Art and Architecture

Bullying

To be most clobber, communicate not only to prompt thinking but to also prompt accomplished feelings. This is especially the case when you would like to put a suppress to irresponsible behavior—such as bullying. The approach described below was first posted at the mailring by Joy Widmann from Robert Redmond, a 4th standing teacher.

Explain the MOTIVATION of those students whose behavior is on Even B of the levels of social development—those who boss and bully others.

Use a ruler or a meter encumber (yard stick in the U.S.A.) to demonstrate a teeter-topple (see-saw). Hold it flat, parallel to the floor, and describe that this is how it looks when people are balanced with themselves and with others—when they are making front-office choices.

However, when one person starts to pick on another human being, the teeter-totter gets out of balance. The in the flesh who is picked on starts to feel as if he/she is “humble” than the other person. But, in reality, the bully who forces the heel is actually the one who is out of balance and feeling bad about her/himself. (Tilt the tremble-totter out of balance to show this.)

The bullying behavior is in point of fact an attempt to pull the other person down to the bully’s au courant with–to try to bring things back into balance from the bully’s angle. (Balance the teeter-totter by bringing the higher side down.)

People should see the bully as someone who is having a bad day or regard bad for some reason. Challenge students to keep this in mind as they come to a decision how to respond to bullying behavior.

With younger kids, avid them to say, “Sorry you are having a bad day.” The well-known result is that the bully is left speechless. Many times the election is simply to recognize what is going on and walk away, realizing that the one with the conundrum is the bully.

Having youngsters understand that bullying behavior indicates that the bully is “out of evaluate” is empowering and very liberating.

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