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Social and Emotional Aspects of Learning. Anti-bullying Resource All activities are taken from the secondary SEAL resource at: http://nationalstrategies.standards.dcsf.gov.uk SEAL mini-lessons for tutor time Denise Dyer [email protected]

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Page 1: Social and Emotional Aspects of Learning. Anti-bullying Resource All activities are taken from the secondary SEAL resource at:

Social and Emotional Aspects of Learning.

Anti-bullying ResourceAll activities are taken from the secondary SEAL resource at: http://nationalstrategies.standards.dcsf.gov.uk

SEAL mini-lessons for tutor time

Denise Dyer [email protected]

Page 2: Social and Emotional Aspects of Learning. Anti-bullying Resource All activities are taken from the secondary SEAL resource at:

Anti-Bullying Unit

This unit encourages pupils to:-• Understand how feelings and actions are connected – that

behaviour affects others emotions in both positive and negative ways.

• Express a range of emotions appropriately and safely• Build a range of relationships, differentiating positive and

negative relationships,• Develop emphatic responses to others, showing respect for

diversity and knowing how and when to offer support.• Understand how to work well in groups, and resolve conflicts• Understand the impact of bullying, prejudice and discrimination

Denise Dyer [email protected]

Page 3: Social and Emotional Aspects of Learning. Anti-bullying Resource All activities are taken from the secondary SEAL resource at:

Anti- bullying

6 SEAL mini-lessons for tutor time.Session 1 Alone againSession 2 Me, myself and ISession 3 Bullying starts with P part 1Session 4 Bullying starts with P part 2Session 5 Better when we’re together part 1Session 6 Better when we’re together part 2

Denise Dyer [email protected]

Page 4: Social and Emotional Aspects of Learning. Anti-bullying Resource All activities are taken from the secondary SEAL resource at:

1. Alone AgainSEAL learning outcomes:- 1,31, 36Display the picture on slide 5.• Ask the pupils to describe what they see and list some descriptive words-

to include what is happening and how the woman is feeling. • Pose the question – is the woman alone? Is she lonely? What is the

difference?• Divide the class up – one half to come up with statements about being

alone and the other about being lonely. Put the statements up and compare them.

• Ask pupils to consider how bullying can make people feel alone and lonely, and isolated.

• Ask for ideas about how they would respond to the situation. Would they talk to the woman? Would they ignore her?

Denise Dyer [email protected]

Page 5: Social and Emotional Aspects of Learning. Anti-bullying Resource All activities are taken from the secondary SEAL resource at:

Denise Dyer [email protected]

“Automat” by Edward Hopper

Page 6: Social and Emotional Aspects of Learning. Anti-bullying Resource All activities are taken from the secondary SEAL resource at:

2.Me, myself and ISEAL learning outcomes:- 5,10,33, 36Read the extract (Slide 7 Feather Boy) • Ask for contributions about how the extract made them feel, note down the

feeling words.• Ask pupils in groups (use large paper) to draw a simple sketch of the 2 characters. • Share the pictures and discuss – what characteristics mark Norbert as a victim and

Niker as a bully? Are there any stereotypes of bullies or victims in their sketches?• In groups ask the class discuss 1 or more of these:-• Is it easy to paint a picture of a victim or bully?• Do you think everyone is capable of bullying behaviour?• Is everyone vulnerable to bullying?

• Take feedback from the groups.

Denise Dyer [email protected]

Page 7: Social and Emotional Aspects of Learning. Anti-bullying Resource All activities are taken from the secondary SEAL resource at:

“Norbert is the class squirt. He’s thin and gangly, his arms and legs like white string loosely knotted at the elbows and knees. His head is too big for his body and, where other people have hair, he has this yellow, fluffy ducks’ down. His eyes are blue, though its difficult to see that through the thick glass of his spectacles. If you take his specs off him, and people do, he looks startled. Naked. His real name isn’t Norbert, it’s Robert. Robert Nobel. But I don’t think anyone’s ever called him that. In Kindergarten, when his hair was even more yellow than it is now, they called him ‘Chick’ or ‘Chickie’. Even Mrs Morgan. But, since Niker arrived in school it’s been Norbert. Norbert No-Bel. Norbert No-Brain. Norbert No-Bottle. I don’t suppose Johnny Niker, who has dark curly hair, green eyes and a fluid, athletic body, has ever imagined what it would be like to look out at the world through Norbert No-Bottle’s spectacles. But I have. Because I am Norbert No-Bottle.”

( Feather Boy by Nicky Singer)

Denise Dyer [email protected]

Page 8: Social and Emotional Aspects of Learning. Anti-bullying Resource All activities are taken from the secondary SEAL resource at:

3.Bullying starts with P

Denise Dyer [email protected]

SEAL learning outcomes:- 31,36, 41, 45Use the extract from Willy and Hugh – slide 9•Ask pupils to look at the extract Willy and Hugh and ask them to give suggestions as to what is going on in each extract•Divide the class into groups ask them to discuss:--How Willy is feeling in the first picture.-What the second picture tells them about Willy’s experience of building relationships and about his self awareness.-What the third image reveals about bullying.•Get feedback and now ask the class whether they think Willy is a victim of bullying? •Now in groups ask them to identify which SEAL skills would help Willy – you can use the SEAL icons.•Ask each group to feedback.

Page 9: Social and Emotional Aspects of Learning. Anti-bullying Resource All activities are taken from the secondary SEAL resource at:

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Willy and Hugh (1992) by A. Browne

Page 10: Social and Emotional Aspects of Learning. Anti-bullying Resource All activities are taken from the secondary SEAL resource at:

4.Bullying starts with P pt. 2SEAL learning outcome:- 31,36, 41, 45• Ask pupils to look at the 3rd image from Willy & Hugh again and ask them to select

5 words from the grid on slide 11, that summarises the bullying behaviour. • Now ask pupils to share and compare their words. Discuss any major differences.

Draw out that our perception of what is happening is important in bullying. • Now in groups ask pupils to explore the statement• “If I feel bullied, then I am bullied”• And consider if- They agree with the statement- What evidence they have for their view- Does anyone have a different view? Why?• Take feedback from the groups. Again emphasise that our perceptions are very

important in how we see and interpret others behaviour

Denise Dyer [email protected]

Page 11: Social and Emotional Aspects of Learning. Anti-bullying Resource All activities are taken from the secondary SEAL resource at:

Peers Pushing Problems Power

Psychological Personal Persistence Picking

Perception Pinching Pity Persuasion

Physical Purpose Pulling Planning

Denise Dyer [email protected]

Page 12: Social and Emotional Aspects of Learning. Anti-bullying Resource All activities are taken from the secondary SEAL resource at:

5.Better when we are together pt 1SEAL Learning outcomes:- 36,41• Ask the pupils to look in pairs at the Bullying Quiz (slide 13) and to answer

with yes / no.• Now ask the pupils to go back to all the yes responses and identify which

involved a wider group in the bullying• Now ask the pupils:- - Who is leading the bullying behaviour? - And who is supporting the bullying behaviour?• Take feedback from the pairs. • Emphasise that in bullying situations there are usually those supporting

the bullying behaviour and it is this that they will be exploring in the next session.

Denise Dyer [email protected]

Page 13: Social and Emotional Aspects of Learning. Anti-bullying Resource All activities are taken from the secondary SEAL resource at:

Bullying Quiz1. Jenny tells Tony that if he doesn’t give her his dinner money she will beat him up.2. Dena keeps telling Susan to wear deodorant.3. Holly and Jasmine have fallen out over a boyfriend and Jasmine refuses to speak to

Holly.4. Each time Ramon walks into a class a group of pupils giggle and whisper to each

other.5. Terry spits into a can of cola and says he will make Jake drink it.6. Tania and Susan won’t let Rachel play with them.7. Joel and Dean have had an argument. Joel kicks Dean’s bag across the floor.8. Peter accuses Rashid of stealing his game and they have a fight in the corridor.9. John has a disability which means that he cannot always control his movements.

When he gets excited his hands jerk up. A group of boys mimic him whenever he tries to join in the football game.

10. Dean’s parents have split up. Mark tells everyone else in the class.

Denise Dyer [email protected]

Page 14: Social and Emotional Aspects of Learning. Anti-bullying Resource All activities are taken from the secondary SEAL resource at:

6.Better When we are together Pt 2

SEAL Learning outcomes:- 36,41• In groups of 6 pupils should agree the roles opposite (slide 15) – stress

that these are roles and not personality types• Ask the group to think of a scenario where all 6 roles would be

represented and present it as a mini-role play.• After 5 minutes each group should present their scenario to the class• Select one scenario and ask for contributions from pupils as to an

alternative ending, where the power is taken away from the bully by someone’s actions. Stress that the bullies power can be undermined by other people reacting in a different way.

Denise Dyer [email protected]

Page 15: Social and Emotional Aspects of Learning. Anti-bullying Resource All activities are taken from the secondary SEAL resource at:

The ringleader (Bully)Initiating and leading the bullying but not always the person ‘doing’ the bullying.

The victim (Target)The person at whom the bullying is aimed.

Assistant(s)Actively involved in ‘doing’ the bullying.

Reinforcer(s)Supports the bullying, might laugh or encourage other people to ‘collude’ with what is going on.

Defender(s)Stands up for someone being bullied.Knows that bullying is wrong and feels confident enough to do somethingabout it.

Outsider(s)Ignores any bullying and doesn’t want to get involved.

Denise Dyer [email protected]

Page 16: Social and Emotional Aspects of Learning. Anti-bullying Resource All activities are taken from the secondary SEAL resource at:

SEAL anti-bullying resource

• These 6 SEAL mini-lessons are taken from the anti-bullying resource and are meant as ideas to get you started. For more resources go to:http://nationalstrategies.standards.dcsf.gov.uk/node/65901?uc=force_uj

Denise Dyer [email protected]