1. Anti Bullying Workshop
By Miss Sygrove and Miss Maulo

2. Ice breaker game
Walk around the room and pay a compliment to as many people as possible.
You have 2 minutes...
When you hear the bell, go back to your places.

3. You have 2 minutes... Feedback ideas using popcorn technique.
What is bullying?
Talk to a partner or in a group about what you think the word bullying means. You can write notes on the paper if you wish.
You have 2 minutes...
Feedback ideas using popcorn technique.

4. Definition of what bullying is
A person is bullied when he or she is exposed, repeatedly and over time, to negative actions on the part of one or more other persons, and he or she has difficulty defending himself or herself (Olweus, 1993)

5. Some examples of repeated behaviours are:
Name-calling
Hitting
Ignoring
Breaking possessions
Hurting feelings
Kicking others
Laughing at others
Pushing others
All of these actions exist in every infant school, and do not by themselves constitute bullying.
Without intervention, however, they can become a pattern of intimidation and result in long-term relationship problems for children (Pepler and Craig 2007)

6. How our school deals with unacceptable behaviour
We talk to the children about the incident and explain why it is not the right thing to do, and we talk about feelings and the consequences of inappropriate behaviour. As a school we all work together in order to make sure that any unacceptable behaviour does not become a repeated negative action.
In other words; does not become bullying.
If there is a case of bullying, the parents of the bully and the child being bullied will both be informed. The most serious sanction for a child who is bullying is exclusion from the school.
Example:
A child pushes another child at patio time. This is the first time they have done this.
Parents: What do you think would be the correct action for us to take?
What if it was a repeated action?

7. How we help children to get along with each other, and to deal with conflicts
Teacher role play and discussion, eg. Sharing
Friendship chart
Using the persona dolls and asking children to comment on feelings
Circle time talks
Positive reinforcement - dojo points for being good friends
Friendship week: where we can take more time to discuss these issues
Persona doll demonstration...

8. What can parents do to help?
Make sure you communicate with your child everyday. This will help reassure children that they can talk to parents if they ever have a problem.
Start conversations about daily life and feelings, with questions like these:
What did you do today? Did you do something fun?
What was lunchtime like? Did you have anything yummy?
How was the bus ride today?
(use child-friendly language) ...

9. Home and school working together
...If your child tells you something about their day at school that concerns you, please report it directly to the school straight away. Then the school can work together to monitor the situation.
Home and school working together
When speaking to your child about everyday conflicts at school, please use the same strategies as we do at school.
It is very important that you explain to your child why certain behaviours are not acceptable.
Remember to use child-friendly language with your children.
Please do not encourage your child to hit back. This is not tolerated in school and is not helping your child to understand why this behaviour is inappropriate.
Be careful of the language you use, e.g. “Your behaviour was not good today”, rather than “you are bad”.
Model appropriate language for your child to use in everyday conflicts, e,g, “I don’t like it”, “Stop please”, “That’s not a nice thing to say/do”.

10. In conclusion
Conflict is a part of every child’s life experience. Young children do not always think of others.
They are learning how to use the right language to express themselves and to solve conflicts. As a school we encourage the children to think about how to find a solution to everyday conflicts.

11. Any questions?