SEAL mini-lessons for tutor time

1. Social and Emotional Aspects of Learning. Anti-bullying ResourceAll activities are taken from the secondary SEAL resource at:http://nationalstrategies.standards.dcsf.gov.uk SEAL mini-lessons for tutor time Denise Dyer ddyer.blf@googlemail.com

2. Anti-Bullying Unit This unit encourages pupils to:- • Understand how feelings and actions are connected – that behaviour affects others emotions in both positive and negative ways. • Express a range of emotions appropriately and safely • Build a range of relationships, differentiating positive and negative relationships, • Develop emphatic responses to others, showing respect for diversity and knowing how and when to offer support. • Understand how to work well in groups, and resolve conflicts • Understand the impact of bullying, prejudice and discrimination Denise Dyer ddyer.blf@googlemail.com

3. Anti- bullying 6 SEAL mini-lessons for tutor time. Session 1 Alone again Session 2 Me, myself and I Session 3 Bullying starts with P part 1 Session 4 Bullying starts with P part 2 Session 5 Better when we’re together part 1 Session 6 Better when we’re together part 2 Denise Dyer ddyer.blf@googlemail.com

4. 1. Alone Again SEAL learning outcomes:- 1,31, 36 Display the picture on slide 5. • Ask the pupils to describe what they see and list some descriptive words- to include what is happening and how the woman is feeling. • Pose the question – is the woman alone? Is she lonely? What is the difference? • Divide the class up – one half to come up with statements about being alone and the other about being lonely. Put the statements up and compare them. • Ask pupils to consider how bullying can make people feel alone and lonely, and isolated. • Ask for ideas about how they would respond to the situation. Would they talk to the woman? Would they ignore her? Denise Dyer ddyer.blf@googlemail.com

5. “Automat” by Edward Hopper Denise Dyer ddyer.blf@googlemail.com

6. 2.Me, myself and I SEAL learning outcomes:- 5,10,33, 36 Read the extract (Slide 7 Feather Boy) • Ask for contributions about how the extract made them feel, note down the feeling words. • Ask pupils in groups (use large paper) to draw a simple sketch of the 2 characters. • Share the pictures and discuss – what characteristics mark Norbert as a victim and Niker as a bully? Are there any stereotypes of bullies or victims in their sketches? • In groups ask the class discuss 1 or more of these:- • Is it easy to paint a picture of a victim or bully? • Do you think everyone is capable of bullying behaviour? • Is everyone vulnerable to bullying? • Take feedback from the groups. Denise Dyer ddyer.blf@googlemail.com

7. “Norbert is the class squirt. He’s thin and gangly, his arms and legs like white string loosely knotted at the elbows and knees. His head is too big for his body and, where other people have hair, he has this yellow, fluffy ducks’ down. His eyes are blue, though its difficult to see that through the thick glass of his spectacles. If you take his specs off him, and people do, he looks startled. Naked. His real name isn’t Norbert, it’s Robert. Robert Nobel. But I don’t think anyone’s ever called him that. In Kindergarten, when his hair was even more yellow than it is now, they called him ‘Chick’ or ‘Chickie’. Even Mrs Morgan. But, since Niker arrived in school it’s been Norbert. Norbert No-Bel. Norbert No-Brain. Norbert No-Bottle. I don’t suppose Johnny Niker, who has dark curly hair, green eyes and a fluid, athletic body, has ever imagined what it would be like to look out at the world through Norbert No-Bottle’s spectacles. But I have. Because I am Norbert No-Bottle.” ( Feather Boy by Nicky Singer) Denise Dyer ddyer.blf@googlemail.com

8. 3.Bullying starts with P • SEAL learning outcomes:- 31,36, 41, 45 • Use the extract from Willy and Hugh – slide 9 • Ask pupils to look at the extract Willy and Hugh and ask them to give suggestions as to what is going on in each extract • Divide the class into groups ask them to discuss:- • How Willy is feeling in the first picture. • What the second picture tells them about Willy’s experience of building relationships and about his self awareness. • What the third image reveals about bullying. • Get feedback and now ask the class whether they think Willy is a victim of bullying? • Now in groups ask them to identify which SEAL skills would help Willy – you can use the SEAL icons. • Ask each group to feedback. Denise Dyer ddyer.blf@googlemail.com

9. 1 2 3 Willy and Hugh (1992) by A. Browne

10. 4.Bullying starts with P pt. 2 SEAL learning outcome:- 31,36, 41, 45 • Ask pupils to look at the 3rd image from Willy & Hugh again and ask them to select 5 words from the grid on slide 11, that summarises the bullying behaviour. • Now ask pupils to share and compare their words. Discuss any major differences. Draw out that our perception of what is happening is important in bullying. • Now in groups ask pupils to explore the statement • “If I feel bullied, then I am bullied” • And consider if • They agree with the statement • What evidence they have for their view • Does anyone have a different view? Why? • Take feedback from the groups. Again emphasise that our perceptions are very important in how we see and interpret others behaviour Denise Dyer ddyer.blf@googlemail.com

11. Denise Dyer ddyer.blf@googlemail.com

12. 5.Better when we are together pt 1 SEAL Learning outcomes:- 36,41 • Ask the pupils to look in pairs at the Bullying Quiz (slide 13) and to answer with yes / no. • Now ask the pupils to go back to all the yes responses and identify which involved a wider group in the bullying • Now ask the pupils:- - Who is leading the bullying behaviour? - And who is supporting the bullying behaviour? • Take feedback from the pairs. • Emphasise that in bullying situations there are usually those supporting the bullying behaviour and it is this that they will be exploring in the next session. Denise Dyer ddyer.blf@googlemail.com

13. Bullying Quiz 1. Jenny tells Tony that if he doesn’t give her his dinner money she will beat him up. 2. Dena keeps telling Susan to wear deodorant. 3. Holly and Jasmine have fallen out over a boyfriend and Jasmine refuses to speak to Holly. 4. Each time Ramon walks into a class a group of pupils giggle and whisper to each other. 5. Terry spits into a can of cola and says he will make Jake drink it. 6. Tania and Susan won’t let Rachel play with them. 7. Joel and Dean have had an argument. Joel kicks Dean’s bag across the floor. 8. Peter accuses Rashid of stealing his game and they have a fight in the corridor. 9. John has a disability which means that he cannot always control his movements. When he gets excited his hands jerk up. A group of boys mimic him whenever he tries to join in the football game. 10. Dean’s parents have split up. Mark tells everyone else in the class. Denise Dyer ddyer.blf@googlemail.com

14. 6.Better When we are together Pt 2 SEAL Learning outcomes:- 36,41 • In groups of 6 pupils should agree the roles opposite (slide 15) – stress that these are roles and not personality types • Ask the group to think of a scenario where all 6 roles would be represented and present it as a mini-role play. • After 5 minutes each group should present their scenario to the class • Select one scenario and ask for contributions from pupils as to an alternative ending, where the power is taken away from the bully by someone’s actions. Stress that the bullies power can be undermined by other people reacting in a different way. Denise Dyer ddyer.blf@googlemail.com

15. Bullying roles Denise Dyer ddyer.blf@googlemail.com

16. SEAL anti-bullying resource • These 6 SEAL mini-lessons are taken from the anti-bullying resource and are meant as ideas to get you started. For more resources go to: http://nationalstrategies.standards.dcsf.gov.uk/node/65901?uc=force_uj Denise Dyer ddyer.blf@googlemail.com