do not value personal relationships
x
are not influenced by the need to be liked
x
believe conflicts are solved by winning and losing
x
feel pride in winning and inadequacy in losing
Teddy Bears
x
think relationships are very important
x
consider their goals of little importance
x
want to be liked and accepted
x
value harmony
x
believe conflict damages relationships
x
will give up goals to preserve a relationship
Grades
7-8
Chapter 3
–
Fair and Assertive Behavior
Lesson: Grades 7-8 3.2
Foxes
x
are moderately concerned about their goals and
personal relationships
x
seek compromise
x
are willing to give up their goals and persuade
others to also look for middle ground agreement
to solve conflicts
Owls
x
value their own goals highly
x
consider relationships to be very important
x
view conflicts as problems to be solved
x
believe that conflict can improve relationships
x
seek to satisfy the needs and goals of all parties
x
need tensions and negative feelings to be
completely resolved
None of these is necessarily better than another.
Different strategies are
appropriate in different circumstances.
If you use one exclusively, that can be
a problem.
(From
Violence Prevention Skills Lesson and Activities,
pgs. 41-43)
Grades
7-8
Chapter 3
–
Fair and Assertive Behavior
Lesson: Grades 7-8 3.3
Cyberbullying
Review Take Ten Principle #6; Tell the students that a prize will be
awarded at the end of the session for remembering it.
Estimated time: 45-60 minutes
Materials:
x
Pg. 4 from Bullying, Deal With it Before Push Comes to Shove
Book: Bullying, Deal With it Before Push Comes to Shove by Elaine Slavens
This workbook gives many suggestions on how to deal with bullying in school
and out of school. The illustrations give examples that students will be able to
relate to.
Objectives:
x
Students will identify the different forms of bullying.
x
Students will participate in a class discussion on bullying.
x
Students will learn about cyberbullying and ways to protect themselves
online.
Activity:
1.
Pass out copies of pg. 4 from Bullying, Deal With it Before Push Comes to
Shove.
2.
Ask the students to identify the different types of bullying represented in
the drawings. Among the types shown are: physical violence, spreading
rumors, name-calling, sexual harassment, and others. Can they identify
any other types? Make sure to emphasize that bullying is often more
subtle and complex than what we are taught to believe, such as someone
having their lunch money stolen on a regular basis. Bullies come in all
shapes and sizes and bullying behavior is not always physical, although
many times it is.
TAKE TEN PRINCIPLE #6
Weapons have no place in
solving conflicts in school.
Grades
7-8
Chapter 3
–
Fair and Assertive Behavior
Lesson: Grades 7-8 3.3
3.
Cyberbullying: Ask the students to raise their hands if anyone has
access to a computer, has a cell phone, or uses electronic gaming to
communicate with others. When everyone has their hands up, explain
that each one of them may become a victim of cyberbullying.
