small group to complete the activities on this page. (a) Why might people find it hard to accept people who are different from them in the ways listed above?

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(b) Does tolerance mean we have to agree with someone elseâ&#x20AC;&#x2122;s beliefs? Explain.

A lack of tolerance can cause hate among different groups of people. Hate is often caused by a lack of understanding or fear.

í˘˛ Brainstorm words or phrases that you associate with the word â&#x20AC;&#x2DC;hateâ&#x20AC;&#x2122;.

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ÂŠ R. I . C.Publ i cat i ons What kinds things could av community country do to help overcome hate among groups of people? â&#x20AC;˘off o r r e i ewor ap ur p o se so nl yâ&#x20AC;˘

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Teachers Notes

Teacher Information • Further information on Elliott and her workshops can be found on the Internet by typing in ‘Jane Elliott’ or ‘blue-eyed experiment’ into a search engine. • After Elliott conducted her first experiments, her children were bullied and ostracised by their teachers, peers and parents of other students. Her father’s business also went bankrupt. • Many of Elliott’s former students have confirmed that her workshops make them more empathetic to and aware of the problems of racism. • For Question 5, teachers could try the following: move the ‘inferior’ students to the front of the class where they can be kept under close superstition; reprimand the ‘inferior’ students more harshly than the ‘superior’ children; set the ‘inferior’ students more difficult tasks; praise the ‘superior’ students and reward them etc. Some students may become upset or angry during this experiment, so teachers will need to consider beforehand how they will handle this.They may also like to shorten the suggested length of the experiment. A class discussion after the experiment is vital.

r o e t s Bo r e p ok u S Discussion Points • Why do you think Elliott’s experiment worked so well? • How did you feel when you were made ‘inferior’? • How did you feel when you were made ‘superior’?

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Indicator • Reads and comprehends information about intolerance.

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TOLERANCE â&#x20AC;&#x201C; 2

experiment, she will treat the brown-eyed children as superior. The children eagerly agree. The following day, Elliott tells her class that blue-eyed students are better, smarter and nicer than the brown-eyed students. She praises the blue-eyed children and awards them privileges such as extra time at recess. She makes the brown-eyed students wear collars that identify them as inferior, and forbids them to use the drinking fountain or play with the blue-eyed children. On the following day, she repeats the process, swapping the status of the children.

who are treated as though they are â&#x20AC;&#x2DC;betterâ&#x20AC;&#x2122; begin to enjoy their superior status and are cruel towards the â&#x20AC;&#x2DC;inferiorâ&#x20AC;&#x2122; children, who become dejected and upset. Even their schoolwork begins to sufferâ&#x20AC;&#x201D;just in the one day of this treatment. Elliott now conducts her experiment as a workshop on groups of adults to make people understand how it feels to be discriminated against. The â&#x20AC;&#x2DC;inferiorâ&#x20AC;&#x2122; adults are subjected to the same blatant discrimination as the original group of children were, with the same resultsâ&#x20AC;&#x201D;many participants report feeling dejected and powerless. Elliott makes the point in her workshops that all forms of hate or intolerance work in the same way.

r o e t s Bo r e p ok u S Very quickly, Elliott notices that her class of generally cooperative and caring children become cruel and discriminating. The students

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t is 5 April 1968 in a small town in Iowa, in the United States of America. Elementary school teacher Jane Elliott decides to teach her year three class an extraordinary lesson about tolerance. The day before, black human rights activist Martin Luther King Jr was assassinated because he spoke out about the racist treatment of minority groups. Elliott discusses Kingâ&#x20AC;&#x2122;s murder with her students. She wants her all-white class to understand how it might feel to be discriminated against because of the colour of their skin. She suggests they try an experiment. On the first day of the experiment, she will treat the blue-eyed children as though they are superior to the brown-eyed children. On the second day of the

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í˘ą Why did Elliott try this experiment?

í˘˛ Give your opinion of the experiment.

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í˘ł Elliottâ&#x20AC;&#x2122;s original students have been interviewed as adults and have confirmed that the experiment has made them more empathetic. Why do you think this might be?

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í˘´ Elliott says that â&#x20AC;&#x2DC;â&#x20AC;Ś all forms of hate or intolerance work in the same wayâ&#x20AC;&#x2122;. Do you agree or disagree with this statement? Give reasons.

í˘ľ Try out a form of this experiment in your classroom for just 30 minutes, led by your teacher.Write your feelings as you experience being both â&#x20AC;&#x2DC;superiorâ&#x20AC;&#x2122; and â&#x20AC;&#x2DC;inferiorâ&#x20AC;&#x2122;. Superior: Inferior: í˘ś One of Elliottâ&#x20AC;&#x2122;s former students has suggested that all schools should try this experiment. Do you agree? Why/ Why not?

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Bullying and Conflict Resolution 93

Teachers Notes Indicators • Understands the meaning of empathy. • Writes a diary entry from another person’s point of view.

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Discussion Points • What is the difference between sympathy and empathy? • Is it okay to ‘feel sorry’ for someone? • Can you think of a time when you empathised with someone you knew or heard about? • How do you feel when you watch or read about a news story (such as September 11 or the Bali bombings)? Even though you may not be affected personally by such an event, do you think about those who have been?

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Teacher Information • Some people are often quick to make fun of anything unfamiliar. Some students prefer to ridicule others rather than to empathise with them.This activity will help students to put themselves in the place of another person who is, possibly, less fortunate than themselves. • In groups, students can discuss the meaning of the word ‘empathy’. They can show their representation of the meaning by choosing one of the following: – Create a mask that displays the expression ‘empathy’. – Create a collage that shows ‘empathy’. – Write a poem about ‘empathy’.

empathy noun mental entering into the feeling or spirit of a person or thing; appreciative perception or understanding.

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EMPATHY í˘ą Read the diary entry below. Dear Diary A new girl has started at school. Her name is Keenan. She turned up in my English class last week. Some people have already started teasing her because her clothes are so out of fashion. They also look really old and worn. Iâ&#x20AC;&#x2122;ve noticed that Keenan keeps to herself. At lunchtime, she even sits with two younger kids who must be her brothers. Sheâ&#x20AC;&#x2122;s in the same classes I am, and every morning she is at least 10 minutes late. The teachers donâ&#x20AC;&#x2122;t seem to get too angry with her, though. They even ignore the fact that Keenan often falls asleep during lessons! The people sitting next to me donâ&#x20AC;&#x2122;t, though. They laugh every time it happens and sometimes throw things at her.

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í˘˛ What kind of person do you think the writer is?

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Yesterday, when Keenan arrived late as usual, I let her sit in the spare seat next to me. My friends gave me the strangest look and muttered comments under their breath, but I ignored them. Keenan didnâ&#x20AC;&#x2122;t say anything but after the class she smiled at me. I really think she needs someone to talk to. My friends arenâ&#x20AC;&#x2122;t going to like it much, but Iâ&#x20AC;&#x2122;m going to ask her if she would like to sit with us at lunchtime. I donâ&#x20AC;&#x2122;t know if sheâ&#x20AC;&#x2122;ll say yes, but itâ&#x20AC;&#x2122;s worth a try. í˘ł How would you describe the behaviour of the other people in the class?

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í˘´ Write what you think the word â&#x20AC;&#x2DC;empathyâ&#x20AC;&#x2122; means.

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Sometimes when we think someone is different from us, we make fun of their differences or ignore them rather than try to understand the person or consider their feelings. Showing empathy for others is a skill that we should all learn.

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í˘ľ Imagine that you are Keenan and you are writing in your diary.Write a diary entry that tells us a little bit more about your life and what is happening at your new school. Dear Diary

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Bullying and Conflict Resolution 95

Teachers Notes Indicators • Understands the meaning of high and low self-esteem. • Considers and describes his/her own general self-esteem. Teacher Information A healthy self-esteem can be encouraged in the classroom through drama games, praise, encouraging empathy among students and supporting the school bullying policy. Students are often bullied because they have low self-esteem. Discussion Points • Discuss people you know who have high self-esteem. Why do you think this is? • What are some causes of low self-esteem?

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self-esteem noun favourable opinion of oneself

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SELF-ESTEEM Your self-esteem indicates how you feel about yourself. We say that people have high self-esteem if they generally appear confident, and low self-esteem if they usually feel bad about who they are. There are many things you can do to raise your self-esteem.

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í˘˛ Rate your general self-esteem on the temperature scale below.

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í˘ą Ask a friend to make a list of positive words about you, then make your own list, focusing on what makes you feel good about yourself.

í˘ł Self-esteem can be enhanced in many ways. Some of these are listed below. Add your own suggestions of ways someoneâ&#x20AC;&#x2122;s self-esteem could be improved, then circle a number to show how well you think each one would work for you (5 is the best).

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í˘´ Find a small group. Read each of these scenarios and discuss how someone with low self-esteem and then high self-esteem might react to each.

You are at a party.You notice a group of people pointing and whispering at you. One person calls out a nasty comment about what you are wearing and the whole group starts laughing. Soon, it feels like everyone at the party is looking at you.

You are on a school camp. You are given the opportunity to try abseiling. You are very excited about it, although a bit nervous. Just before it is your turn, the boy behind you loudly tells you that you weigh too much to be able to abseil. The whole queue of students hears him. í˘ľ With your group, role-play the two versions of each of these scenarios. Think carefully about the body language and voice you use to portray each character.

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Bullying and Conflict Resolution 97

Teachers Notes Indicator • Considers situations in which moral decisions have to be made. Teacher Information Teachers may like to hold a class discussion after this activity is completed. Discussion Points • Have you ever made a decision to do something you knew was not right? What factors led you to this decision? How did it make you feel afterwards? • How can other people influence you to make bad decisions? • Is there more than one good solution for each situation?

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moral adjective 1. relating to or concerned with right conduct or the distinction between right or wrong. 2. concerned with the principles or rules of right conduct; ethical. 3. expressing or conveying truths or counsel as to right conduct, as a speaker, a literary work, etc.; moralising.

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CONFLICT WITH ONESELF Read each of the conflict situations below. Write how you think you would react, then write what you think is the best solution. Discuss your choices with a small group. B

B is talented at maths. He/She finds out that next year at school the maths classes will be split according to ability and his/her friends will be in the ‘middle’ class, while B will be put in the ‘top’ class, along with some very unpopular ‘brainy’ students. B has a chance to do poorly on the next maths tests to ensure this won’t happen.

If I were A I would

If I were B I would

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Best solution:

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Every Friday night, A’s parents expect him/her to go with them for a family night with his/her aunties, uncles and grandparents. A has always gone, but recently, he/ she would prefer to stay at home or see friends. A is particularly tired of the relatives asking him/her personal questions.The family night is important to A’s parents.

Best solution:

C is at a friend’s older brother’s party. C is offered a cookie and told that ‘it has more than flour and egg in it’. Everyone at the party is watching.

D tells his/her parents that he/she is going to the movies but instead goes out driving with a group of friends. The car D is in breaks down and the group is stranded on a lonely stretch of road in the dark. D is the only one with a mobile phone.

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E’s sister tells E that she has a secret. E promises not to not tell anyone. She tells E she may be pregnant and doesn’t know what to do. E feels that he/she should tell their parents, but they are religious and will be extremely upset. If I were E I would

Best solution:

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Teachers Notes Indicators • Considers the importance of being kind to others. • Plans a ‘kindness’ campaign that could work at his/her school.

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Discussion Points • How does it feel to be kind? To be mean? • How does it feel when someone is being kind to you? • How can you be kind to yourself? Is this important? • ‘It is better to give than to receive.’ Discuss. • If everyone made a better effort to be kind to each other, would bullying exist? Discuss.

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Teacher Information Thinking of and doing acts of kindness helps to promote a positive, caring atmosphere in a school. When kindness is addressed by the whole school, the students will become more aware of others who are not being kind or those who are experiencing unkind words or acts. Negative acts such as bullying will be tolerated less as ‘acts of kindness’ become second nature. Focusing on something simple, such as manners, can be a good way to begin acts of kindness in a school or classroom.

kindness noun 1. the state or quality of being kind. 2. a kind act. 3. kind behaviour. 4. friendly feeling or liking. Macquarie

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KINDNESS Performing kind acts and receiving kind acts can both make you feel good. í˘ą Think of someone you know whom you would describe as kind.What does that person do that makes him/her kind?

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í˘˛ Add more kindness acts you could try to the list. Include an act of kindness you could do for someone younger than you and one for someone older than you. â&#x20AC;˘ Invite a new student at your school to eat lunch with you and your friends.

â&#x20AC;˘

â&#x20AC;˘ â&#x20AC;˘ â&#x20AC;˘

í˘ł Write an apology to someone you have hurt.

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â&#x20AC;˘ Make a present for someone who needs cheering up.

í˘´ How could acts of kindness be promoted at your school? Describe a campaign that you think might work. Include details of what resources would be needed, how you would structure the campaign and how you would persuade people to perform kind acts.

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Bullying and Conflict Resolution 101

Teachers Notes Indicators • Understands the meaning and value of self-discipline. • Considers what self-discipline could help him/her achieve. Teacher Information Teachers may like to invite inspirational guest speakers who have achieved their goals through self-discipline to talk to the class. Speakers who are close in age to the students would be ideal.

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self-discipline noun discipline and training of oneself, usually for improvement. Macquarie

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Discussion Points • ‘Practice makes perfect.’ Discuss. • Discuss intrinsic motivation and its value. • Discuss the most common career goals students have and what they need to do to achieve them.

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SELF-DISCIPLINE í˘ą Read the following personal accounts about self-discipline. I started playing the violin when I was in high school. It wasnâ&#x20AC;&#x2122;t a very cool instrument to play, but once I started I loved it so much that I was willing to overlook the teasing I received. As I got more serious about a career in music, I practised for at least an hour a day. On the days I didnâ&#x20AC;&#x2122;t feel like practising, I would listen to a violin CD and remind myself of what I wanted to achieve.Then I would make myself play. I would start with an easy piece of music first to boost my confidence. I sometimes had to give up going out with friends because of lessons or exams. But the self-discipline was worth it. Now I am a member of a famous symphony orchestra, and I tour the world.

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When I was a kid, football was just for fun. I trained once a week and played in matches on the weekends.When I decided to become serious about football, however, things changed.Training now takes hours a week and I also work on my fitness in my own time. I often have to give up going out with my friends or spending time with my family. Some matches I play well in, and others I donâ&#x20AC;&#x2122;t, but, with the help of my coach, I am always working to improve my skills. This can sometimes mean a lot of repetition! When I get bored, I focus on what I want to achieve. I really want to play for an AFL team one day, and I know it will take continued self-discipline to achieve my dream.

í˘˛ Use the ideas from the accounts and your own ideas to answer these questions.

(a) What are some difficulties people may have to overcome to be self-disciplined?

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Difficulties I will need to overcome:

í˘´ Use the Internet or other resources to research a person who is famous for his/her contribution to the arts, sport or science. Briefly describe how self-discipline helped to achieve his/her goals.

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Teachers Notes Indicators • Understands some causes of stress. • Considers the effect of stress on his/her own life. • Considers some ways to cope with stress.

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Discussion Points • Brainstorm common causes of stress for teenagers and adults. • What situations cause you the most stress? Have these changed as you have grown older? • What are some common ways people show stress? • How could you help someone who is stressed? • Discuss the importance of relaxing and ‘chilling out’.

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Teacher Information • Some common causes of stress for teenagers include schoolwork, examinations, moving house, changing schools, family financial problems, arguments with peers, parental divorce or separation, death of a loved one and puberty. • Poorly managed stress can lead to anxiety, drug or alcohol abuse, withdrawal, aggression or illness.

stress verb 1. to lay stress or emphasis on; emphasise. 2. to subject to stress or strain. 3. importance or significance attached to a thing, emphasis. stress out, Colloquial a. to subject to stress. b. to feel extreme stress. Macquarie

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COPING WITH STRESS Suffering from stress means to feel anxiety and tension. Situations that we perceive as difficult, dangerous or painful can all cause stress. Most of us regularly feel stress in some form. A certain amount of stress does us no harmâ&#x20AC;&#x201D;in fact, if we felt no stress, nothing would get done! However, if people let stress overwhelm them, it can cause physical illness. í˘ą What makes you feel stressed?

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í˘˛ How do you show stress?

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í˘ł How well do you feel you cope with stress?

í˘´ Below are some things you can do to decrease stress. Add three more things you could do. â&#x20AC;˘ â&#x20AC;˘ â&#x20AC;˘ â&#x20AC;˘ â&#x20AC;˘ â&#x20AC;˘ â&#x20AC;˘

Exercising and eating regularly and healthily Doing things you find relaxing Breaking tasks that seem impossible into smaller steps Talking to someone about your problems Replacing negative thoughts about yourself with positive ones

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â&#x20AC;˘ What is causing the stress? â&#x20AC;˘ How is each person showing stress in each of these situations? â&#x20AC;˘ How would you suggest each person copes with the stress he/she feels? Why?

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í˘ľ Read the scenarios below with a partner. Discuss the following questions:

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Christineâ&#x20AC;&#x2122;s grandfather has died suddenly. She feels very upset. Her mother takes the news particularly badly and seems unable to cope. She often sits at home and cries. Christine has to look after her younger brothers as well as studying. She starts to speak abruptly to her friends and her skin breaks out. She refuses to talk about her grandfatherâ&#x20AC;&#x2122;s death with anyone. Rowan is getting ready to go to a party. There will be a lot of people there he doesnâ&#x20AC;&#x2122;t know and he is worried about making a fool of himself. His palms are sweaty and his knees feel shaky. He keeps telling himself he is going to do something stupid.

Julia is about to start an important English exam she has been worried about all week. The first question doesnâ&#x20AC;&#x2122;t make sense to her. She suddenly feels like she canâ&#x20AC;&#x2122;t breathe and that she is going to burst into tears. She tries to write an answer, but her pen is shaking too badly. Julia slams down the pen and runs out of the room. Kyleâ&#x20AC;&#x2122;s family are getting ready to move to a different state. Kyle doesnâ&#x20AC;&#x2122;t want to leave his house, his friends or his school. He constantly speaks angrily to his parents and spends hours alone in his room. He considers running away.

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Bullying and Conflict Resolution 105

Teachers Notes Indicators • Understands the meaning of forgiveness. • Considers his/her own experiences of and opinions about forgiveness.

Discussion Points • What are the positive effects of forgiving someone? • Should you forgive someone of everything? • Can forgiving someone ever be a negative experience? Why? • Have you ever asked someone to forgive you? Was it successful? Why/Why not? • What kind of language should be used to: – ask someone for forgiveness? – tell someone he/she is forgiven? • Do you think that forgiving someone should have conditions put upon it?

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Teacher Information Teachers may like to point out that forgiveness is a basic tenet of most religions and ask students why they think this is.

forgiveness noun 1. the act of forgiving. 2. the state of being forgiven. 3. disposition or willingness to forgive. Macquarie

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FORGIVENESS Most of us find it difficult to forgive someone for hurting us or letting us down. But people who refuse to forgive others end up feeling bitterâ&#x20AC;&#x201D; sometimes for a very long time. Forgiveness can be positive for both sides of a disagreement, providing a sense of â&#x20AC;&#x2DC;letting goâ&#x20AC;&#x2122;. í˘ą Why is it so difficult to forgive someone who has treated you badly or let you down?

r o e t s Bo r e p ok u S Forgave

Did not forgive

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í˘˛ Describe a time when you have forgiven someone, then a time when you have not. List your feelings about each situation.

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Feelings

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í˘´ Is there anything you would find difficult to forgive? Why?

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í˘ľ Compare your answer with the rest of the class. List the five most common answers.

í˘ś Do you think it is possible to â&#x20AC;&#x2DC;forgive but not forgetâ&#x20AC;&#x2122;? Explain.

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Teachers Notes Indicators • Understands some ways to deal with criticism. • Considers his/her own responses to criticism.

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Discussion Points • How can we distinguish between constructive criticism and criticism intended just to hurt (bullying)? • What are teenagers often criticised for? Do you think this is fair? • Describe some critical comments you have received that have helped you. • Discuss the students’ answers to Question 3. • What are the best ways to respond to criticism?

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Teacher Information • We are all subject to criticism and react to it in different ways. Students should be encouraged to find a balance between automatically dismissing criticism aimed at them and becoming upset every time someone makes a critical comment about them. Following the tips described on the following page is a good place to start. • Emphasise to students that realistic criticism can be just as hurtful as unrealistic criticism, but should be seen as a learning opportunity. • Make students aware that some criticism is simply bullying and they should not put up with this.

criticism noun 1. the act or art of analysing and judging the quality of a literary or artistic work, etc. 2. the act of passing judgment as to the merits of something. 3. the act of passing severe judgment; censure; fault-finding. 4. a critical comment, article, or essay; a critique.

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DEALING WITH CRITICISM Everyone has to deal with criticism sometimes, and we all react differently, depending on our sensitivity to the subject of the criticism, who is criticising us and how we feel about ourselves. Sometimes criticism can be helpful, sometimes it can be damaging. Some tips for dealing with criticism. â&#x20AC;˘ Wait before you react to any criticism. Often our feelings are hurt by criticism and that can tempt us to react aggressively. â&#x20AC;˘ If the criticism is realistic or constructive, you should accept the criticism calmly and be willing to learn from it.

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â&#x20AC;˘ Constructive criticism can help us to change and grow.

â&#x20AC;˘ If the criticism is unrealistic or hurtful, ask for more information to see if there is some misunderstanding. If not, you can respond assertively by saying something like â&#x20AC;&#x2DC;You are allowed to have your opinion, but I donâ&#x20AC;&#x2122;t agreeâ&#x20AC;&#x2122;. Donâ&#x20AC;&#x2122;t put yourself down.

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aggressively â??

assertively â??

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At a party, one of your friends loudly criticises what you are wearing, saying it is not good enough for a party. You like what you are wearing and you feel it is appropriate for the occasion.

passively â??

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í˘ą Make a list of common things people of your age group are criticised for.

Your little sister has just had a birthday party. You deliberately said something mean about her in front of her friends. She is upset. Your parents criticise your behaviour.You are sorry for what you did.

You learn the piano and you have practised hard all week. However, at your lesson, you make lots of mistakes. Your teacher criticises you for your lack of work.

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Teachers Notes Indicators • Understands the value of perseverance. • Researches a famous person who has persevered to achieve a goal.

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Discussion Points • Discuss the famous people whom students have researched. • Describe people you know personally who have shown perseverance. • What can perseverance help us to achieve? • How can you motivate yourself to persevere with something difficult? • What is frustration? How can people overcome it?

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Teacher Information • There is a large amount of information about Stephen Hawking on the Internet. Try typing his name into a search engine. • Find some famous quotes about perseverance and display them in the classroom or discuss with the students; e.g. ‘Victory belongs to the most persevering’ (Napoleon Bonaparte); ‘I have nothing to offer but blood, toil, tears and sweat’ (Winston Churchill); ‘To persevere, trusting in what hopes he has, is courage in a man’ (Euripides).

perseverance noun steady persistence in a course of action, a purpose, a state, etc. Macquarie

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PERSEVERANCE To persevere with something means that you show the commitment, patience and endurance to keep trying, even if you initially fail. One of the most difficult things about persevering with something is overcoming frustration. People show perseverance in many ways. You may give up watching television to study, save money to buy something special or overcome a disability to achieve something difficult.

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í˘ą Write words you associate with perseverance.

í˘˛ Describe how you or someone you know has shown perseverance.

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One person who has shown amazing perseverance is the famous physicist Stephen Hawking. Hawking is afflicted with Lou Gehrigâ&#x20AC;&#x2122;s disease, a progressive disease which affects muscle control. He uses a wheelchair and speaks through a voice synthesiser. This has not stopped Hawking from achieving. He has written best selling books, is a professor of mathematics, regularly holds lectures, has appeared on television and in movies and has won the Albert Einstein Award (the most prestigious award for theoretical physics). He is best known for his discovery that black holes emit radiation. This has made it possible for people to conduct detailed studies of black holes.

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í˘ł Give your opinion of Stephen Hawkingâ&#x20AC;&#x2122;s perseverance.

í˘´ Research one of the following famous people or one of your own choice.Write a report on his/her perseverance in the space below.

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Helen Keller (author), Itzhak Perlman (musician), Albert Einstein (scientist), Martin Luther King (human rights activist), Lance Armstrong (professional bike rider), Charles Perkins (Aboriginal activist), Kay Cottee (yachtist), J K Rowling (childrenâ&#x20AC;&#x2122;s author), Susan B Anthony (womenâ&#x20AC;&#x2122;s rights activist), Robert de Castella (marathon runner)

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Teachers Notes Indicator • Considers the value of honesty. Teacher Information Before the students complete the activities, ask them how hard they find it to be honest and what sorts of things they have been dishonest about. Discussion Points • How do you feel when you are honest but no-one believes you? • Why do some people lie more than others? • Discuss dishonesty in advertising and whether this is acceptable.

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honesty noun 1. the quality or fact of being honest; uprightness, probity, or integrity. 2.

Macquarie

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truthfulness, sincerity, or frankness. 3. freedom from deceit or fraud. 4. a herb, Lunaria annua, with purple flowers and a persistent satiny septum to the fruit. 5. Archaic chastity.

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HONESTY Answer these questions in a small group. í˘ą It is often said that â&#x20AC;&#x2DC;honesty is the best policyâ&#x20AC;&#x2122;. Imagine you are listening to a debate on this topic. Write notes you think each team might make.

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í˘˛ How valued is honesty in our society? How much do the people in your group value honesty?

í˘ł The famous playwright William Shakespeare wrote:â&#x20AC;&#x2DC;What a tangled web we weave, when first we practise to deceiveâ&#x20AC;&#x2122;. What do you think he meant by this? Do you agree? Give an example.

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í˘ľ How do you feel when you are caught lying?

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í˘´ How do you feel when you lie?

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í˘ś Often, people tell â&#x20AC;&#x2DC;white liesâ&#x20AC;&#x2122;. What is a white lie? Do you think they are acceptable?

í˘ˇ How do people treat others who have a reputation for being dishonest?

í˘¸ Teenagers often have a reputation for being dishonest. Do you think this is fair? Why/Why not?

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Teachers Notes Indicators • Considers his/her responsibilities. • Discusses his/her feelings about responsibility. Teacher Information The questionnaires could be discussed in a class or small-group situation.

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responsibility noun 1. the state or fact of being responsible. 2. an instance of being responsible. 3. a particular burden of obligation upon one who is responsible. 4. something for which one is responsible. 5. ability to make debts or payments. Macquarie

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Discussion Points • How do your responsibilities compare with others in your class? • Do you think that any of your responsibilities are unfair? Why? • Describe a responsible person. • Describe an irresponsible person. • What kinds of responsibilities do you consider to be adult ones?

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RESPONSIBILITY Complete the questionnaire. Compare your answers with other students in your class. í˘ą List your responsibilities in each of the following areas. School /Work

Home/Family

í˘˛ Which of these are your most important responsibilities? Why?

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Community

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í˘´ What responsibilities are you most looking forward to as you get older?

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í˘ł Name some consequences of shirking your responsibilities.

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í˘ľ What responsibilities are you least looking forward to as you get older?

í˘ś Do you feel you have

too many responsibilities? â??

just the right amount? â?? not enough? â??

Expand your answer.

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Teachers Notes Indicators • Understands the meaning of trust. • Considers who they can trust. • Prepares a role-play with the theme of ‘trust’.

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Discussion Points • Is it ever necessary to break someone’s trust? Give examples. • How can trusting someone cause problems? • How can someone build up trust with someone else? • Discuss occupations that people frequently consider to be untrustworthy/trustworthy and the reasons why they do. • Should we always trust people in positions of power? Why/Why not?

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Teacher Information If appropriate, teachers could discuss with students how trusting someone they don’t know well can lead to problems; e.g. molestation, forcing you to do something you don’t want to etc.

trust noun 1. reliance on the integrity, justice, etc., of a person, or on some quality or attribute of a thing; confidence. 2. confident expectation of something; hope. 3. confidence in the ability or intention of a person to pay at some future time for goods, etc.; credit. 4. one on whom or that on which one relies. Macquarie

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Trust Answer these questions. í˘ą What is trust?

í˘˛ Name three people you trust and their relationship with you. Person

Relationship

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í˘´ How might a person gain someoneâ&#x20AC;&#x2122;s trust?

í˘ľ Has someone ever broken your trust? How did it make you feel? How did it affect your relationship?

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í˘ł What does it mean to be trustworthy?

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í˘ś Have you ever broken someoneâ&#x20AC;&#x2122;s trust? Why?

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í˘ˇ Find a partner. Using both of your answers, prepare a role-play with the title â&#x20AC;&#x2DC;Trustâ&#x20AC;&#x2122;.Your role-play needs to have an element of drama; for example, misguided trust, someone mistakenly thinking that someone else has broken their trust etc. Write any further notes you need below.

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