Don t laugh at me program

When you use this curriculum you will be teaching core social and emotional learning SEL competencies to young people such as respect, communication and active listening, perspective taking, creative conflict resolution, appreciation of diversity, and the healthy expression of feelings. A caring, respectful community functions with a sense of clearly shared purpose, ideals, and vision, as if each individual were a gear operating in a well orchestrated and integrated machine. Because we can see how our individual accomplishments contribute to the whole, a sense of pride and belonging is nurtured, self-efficacy is fostered, and we feel invested in the shared—as well as individual—outcomes of the community.

Each person, and the whole community, feels empowered. These are values we all hold for the students we serve, for their families, and for ourselves within the school community, and can serve as a guide to decision making at the school and classroom level. Each theme and lesson builds on those that happen earlier in the sequence creating a cohesive flow and logical path from introduction to conclusion.

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What would they say? How would they look? Give students a minute each to share their ideas with their partners. Ask for a few volunteers to share with the large group. Write their responses on and around the orange circles you have taped on the chart.

Give students a few minutes to discuss all the ways that someone on the Outer Edge could respond to the bullying they are witnessing. Then give each group two green circles, two red circles and some markers. On each of the red circles students write one choice that supports the bullying incident. On the green circles, students write one choice that would help stop the bullying and help the person being bullied.

Supporting the bullying can be mimicking the bullying, encouraging , laughing, or just being in physical proximity to the person who is bullying, or saying nothing. Show this video made by students about how standing up in one small way can make a big difference.

Have students draw a picture of themselves on a surfboard in the ocean. Post the Waves of Kindness around your room. How does it make her feel? What would you do if you were Sally? What do you think of how she handles the situation? Tape green and red circles on the Outer Edge before beginning the lesson. Emphasize to younger students the importance of reporting bullying incidence to adults. Younger students will have difficulty distinguishing bullying from conflict, but noticing when someone is being treated unkindly will be the task.

Prepare four areas of your room with the following questions. After 2 minutes, ask the groups to rotate to the next station. The four questions are:. Have students do an opinion continuum in response to the prompt: Do you think having a pledge in our classroom about standing up for each other would work? K-5 Literacy: Have students write poems about bullying. Encourage students to write from different points of view aggressor, target, etc. With younger students, write a poem together as a class.

Bates series, Joshua T. Bates, Trouble Again Random House, by Susan Richards Shreve, is a good chapter book to discuss standing up to bullies with grades Also use the book as a launching point to discuss the effects of peer pressure on our behaviors.

Ask: Has there ever been a time that you did something like make fun of another kid, just to fit in? Use the book King of the Playground by Phyllis Reynolds Naylor to further discuss how to respond to bullies. Give students an area of the school to focus on for one week.