Earl’s Corner
Twelve states have specific legislation requiring that school district implement
programs addressing bullying. The common thread of all the legislation appears
to be a greater focus on the net result of bullying rather than the definition.
In culling through numerous articles about bullying and harassment, there remains
significant ambiguities and inconsistencies. We, in MYD, have several elements
of the program that can and should be used to address bullying, intimidation and
harassment. It is incumbent upon us to be aware of the federal, state and district
definitions and behaviors that constitute bullying.
We start with steps. When a student interferes with the well-being or safety
of another student, often these behaviors would fit the definition for harassment,
intimidation and bullying (HIB). Some schools are recording incidents of HIB
for each student to be able to recognize behavioral patterns and address the cumulative
effect these behaviors would have. A color-coded system for all steps that resemble
bullying is kept in each student's file. When two or more incidents are recorded
schools have utilized counselors and administrators to provide an intervention
that may include meeting with both the students and their parents. The more often
we use step 1, the fewer step 4s we have. The more we address bullying in its
infancy, the fewer significant incidents we have.
Points and Concerns. Points will reveal a student's perception of their daily
interactions with their fellow students. Some students will recognize that their
behaviors interfere with others and some students wait to get caught. When students
use points properly we will see a greater reduction in bullying. There are two
reasons for this. Students who recognize their own inappropriate actions are
taking the first step toward self-correction. And students who feel comfortable
sharing concerns will reduce the likelihood of being victimized. Some schools
are keeping track of HIB behaviors that are reported during points and concerns.
Some schools are developing a script students can use during concerns that addresses
bullying and uses the language of the bullying prevention curriculum.
Not all students will feel comfortable enough to reveal bullying behavior with
the MYD format. For these students, it is important that we provide an alternative
method of communication. Putting a box in the office where students can anonymously
submit concerns about bullying gives greater access to all students.
Students often times mimic teacher behaviors. If we are coercive in our interactions
with students, it would not be uncommon to see those same behaviors demonstrated
between our students. If teachers yell at students, students yell at students.
If teachers are not honest with their students, their students will not be honest
with them. If a student committee is available, the issues related to HIB should
be openly discussed with them. Our measures are overt measures. It is important
to have our students discuss some of the more covert behaviors that make them
feel uncomfortable.
Schools that use a curriculum that addresses bullying have blended the bullying
and MYD curriculums. We will never eliminate bullying, but we can reduce the
number of incidents of bullying through recognizing the basic behaviors and attitudes
that lead to bullying. It's important to address these behaviors proactively
and consistently. Zero tolerance.
Next month, I will discuss how to keep the program fresh, up-to-date and the
dangers of time and diminishing returns.
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ddddddMake Your Day with HEARTddddd
Annual Conference
September 16-17, 2005
Seattle, WA
Dr. Gene Sharratt opened up the conference with an inspiring keynote speech titled "When You Have Hope for Tomorrow, You Have the Power to Change Today."
We would like to thank the fine presenters who shared their expertise in a variety
of areas relevant to the implementation of Make Your Day.
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Data-Driven MYD: Cynthia Jones and Ali Williams
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How to Implement Student Committees: Chad Foltz
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MYD Training: Bonnie Hiemstra
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Developing School-Based Teams: Ann Spratt and Dorothy Ferguson
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Kindergarten and MYD: Gail Gregory
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Developing a MYD School Handbook: North Middle School MYD Committee
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Tailoring MYD to Your School through Interviews: Janna Domchowsky
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Developing and Using a Needs Assessment to Tailor Training at Your School: James Palmer, Mary Ellen Hodges and Kim Hargrove
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Inter-District MYD Master Trainer Teams: LaVonne DeFilippis and Fred Bray
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Master Trainers: Maintaining the Momentum at the District Level: Mary Parese and Amber Torda
Earl started us off Saturday morning with a keynote speech titled "Look Both Ways," which reminded conference attendees that it's important to remember what school
looks like through the eyes of our students.
Once again the feedback from the evaluations will help us fine-tune the upcoming
conferences and generate topics.
Looking forward to seeing you at the MYD conference to be held in sunny Mesa,
Arizona, September 2006.
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8Upcoming Events
a September 2006
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Make Your Day Conference - Arizona
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There will be a Call for Presentations before the end of this year based on suggested
topics from the Seattle Conference evaluations. Start thinking about sharing
what your school does that is innovative and supports best practices.
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Information and registration materials will be available on the website in the
Spring.
a Summer 2006
a October 2007
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Websites:
Schools (Soon to be added - Seattle Conference Handouts, Earl's Keynote Speech, and
a section devoted entirely to kindergarten)
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