Bullying Prevention Heather Long Kayla Weems Nicole Massafaro Deandra Downey

Standard # 3 Learning Environment The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation. Name of Artifact: Bullying Prevention Date: July 19, 2014 Course: Education 240 Brief Description: For this assignment, I developed a prevention plan against bullying. This power point shows different resources and techniques I will use as a future educator. In this power point, I include state standards and resources for preventing bullying. Rationale: To document my understanding of standard # 3, I chose to include resources, activities, rules, and an assessment. This assignment shows my ability to organize a prevention plan for the students. The knowledge I gained from my many different resources is shown in this power point.

Bullying Definition  Bullying is aggressive behavior that is intentional and that involves an imbalance of power or strength. Typically, it is repeated over time. A child who is being bullied has a hard time defending him or herself. Bullying can take many forms, such as hitting or punching (physical bullying); teasing or name calling (verbal bullying); intimidation using gestures or social exclusion (nonverbal bullying or emotional bullying); and sending insulting messages by (cyberbullying).

Bullying Prevention Activities  Ice Breaker activity p.6  The Name Train  The M & M questionnaire  The Bullying Thermometer p.10  Bullying what is it? P.17 

Classroom Rules  Use positive language  Listen carefully  Treat others the way you would want to be treated  We will not put others down  We will include everyone so that no one will be left out  Keep hands and feet to ourselves  Have fun

Assessment  Beginning and middle of the year surveys that are anonymous, given to students, staff, and outside community workers.  Measures how students feel bullying is being handled, if rules are being enforced consistently and fairly, and those who think cyberbullying is a problem, and how it compares to teachers results.  Tells:  The severity and frequency of bullying.  Where and when bullying occurs  How students feel about reporting info to adults, and how they feel about other students doing so.  How wrong they and their peers think certain behaviors are.  How comfortable they are interacting with kids from different racial/ethnic backgrounds.

Resources  Assess the School/Community Climate. Assess the School/Community Climate. Retrieved July 20, 2014, from  Kentucky State 4-H Teen Council. ( ). Retrieved from uky.edu: