building safe and respectful communities: child’s voices in discussing and changing bullying...
TRANSCRIPT
![Page 1: Building safe and respectful communities: child’s voices in discussing and changing bullying behaviours in their world Session Two Kylie Smith](https://reader035.vdocuments.site/reader035/viewer/2022071709/56649f4f5503460f94c7137e/html5/thumbnails/1.jpg)
Building safe and respectful communities: child’s voices in discussing and changing bullying behaviours in their
world
Session Two
Kylie Smith
![Page 2: Building safe and respectful communities: child’s voices in discussing and changing bullying behaviours in their world Session Two Kylie Smith](https://reader035.vdocuments.site/reader035/viewer/2022071709/56649f4f5503460f94c7137e/html5/thumbnails/2.jpg)
Session 2 overview
• Reflecting on what is happening in your classroom
• Reflecting on bullying policiesBreak (11.00 - 11.15)• Explore strategies for talking with children• Planning the next part of the journey
CEIEC2007
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Reflecting on what is happening in your classroom
Talk to one or two children individually: • Ask them to draw a picture of their friends or the
people they play with.• Ask the children:
- Who are your friends? - Who do you play with? What games do you play with them?- Who do you never play with and why?- Who would you love to play with but never get to? Why don’t you get to play with that person?
CEIEC2007
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Pilot reflection pointPilot reflection point Name:Name:
• What did you learn from the children’s drawings?
• What did you learn by asking the children these questions?
CEIEC2007
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Pilot reflection pointPilot reflection point Name:Name:
• Were there any surprises for you in this conversation?
• Did the conversations create a different image of what is happening in the classroom?
CEIEC2007
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Pilot reflection pointPilot reflection point Name:Name:
• Who was included and why?
• Who was excluded and why?
CEIEC2007
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The image of the child
Innocent child Child as participant Child as citizen
• The child has valid and important knowledge about the world that is different not inferiorto adults.
• The child is strategic and political.
• Identity is multiple, contradictory,and dynamic, never complete orfixed (Hughes & MacNaughton,2001).
• The child is sponge or free agent where identity formationis a passive process.
• The child needs to be sheltered and protected
• The teacher provides information and experiences that provide the ‘right’ messages for the children.
• The child can share his/herunderstandings when askedor prompted by the teacher.
• Scaffolding children’s learning.
•The child can and will change behaviours when provided alternative knowledge or behaviours.
• Consensus on what are fair And respectful behaviours can be agreed.
CEIEC2007
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Pilot reflection pointPilot reflection point Name:Name:
• What is your current image of the child?
CEIEC2007
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Strategies for exploring bullying
• Persona doll stories• Photography• Art• Drama• Music• Conversations
CEIEC2007
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Bullying and Behaviour Guidance Policies
• Regulatory and Accreditation Requirement.
‘Politically, anti-bullying initiatives are actions designed to remedy a problem. Ideally, these initiatives are implemented, in part, to alleviate the anxiety of parents, students, and school staff about youth violence that are fueled by media preoccupation and exploitation. In short, such media incite moral panic about youth violence. In knee-jerk response topressure to “do something” about bullying, administrators refer to anti-bullying initiatives and so called Zero Tolerance policies as evidence that all children are safe at school’ (Walton, 2005: 69).
CEIEC2007
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Pilot reflection pointPilot reflection point Name:Name:
• Why was your bullying or behaviour guidance policy?
• How developed the policy?
CEIEC2007
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Pilot reflection pointPilot reflection point Name:Name:
• When was it developed?
• Has it been reviewed? If yes when and with who?
CEIEC2007
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Pilot reflection pointPilot reflection point Name:Name:
• How is your bullying or behaviour guidance policy currently used?
• What works and what doesn’t work?
CEIEC2007
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Pilot reflection pointPilot reflection point Name:Name:
• What image of the child is reflected in your policy?
• How might the policy look different if you used a different image of the child?
CEIEC2007
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Bullying Policies reflecting Bullying Policies reflecting children as citizenschildren as citizens
• Examining structures of power and privilege.
• Who is included and excluded?
• Teachers subjectivities.
• Examine cultural, social, political and historical constructions of identity - particularly sexualities - masculinities
CEIEC2007
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Questions to consider
• How many ways are there to understand bullying?
• How can children take responsibility for the choices they make?
• How does your image of the child effect how you speak and act?
• What are your bottom lines?
CEIEC2007
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Pilot reflection pointPilot reflection point Name:Name:
Continuing the journey:
• What is one question or niggle that you have about bullying that your would like to explore?
CEIEC2007
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Pilot reflection pointPilot reflection point Name:Name:
• What is one action that you will/can change tomorrow about how you work with bullying behaviours?
• What strategies will you use?
CEIEC2007
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Pilot reflection pointPilot reflection point Name:Name:
• Who will you need to talk to?
• What resources will you need?
• What support will you need?
CEIEC2007
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What next?
• Look out for an e-bulletin.• Next session - Wednesday 9
May, 9.30-12.30
• Contact me if you need help at [email protected] or 8344 4084
Session 2 - Where to next? Share and reflect on the action you have taken .Reflect on your findings and questions.
CEIEC2007