ANTI BULLYING STRATEGIES KNOWLEDGE, DEVELOPMENT, CONTROL OF POSITIVE / NEGATIVE EMOTIONS OBSERVANCE OF RULES EDUCATION TO THE LEGALITY AND INTEGRATION TALES AND DRAMATIZATION / PUPPETS AND MASKS TALES AND DRAMATIZATION / PUPPETS AND MASKS (AS A CONTINUITY PROJECT TOO) PROJECT “GIOVANI"GIOVANI (“YOUNG PEOPLE”) Games and Sports TOKEN ECONOMY ON WALL POSTER ABOUT THE THEME KNOWLEDGE AND RESOURCES OF DIFFERENT CULTURES

The project starts from the consideration that our way of thinking has a great influence on our own behaviours. The fairy tales deal with important themes for the developmnent of the children:  Overcoming the fear of rejection and derision  Socializing with others  Dealing with responsibilities at school and not only.

Pupils of the II class of the Primary School A short anticipation ot the tale’s content Reading Discussions and reflections Possible dramatization, drawings, games,…..  The fear of others’ judgement  Thinking things have to go as I want  The fear of others’ rejection  Self-esteem  Me, my body and food  The fear of something  Facing the engagements, postponing and avoiding  The excesses of being perfect

READING A pupil’s grandmother reads a tale sitting in circle with the children.

MIME AND DRAMATIZATION AND GAMES The children mime movements, expressions and play different roles in little dramatizations

The project starts from the consideration that in our school there is a great number of foreign pupils and of Italian pupils belonging to the Rom culture. SPORT BECOMES A MEAN FOR:  accepting the differences and increasing the value of personal and cultural identities  living the joyful experience to be together without the anxiety for the victory and the success.

Pupils of the II – III –IV - V classes of the Primary School (Foreign, Rom and Italian ones) Activities for discovering differences: -Simulation Games -Games from foreign countries -Mimic gestural games Activities used to get in the shoes of another, of knowledge and exchange: -Conversations and verbal communication before and after the activity -Self – evaluation -organization and evaluation of game strategies in collaboration  Giving children the opportunity to live the mutual knowledge in the respect of their own identity.  Developing a correct concept of competition  Making pupils discover their own sporting ability  Self-esteem  Offering recreational sporting activities to pupils without other possibilities (foreign and rom children)

ACTIVITIES FOR THE SELF- KNOWLEDGE AND FOR HAVING CONTACT WITH YHE WORLD AROUND Through the movement children become aware of their own body and then they are able to have a surer relationship with the world around Conversations and verbal communication before and after the activity Activities used to get in the shoes of another, of knowledge and exchange

The prevention program became necessary due to the increase in the number of young people consuming drugs and alcohol and who are forced to deal with behavioral problems, usually associated with personality disorders (delinquency, teenage pregnancy, serious deseases, like AIDS and HIV, school failure, inability to face the problems of life, and so on)

Children of the 3 rd class of the Primary School MEETINGS:  1 presentation of the project to the families  9 group activities with pupils  1 final meeting pupils + parents SPACE: Envinroment outside the classroom IMPROVING BEHAVIOUR INCREASE Obedient behaviour Relationship capability School performance DECREASE Clear and latent aggression Hyperactivity Shyness Depressio

CONTENT The following topics have been carried out in each meeting: Development of “social skills”, like listening and talking How to get positive behaviors How to say “no” to stay out of trouble Communication: how to improve social relationship Knowing alcohol and drugs: how to solve problems Development of coping skill 1: how to recognize feelings Development of coping skill 2: how to face criticism Development of coping skill 3: how to manage anger

The project starts from the consideration that Self-regulation is an essential skill for the acquisition of children’s autonomy. The development of the self-regulation is based on educational strategies, which consider the grateful experience as the starting point of a positive behavior modification essential for a meaningful Learning Process.

 Developing an individual sense of self – regulation in every pupil of the class  Offering grateful experiences as starting point for modifying uncorrect behavior  Let children experiment with alternative behaviors (apologize, wait your own turn....) Children of the I class of the Primary School First Step: unstructured observations in order to establish specific goals to work on Second step: define at least four rules which pupils have to respect during the school day. Each student, who has observed the rules, will receive a stamp of Ben Ten as a reward.

RULES Raise your hand before speaking and respect your turn Respect your friends without being aggressive Be quiet and pay attention in classroom During the recreation: eat, tidy up and then play FINALLY… The children and the teacher have arranged a box full of little toys; after collecting 7/8 stamps every child will receive one of them. REWARD