Take A Stand For Peace Teacher In-Service Training

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Take A Stand For Peace Teacher In-Service Training Powered By Docstoc
					Newberry, C. (May 2010). Take A Stand. Workshop presented at
         CYFAR 2010 Conference, San Francisco, CA
                 Overview Of Training

•   Why this curriculum?
•   What is “Take A Stand?”
•   Summary of Pilot Program
•   Sample Activities from Curriculum

                                                               Why Conflict Management
   • Nearly 1/3 of students surveyed report they
     experience bullying, either as a target or as a
   • More than 16% said they had been bullied
     at least occasionally during the current school
   • 8% reported bullying or being bullied at least once
     a week.
   • The frequency of bullying was higher among 6th-
     through 8th-grade students than among 9th- and
     10th- grade students.
Source: “Bullying Behavior Among US Youth: Prevalence and Association with Psychological
Judgment” Journal of American Medical Association, April 25, 2001                          3
               Why Conflict Management

• House Bill 283
   Discipline Management Program to
    include prevention of and education
    concerning unwanted physical or verbal
    aggression, sexual harassment, and
    other forms of bullying in school, on
    school grounds, and in school vehicles.

                 Why Conflict Management

• House Bill 121
  – Each school district shall adopt and implement
    a dating violence policy to be included in the
    district improvement plan. Implementation can
    be through safety planning, enforcement of
    protective orders, school-based alternatives to
    protective orders, training for teachers and
    administrators, counseling for affected
    students, and awareness education for
    students and parents.

               Why Conflict Management

• Senate Bill 136
  – Establishes a curriculum within the Texas
    School Safety Center to educate students
    about the dangers associated with social
    networking sites such as MySpace.Com.
    "This will arm students with the
    information they need to protect
    themselves against online predators,"
    Senator Nelson said.

                                   What is Bullying?

• Bullying can take many forms such as:
  – Physical bullying, such as hitting or punching
  – Verbal bullying, such as teasing or name-
  – Nonverbal or emotional bullying, such as
    intimidating someone through gestures or
    social exclusion
  – Cyberbullying
  – Dating Violence
                              Family Risk Factors for
• A lack of warmth and involvement on the part of
• Overly permissive parenting (including a lack of
  limits for children's behavior)
• A lack of supervision by parents
• Harsh, physical discipline
• Bullying incidences at home

                                     Signs of Bullying

• The child comes home with torn, damaged, or missing
  pieces of clothing, books or other belongings.
• The child has unexplained bruises, cuts or scratches.
• The child seems afraid of going to school, walking to and
  from school, riding the school bus or taking part in
  organized activities with peers.
• The child appears sad, moody, teary or depressed when
  he or she comes home.
• The child frequently appears anxious and/or suffers from
  low self-esteem.

                                                Signs of Cyberbullying
• Be reluctant to use the computer or electronic device
• Avoid discussion about what they are doing on the
  computer, or other electronic device
• Look or appear nervous, anxious or jumpy when receiving
  an email, IM or text message
• Display unusual anger, sadness, and depression after
  using the computer or electronic device
• Discuss revenge
• Exit or click out of whatever they are doing, if a person
  walks by
• Unexpectedly quits using the computer or electronic
  device                                                    10
                             What To Do If A Child Is
                                 Being Bullied
• Talk with the child openly
• Education of all youth in bullying and conflict
  management – at school, home
• Enforce rules and guidelines for bullying, use of
  electronic devices at school, home, etc.
• Set limits or place blocks on home computer

                     How did TAKE A STAND
                          come about?

• Identified as a curriculum need by curriculum enrichment
  task force in 2005
• Curriculum development began January 2008
• Meeting with potential partner August 28, 2008 and
  partnership established! Funding commitment of $50,000
• Pilot Training and Testing in 50 counties – Jan-Feb 2009
• Curriculum released January 2010

                     What is “Take A Stand!”?

• 5-fold Curriculum – 1 lesson per topic
    Conflict Management/Bullying
    Communication
    Etiquette
    Teamwork
    Cultural Awareness
• Three levels – 3-5, 6-8, 9-12
• Most lessons are divided into two parts with hands
  on activities

                        Curriculum Resources

                                 Items on the CD:
• Printed Curriculum (B/W)   • Handouts in B/W
  with color cover/spine
  inserts                    • Giant Puzzle
• Resource CD                • End of Unit Jeopardy Game
• Marketing Brochure         • Backpack Tags
• Bookmarks                  • Parent Letters
                             • Evaluation
                             • Certificate & Agreement
                             • Group Enrollment Form
                         Agent Resource Website

• Teacher In-Service training Kits
   – Power points
   – Scripts
   – Sample training agendas
   – In-service training evaluation
   – Marketing flyer
• Links to other websites related to bullying education
• And More!

                         Pilot Summary

• Goal was 36 counties – 12 in each grade level
• Exceeded goal with 60 counties trained (Nov. 2008)
• 49 counties and one State event completed pilot
  (Feb. 2009)
• Received evaluations and feedback forms from
  instructors/agents (March 2009)
• Compiled results, made edits to curriculum (April
• Curriculum is a for sale item in the AgriLife
                        Pilot Summary --

• A post survey was administered with youth
  participants. Respondents were as follows:
   – 3-5 grade respondents -- 1,249 participants; 26
     counties representing 11 districts
   – 6-8 grade respondents – 872 participants; 16
     counties representing 11 districts
   – 9-12 grade respondents – 291 participants; 7
     counties and 1 statewide event representing 12

                 Pilot Summary – 3-5 grade

• 784 of 1249 (63.4%) “always” or” often” can accept
  and understand consequences of violence.
• 933 of 1249 (76.2%) “always” or” often” respect
• 748 of 1249 (61.7%) “always” or” often” can work
  with others to make decisions.
• 914 of 1249 (75.1%) “always” or” often” respect
  customs and traditions of others.
• 842 of 1249 (75.5%) were “completely” or” mostly”
  satisfied with the program.
                 Pilot Summary – 6-8 grade

• 574 of 872 (66.1%) “always” or” often” avoids
  becoming a bully.
• 589 of 872 (68.4%) “always” or” often” avoids using
  cyberbullying to deal with conflict.
• 472 of 872 (55.3%) “always” or” often” can identify
  roles of team members.
• 554 of 872 (64.6% “always” or” often” appreciates
  people for their differences.
• 611 of 872 (76.4%) were “completely” or” mostly”
  satisfied with the program.
                    Pilot Summary – 9-12 grade

• 215 of 291 (74.4%) ”always” or” often” can identify the
  characteristics of bullies.
• 192 of 291 (67.1%) ”always” or” often” can describe conflict in
  their own terms.
• 199 of 291 (69.3%) ”always” or” often” can see how physical
  presence can contribute to conflict.
• 211 of 291 (73.8%) ”always” or” often” uses good manners and
  practices proper etiquette to make positive impressions on
• 241 0f 291 (84.3%) ”always” or” often” respects themselves and
  others in social situations.
• 246 of 291 (86.9%) were “completely” or “mostly” satisfied with
  the program.
                          Overview of 3-5 grade
• “Power Phrase” for each lesson
• Handouts for each lesson that reinforce learning
• Fun and interactive activities to help participants practice
• Discussion/Wrap-up Questions
• TEKS addressed include:
      English, Language Arts, and Reading
      Mathematics
      Physical Education
      Social Studies
      Theatre
      Art
      Music
                       3-5 grade: Lesson 1
• Title: Keep Your Cool
• Objectives
    recognize signs of anger
      in themselves and others
    understand the consequences
      of violence                     Power Phrase:
                                      Staying cool’s the way
    identify ways to control anger   we choose! When we
• Activities                          fight, we all lose!

    Anger Says…
    Power Phrase Rap
    Freeze Frame
    The Cool Tool
                        3-5 Grade: Lesson 2

• Title: Walk In My Shoes
• Objectives
    explain their own point of view
    think about another person’s point of
    consider several ways of looking at a
      problem                                Power Phrase:
                                             If we both say how we
    listen and acknowledge what another     feel, we’ll work out a
      person says                            better deal!
    solve specific problems
• Activities
    Trouble Bugs
    Walk In My Shoes
    Footstep Reflections
                      3-5 grade: Lesson 3

• Title: A Manner Of Speaking
• Objectives
    ten basic manners for kids
    define respect
    to gain respect and give respect   Power Phrase:
                                        Good manners are the
    to write thank you notes           perfect way to show
• Activities                            respect every day!

    Respectacles
    Thank You Notes
    A Big Thank You Crossword Puzzle
                     3-5 Grade: Lesson 4

• Title: Get In The Game
• Objectives
    learn importance of teamwork
      in working in groups
                                    Power Phrase:
    how to be a good team member   Whether tasks are big
                                    or small, we’ll use
• Activities                        teamwork to solve
    Balloon Frantic                them all!

    Consensus
    Get in the Game! Word Search
                          3-5 Grade: Lesson 5

• Title: You + Me = Harmony
• Objectives
    identify ways in which we are
      different and alike
    appreciate how traditions,
      customs and gestures differ    Power Phrase:
      from one family to another     Look at the world.
• Activities                         What do you see?
    Cultures in Texas               A rainbow of cultures
                                     in harmony!
    The Cultural Quiz
    Skin Color Match-Ups
    Traditions and Customs
    Thumb Print Art
                         Overview of 6-8 Grade
• Topics that are relevant to middle school youth
• Handouts for most lessons that reinforce learning
• Fun and interactive activities to help participants practice
  skills and think about how their actions impact others
• Discussion/Wrap-up Questions
• TEKS addressed include:
    English, Language Arts, and Reading
    Social Studies
    Technology Education
    Theatre
    Art
                   6-8 Grade: Lesson 1

• Title: Face in the Mirror
• Objectives
    identify different types of bullies
    understand the difference between friends
      and cliques
    the importance of personal reflection
      on situations involving bullying
• Activities
    Face in the Mirror
    Responding to Conflict
                       6-8 Grade: Lesson 2
• Title: A Figure of Speech
• Objectives
    The definition of mediation
    To deal with conflict through simple mediation
    how to use good communication skills to resolve
• Activities
    Ouch! That Hurts!
    Take A Stand Action Plan
    Work the Plan
    Friend Feud
    A Figure of Speech Crossword Puzzle and More!     29
                  6-8 Grade: Lesson 3

• Title: Don’t Be Rude!
• Objectives
    the importance of using good manners
      and respecting others in all types
      of communication mediums
    identifying ways to incorporate etiquette
      into technology-based communication
    skills to present themselves to others
      in a positive manner
• Activities
    Cyberbully Scenarios
    Netiquette Quiz
    Personal Billboard
    Don’t Be Rude! Word Search                  30
                    6-8 Grade: Lesson 4

• Title: Work It Out
• Objectives
    understand different team member roles
      and how they complement each other
    Implement team member roles through
      hands-on activities that require teamwork
• Activities
    Frenzy
    Newspaper Bridges
    All Tied Up
                   6-8 Grade: Lesson 5

• Title: Inside Out
• Objectives
    the importance of getting to know someone
      before making a judgment
    the cultures of others in the group
    identify symptoms of culture shock and how
      to overcome culture shock
• Activities
    Walk Apart – Walk Together
    What’s The Difference?
    Opposites
    Human Bingo
                   Overview of 9-12 Grade

• Topics that are relevant to high school youth
• Handouts for some lessons that reinforce learning
• Fun and interactive activities to help participants
  practice skills and challenge them to think
  about consequences for their actions and more
• Discussion/Wrap-up Questions
• TEKS addressed:
    English, Language Arts, and Reading
    Social Studies
    Technology Education

                   9-12 Grade: Lesson 1

• Title: Putting the Pieces Together
• Objectives
    the definition of bullying
    types of teens who become bullies
    how bullying affects teens
    what to do if students are being bullied
    how to stop bullying from happening
      to other teens
    how to make the school a safe zone
    the definition of mediation
    to deal with conflict with simple mediation
             9-12 Grade: Lesson 1

• Activities
    Jigsaw Activity
    Take A Stand Action Plan
    Peer Mediation Scenarios
    Take A Stand Action Plan Crossword

                      9-12 Grade: Lesson 2

• Title: Clear the Air
• Objectives
    how to describe conflict in their own terms
    how physical presence can contribute to conflict
    how to change vocabulary to be more open to
• Activities
    Fly Away Feathers
    What Color Is Conflict?
    One Up One Down
    Fightin’ Words
    Communication Relay                                36
                          9-12 Grade: Lesson 3

• Title: Walk The Talk
• Objectives
    the impact of etiquette in different situations, including
     impressions made with peers, adults and employers
    the importance of respect for themselves and others as
     they approach dating and social networking
    multiple ways teens communicate and the appropriate
     uses of communication methods
    to identify symptoms of dating violence
    the phases of the Cycle of Violence
    techniques to create a safe zone from dating violence

               9-12 Grade: Lesson 3

• Activities
    Can You Hear Me Now?
    The Do’s and Don’t’s of Dating
    Dating Violence: Know The Facts
    Dating Violence Scenarios
   Extended Activities
    Dinner For Two: Dining Etiquette
    Practicing Table Manners
    Music and Dating Violence

                     9-12 Grade: Lesson 4

• Title: Teamwork + Communication = Problem Solved
• Objectives
    the difference between groups and teams
    The ABC’s of teamwork
    incorporating teamwork into problem-solving
• Activities
    The ABC’s of Teamwork
    Lost

                    9-12 Grade: Lesson 5

• Title: CSI: Cultural Sensitivity Investigation
• Objectives
    to identify diversity awareness within a group
    to reflect upon their self- and cultural identity
    to treat each other as diverse human beings
• Activities
    Crossing The Line

Take A Stand Curriculum can be ordered
     through the online bookstore at:

              $20 per copy
      OR $50 for a set of all 3 levels
 (shipping/handling added to total order)

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