‘The author strikes a great balance between text, action ideas, and survey questions. With each chapter comes the opportunity to examine one′s school and apply the information to improve an existing situation.’
—Kim E. Vogel, Principal
Parkdale Elementary School, OR
‘This text offers great activities for addressing bullying and changing school culture. I will use this resource repeatedly with respect to Safe and Supportive Schools and Positive Climates for Learning.’
—Chris Sarellas, Principal
Vaughan Secondary School, Ontario, Canada
Team-focused strategies for bully-proofing your school
One of the greatest challenges educators face in addressing bullying is recognizing when it′s right in front of them. From identifying unsupervised campus ‘hot spots’ to intervening appropriately in the moment, this practical how-to guide will equip your staff members to stand up instead of stand by. Shona Anderson′s seven-step framework arms educators with:
- A 10-question ‘pulse check’to determine areas of school culture that need strengthening
- Tangible actions for each stage of the decision-making cycle
- Activities that prompt staff members to observe, collaborate, act, and evaluate
School leaders are empowered to maintain safe schools. It is a team effort and this unique guidebook shows how to educate all staff members to transform your school′s culture from passive to proactive.
Mục lục
Acknowledgments
About the Author
Preface
Introduction: Bullying and Bystanderism
The Elephant in the Room
The Continuum to Action
If We Do What We’ve Always Done- We’ll Get What We’ve Always Got
Turning on the Lights
Action – Pulse Check
1. The Team Approach to Safe Schools
What is a Safe Schools Team?
Creating a Safe Schools Team in Your School
Case Study – Who’s On Your Team?
Action – Planning Your Team
I. Pre-Bystanderism
2. Personal History Primes Perceptions
Following the Path Backwards
A Friend and A Foe
The Priming Problem
Broadening the Path
Case Study – Can You Spot The Bully?
Action – Fact Or Myth Activity
3. Good Intentions Can Get Lost
The Kitty Genovese Story
Good Samaritans – The Parable From Jerusalem to Jericho
The Bystander Affect – What Affects the Bystander?
Case Study – What Do You See?
Action – Hot Spots
II. Decision Making
4. Broken Culture – A Window of Opportunity
Broken Windows From New York to Your School
What Are Your Broken Windows?
The Counter Argument – It’s Not the Windows
Case Study – What Is Your Line in the Sand?
Action – Dotmocracy
5. Math Can Make Bystanderism Manageable
The 80-20 Rule
Doing the Math
More Math – The Two by Ten Strategy
Even More Math – The Multiplier Effect
Can We Change Lives?
Case Study: Who Would You Choose?
Action – Math, Math and Even More Math
6. What Supervision of Students Really Entails
Meeting Myles
It’s Not The Wrong Place
Understanding the Responsibility of Supervision
Case Study: Spot the Supervision Problem
Action – Super Supervision
7. The Importance of Being Able to Say What You Mean
What is Mitigation?
Opaqueness – The Real Cost of Lies is That They Obscure the Truth
Lessons From Korean Air
Crucial Conversations – Fact vs. Stories
Case Study – What Would You Say?
Action – Common Language
8. Action at All Level
Satisfice is Not Enough
Enhanced Realities
Case Study: Where Did Things Go Wrong?
Action – Character Counts
III. Post Bystandersim
9. Closing the Circle of Communication
Knowing What to Say
Gen X Grew Up – Communicating With a New Generation of Parents
It Takes a Village – Communicating With Everyone
Case Study – What Will You Say?
Action – Communication 101
Final Thoughts
Appendix
Creating a Culture of Action – Breaking the Bystander Cycle: Moving Education Professionals from Bystander to Intervener (Original Article)
Definitions of the Bully, the Bullied and the Bystander
Bullying and You: The Perspective of Educational Professionals (Survey)
Leet Speak Dictionary
References
Index
Giới thiệu về tác giả
Shona Anderson has been an educator since 1996. Her work as both an English teacher and a French teacher led her to administration in 2003 for the Bluewater District School Board. Anderson is also a part-time faculty member of the University of Western Ontario. She started her teaching career with the Upper Grand District School board as a core French teacher. She began taking Additional Qualifications courses and holds a double specialization in the teaching of French as a Second Language and Computers in the Classroom. Anderson holds a B.A. in English from the University of Guelph and a Post Graduate Certificate in Education in secondary education from the University of Strathclyde in Glasgow, Scotland. She also completed her Masters of Education through Charles Sturt University in Australia, with a focus on Educational Research in the area of bullying. Her research was supported by the Ontario Principals Council and she has both written for their publication, the Register, and presented at their annual Odyssey conference. Anderson has also published an action manual for administrators called Creating a Culture of Action for OPC.
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