Karolinka Peterka

EDS 369B
5/8/14

How to Bullyproof Your Classroom Ch. 2-3

3 Main Ideas
1. One of the major topics presented in these chapters is that to prevent bullying, you have to
create a friendly community within your classroom. You can do this by structuring opportunities
for students to get to know each other on a personal level. This includes having Morning
Meetings where students feel welcome and included, allowing students to share about
themselves, and playing games that allow the students to feel like a team. Although creating
this community is especially important at the beginning of the year, it is something that should
be emphasized and practiced all year. When children feel included and safe, it limits the chances
of bullying behaviors occurring.
2. Another key to preventing bulling is to have consistent and open communication with parents.
Oftentimes, parents will be able to observe their childs behaviors or sense feelings that may go
unnoticed by the classroom teacher. Therefore, if parents suspect that bullying may be
happening, they should feel comfortable notifying the teacher so that they can work together to
come up with a solution. However, this communication doesnt happen on its own. Teachers
have to be proactive and reach out to the parents to establish the relationship and set
communication expectations.
3. Finally, when classroom rules are co-constructed with the students, the students are more likely
to follow them because they are invested in them. The rules are expectations that they have set
for themselves and are written in language that makes sense to them. Furthermore, rules
should be stated in a positive tone so that they describe the kind of community that they want
in their classroom. If all the rules start with dont, they do not make the classroom feel inviting
or pleasant. When children internalize their own rules they will be invested in upholding them,
leading to less bullying behavior.
2 Questions
1. The beginning of Chapter 3 talked about stating rules in a positive tone so that they describe
behaviors that children should be exhibiting instead of reminding students of what they
shouldnt be doing. However, later in the chapter it said that next to your rule about being kind
to others you should post the phrase, We will not bully. How is this statement different from
any other rule that could also be stated in the negative form? What makes this the exception?
Shouldnt the positive rule about being kind imply that bullying is not ok?
2. I am still confused about tattling. Personally, I find tattling irritating because of the fact that
students are getting other children in trouble while looking like the good student by doing the
right thing and telling an adult. I understand that if someone is hurt or in danger, an adult
should be notified immediately. That is not a question. What I am confused about is that the
reading said that when a student tattles, the response should be I can see you know our rules.
I find this statement to be almost a compliment that would encourage students to tattle so that
they can show off how they know the rules while others dont. Im not sure I feel comfortable
with that type of response. Rather, I would want students to learn when it is important to notify
an adult and when it is not. However, I dont know how I would approach this.
1 Idea for Implementation and Reflection
1. Although I cannot co-construct rules with my students at my student teaching placement, I still
like the idea of bringing up the rules in day to day conversations and asking students to show me
how they can live out that rule. For example, before they go out to PE I can ask them, Our rule
says we need to be respectful. What are some ways we can be respectful during PE? By
reflecting on the rules frequently and having students come up with concrete actions that
support that rule, students will internalize the expectations.
While I am working with my new class, I find myself using more reminding language.
When I see students off task, I simply say, Where should you be? or What should you be
doing? More often than not, students will redirect their own behavior. This allows the
atmosphere to stay positive while putting more responsibility on the students to manage their
own behavior. If the student is still off task after reminding language has been used, I will
redirect them. So far this has been working out pretty well in the class. While using this type of
language I dont find myself needing to punish or hand out consequences in the same way the
host teacher does.