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Bully BEANS Bullies Everywhere Are Now Stopped Grades – 2-3 Objectives: GU.200/300.100.01 Define bullying, harassment, and cyberbullying GU.200/300.100.02 Identify behaviors that are considered verbal, physical, or electronic bullying GU.200/300.100.03 Identify techniques to avoid being bullied and to avoid bullying others Materials: Bully Beans by: Julia Cook Bully Beans Activity and Idea Book (resource) **Having this resource is a must for the lesson. If you do not own a copy, see Nikki Ramsay.** Students will learn the effects of bullying on someone’s self-esteem and how words, like actions, can definitely lower someone’s self-esteem. It’s important to be PROACTIVE when bullying presents itself so all parties (bully, target, bystanders) can learn proper strategies to overcome this problem. Guided Practice: Read the book Bully Beans Discuss Bobbette (the bully). What did we learn about her? What were the others scared of (her threats, her mean eyes, etc). She hurt people with her words, scared them, threatened them. She had no friends. Her big brother bullied her as well….bullying is often a learned behavior you know? Discuss Winston (the target). What did we learn about him? Why didn’t he initially stop what was happening to him? Did he have friends? Did they help? Discuss the Main Character (the bystander). What did we learn about her and the others? They knew what was happening was wrong, but didn’t do anything. In fact, by not doing anything at all, they showed behaviors more of a bully than of a support to the target. Why didn’t they react? What stopped them from helping Winston for so many days? Are the Bully BEANS really magical? No, but they give us the courage to stand up for what’s right…and they are fun to eat! Modeling: Ask the students what affects bullying can have on targets. How can that effect the self esteem of the target? Let’s do an activity to help you understand that words (as well as actions) can hurt someone’s thinking so much, they feel worthless. It a lot easier to make someone feel bad than to help them build their self esteem back up. (Activity and Idea Book, p 15 – A Cup of Self Esteem). Follow the directions of the activity using the listed materials. Make sure to put emphasis on the fact that we need to keep filling the cup up, but water still pours out. Put-downs (verbal and physical) always come out and we can’t always take it back…or make it better with a simple “I’m Sorry.” (“Self esteem is not like water. We can’t just go to the faucet and get more self esteem. When it’s gone….it’s gone! It takes a long time for a person to build their self esteem back up” – even with the help of others). Conclusion: How can we make it so “no holes have to be put in the cup”? How no person has to feel like that? How we can stand up and help, even before “someone’s cup is empty”? If time permits: Do the Mirror, Mirror on the Wall activity found on p. 16 of the Bully BEANS Activity and Idea book. Have students split paper into three sections (like a brochure). Label each column with the titles on the chart on p 16 (Do others see me as a bully? Do I see myself as a target? Am I a bystander?) Simply ask the questions to the group of students. Encourage them to answer honestly as this activity is solely for self awareness. With no real “scoring guide” I believe if they have more Yes than No responses to the questions, they fit the category. It would be interesting to see if they fit into more than one category…maybe all three. Again, this is for self awareness, but it may lend itself to future counseling help needed by individuals, small groups or another classroom lesson.
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