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Creating a Safe and Respectful Environment on LCPS School Buses

Creating a Safe and Respectful Environment on LCPS School Buses. Maril Jackson Supervisor of Guidance Services Beth Doyle Guidance Specialist. Student Bullying. Of students ages 12 through 18 surveyed in the 2006 – 07 school year: A total of 31.7 percent report being bullied

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Creating a Safe and Respectful Environment on LCPS School Buses

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  1. Creating a Safe and Respectful Environment on LCPS School Buses Maril Jackson Supervisor of Guidance Services Beth Doyle Guidance Specialist

  2. Student Bullying Of students ages 12 through 18 surveyed in the 2006–07 school year: • A total of 31.7 percent report being bullied • Of those, 8 percent say they were bullied on the bus Citation: 3

  3. A Brief Reminder:LCPS Definition of Bullying • Intentional—electronic, written, verbal or physical act of aggression • Persistent or Pervasive • Imbalance of Power • Personal Fear--interferes with ability to function • Subtype of broader concept of peer aggression and victimization • Prevention Focus—on all forms regardless of intent, frequency and power differential

  4. Four Types of Bullying • Physical Bullying - Hitting, kicking, inappropriate touching, threatening • Verbal Bullying – Name calling, starting rumors, teasing, threats • Relational Bullying – Exclusion, rolling of eyes, ignoring and shunning, gossiping, damaging friendships • Cyberbullying – All electronic forms of bullying

  5. Bullying “Bullying is a relationship problem that requires relationship solutions.” Citation 3

  6. The Relationship Solution When there is a strong, positive bond between a driver and his or her students, behavior on the bus tends to be positive and less problematic for the driver. “Why would anyone want to be mean when the driver is so nice?” Citation 2

  7. Developing Positive Connections • Get to know their names • Greet them when they get on the bus • Be a role model • Keep your sense of humor

  8. Creating a Positive Bus Climate Clearly establish with students your expectations for their behavior, what the specific rules are for riding the bus, and the reasons why those rules are in place. Be firm with students but not tough. Be courteous and not sarcastic. Treat all students equally and fairly. Be consistent. Citation: 9

  9. Remind students of the expectations Hamilton Elementary F. H. Reid Elementary

  10. Before getting on the bus: • Anticipate—Time of day, time of year; keep a short, clear set of rules visible and talk about them once in awhile. • Understand—Ages and stages of children in your bus. • Learn—What to ignore and what to pay attention to. Citations: 4, 11

  11. Responding to Bullying Behaviors While the bus is in motion: • Give verbal warnings, using students’ names whenever possible. • Call your school or supervisor. • Avoid “stare downs” using the rear view mirror. When the bus is stopped: • Have students change seats. • Talk with students who bully and/or are bullied. This should be done individually to avoid potentially re-igniting the bullying situation. • Implement seat assignments based on district policy. • Request assistance from school or teachers as appropriate. Citations: 4, 11

  12. Maintain Control of Your Emotions DO—Appear calm, centered, and self-assured; use a modulated low tone of voice. Be aware of options. Call the school, your supervisor or security if you need more help. Be very respectful even when firmly setting limits or calling for help. DON’T—Be defensive even if the comments or insults are directed at you.

  13. Communicate Effectively Nonverbally DO—Allow extra physical space between you and the aggressor, get to the same eye level, keep your hands out of your pockets to protect yourself, and stand at an angle to the student. DON’T—Turn your back, stand full front to the student, maintain constant eye contact, point or shake your finger, smile, or argue.

  14. De-escalate the Discussion DO—Trust your instincts, empathize with feelings but not with the behavior, suggest alternatives, and explain limits in a firm but respectful tone. DON’T—Get loud, yell, scream, argue, or analyze.

  15. Additional Resources • www.curry.virginia.edu/youth-nex • http://www.thinkb4youspeak.com/ForEducators/ • http://www.bullyingresearch.com/ • http://www.stopbullyingnow.com/ • http://www.stopbullyingnow.hrsa.gov/adults/teachers-corner.aspx • http://www.stop-violence.org/ • http://www2.ed.gov/admins/lead/safety/training/bullying/index.html

  16. Additional Resources • http://www.bullying.org/ • http://www.stopcyberbullying.org/index2.html • http://www.tolerance.org/ • http://www.opheliaproject.org/main/index.htm • http://www.digizen.org/cyberbullying/ • http://www.education.com/topic/school-bullying-teasing/

  17. Additional Resources • http://www.findyouthinfo.gov/topic_bullying.shtml • http://cybersmartcurriculum.org/ • http:// http://www.stopbullyingworld.org/ • www.pacer.org/bullying/bpam/index.asp • http://www.connectwithkids.com/ • http://www.ncpc.org/

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