Educational Psychology 7e Canadian - Pearson PDF

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OVERVIEW This AND chapter learning. looks Skills beginning One advice will students on a difficult examine these the and 13.1 ways other time you Relate 13.2 design of the with your 13.4 Identify students time particularly makes why this more try established to for good is true. learning, Teachers involve in when can maintained problems appropriate openly or and prevent doan you this time conducive research to engagement, be to teachers learning more from when another throughout communicate at all. is important. one student withdraws the occurring response class, to space for maintain chapter, and from effectively student roles in all But What asks for with of rules, to procedures, the a learning first your participation? their students We in creating and maintaining socioemotional with weeks of well-being. and special a the attention to class. by developing to: consequences, environment and able and management, during problems, be cooperation classroom positive should achievement learning preventing you academic on the physical how is completed a climate Discuss of teachers, will investigate create for situations. the establishing 13.3 which climate Summarize do this problem, have academic classroom must challenge in and environments self-managing. inevitably personal many By the to they physical a main concern we also become and teaching, success; environment ways social are of classes, for environment best create management to ariseas when teachers nature students of the do very learning problems will you with learning help positive that ingredient positive and when ways The a critical a students, year. the teachers. create A at associated management who OBJECTIVES encouraging caring, student respectful relationships students. strategies for preventing and addressing student misbehaviours, including bullying. 13.5 Characterize such successful approaches teacherstudent as active for and and listening, conflict studentstudent resolution, communication peer through mediation, and restorative justice. 13.6 Explain THE the WHAT STOP Students 2. Being 3. Teachers their Items with 45 approaches WHY do you to can with to often consider (5), work pupils culturally responsive CLASSROOM about agree be trusted to OF believe strongly should together leads revision their On a 5-point you respond without them of management? would to management. MANAGEMENT classroom how classroom to these scale from items? supervision. become teaching too familiar. methods if these are criticized by pupils. often often misbehave necessary 2, 4, and these management tended (1) friendly Pupils 5. 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During world of the a. Students material books a Physically that Two a. be students of Attempt to 6. Avoid interfering a. A student b. student of the 7. The a. is reasons noise level Flick to the in personality and you own and disagree must select personal with and does desist in the which discipline between techniques two with the second, the one you you competing use value making it easy for you more closely identify with. views. you identify the most. You must choose between refused possible the be being projects mature to adults. having assign some each preestablished student his rule or her imposed own desk on or all. table space, transitions. what rules they need to they to the wish are must be to govern select. themselves. Once they choose, they must keep to that determined by the teacher, and a specific sequence of a rather the students to work with need destroyed. how we verbal conflict the if today. to I felt approaching they to resolve group times closely how a sanction the at them observe and loud promising that and by ask I may will solve most this likely: problem, including what ac-tion books. students control and and misusing available in of soiled, class, be other out performed misused, to of books actions, see about over to loss misusing of a classroom students, fail who is the such the material. telling them books. I would then tell books. I of the would: classroom rule, and de-manding comply. themselves. I would permit this, feeling that this student has some emotional ask for a discussion those who are (think) about experience. entry into group solutions is lights after by than needs space for them rather teacher that to found get their classroom classroom for be followed. books abilities group and the topics tasks must affecting not not being established meeting are was this the the number action requests related One and goals in something strongly concerns and consideration, take which a student power that to damaged the such they b. both, of your be year, a class equipment toward equal that your you are asked to choose statement to school as to learn the or limit see with into routinely these show how where period. classroom remove student need taken through grading must taken be new a choice of that meeting, should b. given similar rules taught accomplish class INVENTORY with one statement the What management. and indicators indicate must decide students and Hold b to of the be can be to or There merits. 13.1 yourself disagree RelationshipListening, combination. DISCIPLINE agree or merely is limited, should most a session of students should agree on Disci-pline questions, situation classroom In each question, will definitely will needs class for The The a. thinking student instruction 5. full item. emotional the first Groups you Circle students about of discipline. answerbut each students decision 4. & the About these focus as the ABOUT you insights you Instructions: for b. give or wrong statements b. will philosophies however, no right and 3. take Beliefs or some appropriately important questions, others, Choices. two 1. inventory under the three statements. the Eidell, to answer to Consequences, strategies this discipline 13.1. BELIEFS to want 459 ENVIRONMENTS Ideology). (Willower, you FIGURE This LEARNING Control colleagues today. of Figure classroom Rules using Lets philosophy shown ConfrontingContracting, are 5 items Wayne CREATING waynekhoy.com/pupil_control.html. Another you You just Anitas 13 to at get from such a activities. the high everyones I student level that attention, would raise and the it bothering ask is the this as an issue in a class meeting and group. me. students to I would: become quiet, and later praise talking quietly. b. Select the two or and 8. During a. the Permit first few the rules are My a. b. I establish to student talk out bring while swearing is what the I to of really affect class, test their making others, I and most get of the noise, an agreement take from them aside them to to work ask them to reflect their be-haviour quietly. would: ability to get along as a new group I will apply and make no predetermined rules until the students feel that needed. response The students might days students b. Immediately 9. three how it ask by frustrated is two the student by bothering and the fair sanction has responded if these rules are broken. is: a classmate and by swearing, so I do not reprimand the student but encourage him to him. students questions class rules a together and keep in the a knee-to-knee focus on the confronting relationship and attempt to get them to work out this conflict negotiation. (Continued 460 PART 3 TEACHING AND ASSESSING FIGURE 10. If a student disrupts a. Ignore 11. the b. Express a. Each b. student Rules are for b. to the Confront the Key the Table can putting her the materials on she will her the and circle them Table away of the room from need of the to will as a consequence of his misbehavior. my task. be obeyed, affect and sanctions would future the how materials and I are for about the class, them. they think use any student who breaks them will be the vary with each student. likely: activities in remainder her in will most this space, of the noncompliance and how frustrating this will be day. affects others, and tell her that if she future. provided: Table 4a 3 2a 1a 5b 3a 6b 3b 5a 8a 7b 9b 7a 8b 11b 12b 11a Table 1 ______ in Table 2 ______ Total number of responses in Table 3 ______ The table which Table the 1 is the total number of responses RelationshipListening, highest If your responses score would was the Table be your 10a 2 is second highest indicates the school ConfrontingContracting, choice, and the and table with the of thought Table least where 3 is Rules number your and values tend to Consequences. may be the be The table philosophy that you least. are equally or your Wolfgang, that using where 2 2b in From back disrupted by after things on the tables of responses philosophies materials behavior, lose of responses with the rules renegotiated not number next to being school be or number with the some leave reflect rules, 10b for would: student about work Total associate Source: to and Total clustered. student are I the her how 1b 9a the there stone then 1 4b 12a move and Interpretation Take your responses 6a to lecture, (CONTINUED) manner. away student to that in put would follow and/or fair student I am trying possible discomfort written to everyone. cannot Scoring never while I realize same refuses Express of must in the A student a. if my feeling punished 12. class disruption 13.1 C. distributed philosophy H. (2009). across all three have consolidated may not Solving discipline and In classroom study stands Knowledge stress and are are and their if happens teacher the this the rapid-fire a lesson outside the being still losing move in may answer. slow And the Teachers are are Many teaching; in teaching out all the with various room, of low and ability and influ-ence what multidimensional. individuals, of the discussion that or accomplish occur 2003). in features organized Classrooms on students events burnout distinctive and manage-ment Marzano, expertise of resources, Calling & of desks pressures. permission. critical? have 2006). share them, effects. but marks so or the time must pace is fast. events are be interrupted classroom. intrusions fair. and with lead dif-fering tasks, so on. In may encour-age to management simultaneouslyeverything have literally hundreds of exchanges with day. existence, can unexpected is and a single all classroom precursors They 1986, abilities, thinking are students Reprinted (Marzano management the Sons. achievement, are difficulties tasks, & impact management (Doyle, cannot Wiley student largest classroom multiple NJ: to the how without and related of environments. have students at once, during In can Hoboken, kinds people, materials 67). matter and participation students right with pp. managerial education preferences, actions problems made, no ed. with Why is who picks and chooses from training. classroom from about reuse addition, in particular your factors variable 2001). crowded goals, in (7th of the expertise believes They these as the inhabitants teacher use study out exhaustion Classes may be an eclectic teacher time problems after & Stough, their you at this management and (Emmer tables, Is there Because is seen unpredictable. 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Goals STOP and to behave monitoring management to & Emmer, to classroom for needs The are how and school disruptions opinions In still authority. challenges learning school procedures system and and still many sheer 2015). number of CHAPTER Simply To making learning, actively spent academic in far well a by they automatically saw central factor often 1 Students in in called lead the and LEARNING to what on they to understanding or spend learning or of out of able to hours 60 to to score school per 70 hours year of And require learning KNOWS and structures & a class THE TIME mandated learning Weinstein, GOES? by most jurisdictions can represent time. 126 125 119 96 100 77 75 Hour 62 50 25 0 Total Attended Time (Hours (Total time minus days mandated by the state) Engaged Actual Academic Time Learning (Actual Time (Attended absent) Academic Time Time (Engaged academic time minus recess, lunch, time minus time are transitions, off time task) appropriate etc.) Middle and by The Secondary McGraw-Hill Classroom Companies, Management p. 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Novodvorsky, McGraw-Hill New Companies, is to student Engaged correct-ing. such Compliance (Evertson 4, 2004). constructing 13.2 WHERE in on not learning work system focus self-management. structures grade & Paris, rules, a big persistent monitoring following complex student make through management time as just can on-task, If teachers teaching/learning of school academic any may student. careers grades increase school a typical Blumenfeld, of to appropriate for students and themselves. knowledge. of instruction quality school gains goal worthwhile, for of stu-dents call is mandated (Fredricks, third manage of the these their rating test high learning make in in time time be strug-gling 150 2015 some-times When management engaged teachers The academic problem-based enough >126 From time understandingwe class of may strategies. and learning early that purpose WHO Copyright and The time, Students learning of hours academic much see the goal actively FIGURE Source: cogni-tive learn about. engaged 463 ENVIRONMENTS achieve-ment. chapters think learning. wrong learning the achievement drop better will come cooperative in the second how shown predicts to guarantee students Self-Management. they only is using So the high-quality have become compliance, The not As you practise successreally shows engaged grade of keeping 13.2 studies for rate not or time. of decision students not a tasks does difficult high hours in as the is what learning time too learning students Management deep will is learn specific Figure Several engagement rules with time fewer Getting help is academic learning difference. as that activities. result learning effectively. information will engaged working learning in however, material are time students for used CREATING task. 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Time actually learning task. 464 PART 3 TEACHING AND ASSESSING The is movement from a fundamental Tom shift Savage (1999) development says if those needs without learn to setting goals making (Bear, 2005; Rogers is Perry an and with other more did not you teach how your to help management your their sense class of often to to learn, the be of little Through self-control fulfill their 1990). with the own Students consequences, mediating disputes teachers skills to their stress, efficacy. and and classmates trouble become be and more time to elementary to set This and and teachers who you which senseif should would secondary have support teachers self-management after who stressed, makes learning, student independently teachers less teach, that learners prospective and take claim. program student confident, other to this self-regulated self-regulated. behaviour for preparation The to how evidence to more own neglect working students good students were When but teaching is a preservice compared students systems but There self-regulation. and less time, their emphasize manage teacher have coach teaching their to management students not problems, growing effective will (Glasser, dealing trustworthy effort. compared how student students the (2011) did their extra worth knowledge during learn fewer that others to with requires about self-regulation engaged collaborating of and is 1994). 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CREATING When A making should plans prove differences, too such difficult. one teacher toward Some What or Results teachers making in Some Next, Self-management of your own acceptance your own of responsibility actions; behavioural change learning your own were and were for the use of principles behaviour. to who fraught higher. with developed. results their The had problems. quite spent findings in positive. the in assigned levels in may For & quality years, manage-ment 2006; of less differences had steps Gerwels, and to with several number of school effort are classroom a large others of the an a clash students dramatic while records Other class-rooms, frequent among many. 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Routines done & Emmer, most important must each the school also or four finished in of Evertson LEARNING books. teachers answering secondary are level, Im dozens three activities my homework who are the wasted 2013; these CREATING Required different my 2009, are from What is At the or & Evertson, pages 13 Routines such for such such as taking as entering as watering accomplishing attendance and plants leaving or lessons, or storing such going to personal as how to the bathroom items collect assignments or return the attention homework 5. Interactions between when 6. help Talk among You and might Unlike life. In create. school from rules the research may be inconsistent when also peers. 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Statements specifying and forbidden dos and donts 466 PART 3 TEACHING AND ASSESSING GUIDELINES Establishing Determine Class Routines procedures equipment, and for other student upkeep of desks, 3. classroom On the facilities. line playground, whistle or raise for participation a hand to indicate up. Examples 1. Set aside a cleanup time each day or once Set a week in self-contained classes. 2. Demonstrate under and the desk, sharpen 3. have take pencils, equipment, routines students and practise return use the how materials sink or to push stored on water fountain, 1. chairs shelves, monitor assemble lab 2. in charge of equipment or Decide how students will be expected to enter to Determine 3. leave Others you are activities: a procedure for (Have your 2. Inform for 3. and students at the them to what they as soon be checking conditions it of class. class gain can leave when they admission signals for dismissal. seats The need to ask and to the room Many teachers quiet teacher, getting if or recorder, service at silently at the 2. In the grade a sales not students book, halls, raise to indicate the lights sound counter, class, use or before the how Establish require they bell, hands wait for until the differences group, library, want everyone a cupped to hand to their with Everyone. presentation, in procedures learning centre, seatwork, video for watching, and so forth. at a time desk, learning can be at the centre, sink, pencil bookshelves, or bathroom. you will a place reserve can leave dismisses attention, on and a bell like communicate, collect, students, sheets or folders, and move a phrase to the like clap ring once, next bell for podium Eyes, others on and return take out For ideas class. or use some better and for chalk. 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Set up a policy Establish sure to Tell students they 4. make have out and under permission to follow teachers homework students room, students Some indicate the teacher peer learning Have students require Some preface discussion, enter the room. will have or simply to once. Make sure Examples you speak a signal at different room. 1. in has finished. respond materials. and whether speaker and so on. Put a rotating Decide permission ear. the student Examples see other signal about involving students in developing rules and procedures, http://publications.sreb.org/2004/04V03_Ten_Strategies.pdf and www.nassp.org/tabid/3788/default.aspx?topic=Expectations_Do_You_ Stop. Have_Them_Do_Students_Get_Them. Rules for rules 1. for Elementary Respect to the and class. to not your all and prepared. prompt people. hitting, turn, behaviour Being Evertson Emmer (2013) give four examples of general classes: polite waiting applies Be prompt in be including include 2. school and polite, This School. elementary saying toward This Give fighting, please adults rule includes clear and beginning of Examples thank (including highlights the explanations or teasing. you, substitute the and you polite not of the day and mean by behaviour calling teachers) importance of the what of names. and children. academic transitions work between activities. 3. Listen quietly in both while others large-class are lessons speaking. and This small-group applies to the discussions teacher and other stu-dents, CHAPTER 4. Obey all all school school rules. rules students cannot thought it are made Whatever the rule, As have different the rules. before prevent that the to these never be taught the excludes. will be Exam-ples, needed before for students: can the clear all what their of not expected. and Of discussed effect. 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Be in and your rings. type so seat Many of pen, pencil, paper, note-book, on. and ready teachers to work combine when this the rule bell with a RULES standard beginning procedure for the class, PROMOTE a warm-up exercise on the board or heading 3. students ready Respect when and be Listen or 5. and other Respect Obey all also class. 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Students procedures, not For you follow many who a must consider procedure. It infractions, run in the the hall is too logical may have 468 PART TABLE 3 13.1 1. TEACHING Seven Expressions may 2. Loss of during 3. of cause Written reflections write and 5. Detentions. what to Some the the who their teacher, then a serious, sorrowful expression of disappointment behaviour. 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Weinstein seven give know cooperating are teachers, here students mean and and situation. The early identify similar in established meaningfully days without setting a sense to the class Natural/logical consequences punishing, repair, Instead having or in consequences from their that actions. of students some rules, way face naturally flow need to Developing redo, the they to students. is not helping the rights Teaching same them trust the and children as teaching to understand teacher and the responsibilities that them why situation rather something than is that there this is so is wrong a rule (Weinstein, (Elias & Schwab, rules makes because against 1999, a very there it 2006). is important a rule because it is p. Students 154). point against wrong, shoul it and CHAPTER TABLE 13.2 1. Follow 2. Speak of at the quiet Talk 6. Transitions right 7. Follow at at the time Elementary.. their feelings and their things. Follow the time. Do not right are distract tone calm, school others. 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Can the who difficult the action or near by are to participate zone, vary the seating presentations; Horizontal arrangement so that rows Both they the share are useful encourage rows also for focusing centre for large-group and (Good, direct students are of the students discussion. that not to work more to that to Scherer use (1999), challengesand provoking kids them walk in (p. and 9) space: and learning increase in one consigned and in on one the the room seated far away, the row back. and student, simplify pairs. 1983). as around to traditional presenter make it To spread students teacher, for will such 1994). and class-rooms & Brooks, areas, move to easily back (Woolfolk other in participation the teachers always on the young are organizing Lambert, of the seatwork focus be in questions advantages independent to daydream suggest of of a seat 1983a; awards be created puzzles, teaching may and students permit back classroom areas. seem whereas classroom, students at this. ways interest does greatest, (2015) with same basic influence can makes to look have this? classes: ways that Which so that Marge his games, like on class, sit is many really are two in to contact the won colour with are your at the that If in These location speak & Romano eye 13.2. accomplish in spaces an interview setting participation Weinstein Table attended. school bright environment would one easier designing begins research. an environment there learning establish Horizontal arrangements. and where a particular around, possible, here. 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How This their door them. have to territories and activities space. 1998). are whats can learning at once? identify reach arrangements, personal organized students You learn he and you schools or independent these as and all the the of the most beautiful minds. want to support creates know and environment were cold things classroom to he put up the children of classroom focusing more how their different (Herbert, able in ones collaboration, be rights, materials, them home work classes, learning classrooms and each can difficult students the Which helping group describes let the terms their should What I do is into by reading, Kohl all the do everyone very LEARNING inhabitants painted find protect furniture, invite the children they over that some affects FOR students respect could materials, class should should children that or exciting? different architecture invite back had that of the Think young its laws planning out as inviting so has SPACES & THINK ones Ken some kind arrangement STOP developed when establish PLANNING poor people,. the noted to physical and right the Classroom that be Another when the with and Copyright had action other Inc. have side Rights respect learn. movements classroom From understand But to times and and should In 46 ENVIRONMENTS countdown. dismissal; McGraw-Hill. for and for right right all Companies, LEARNING time. be courteous, others 5. Source: first Our CREATING Rights. Respect get Protect the nicely, Laugh 4. to directions Bill 3. Laws 13 column or media housekeep-ing. However, this is Action a where interaction zone the Area greatest takes of a classroom amount place. of 470 PART 3 TEACHING AND ASSESSING Clusters especially of four useful students to more circle arrangements discussions talk, help one however, are poor or stack but another, for are still allow share best for materials, whole-group for student interaction. independent and work presentations Circles seatwork. on and group may permit Both arrange-ments, tasks. make are Clusters class management difficult. The fishbowl of attention time, (the because the back it is fishbowl students can to Interest Areas. able to make more with to design girls in If you science areas Learning helped centre materials. of Spaces for in helpful class, class the wants visual areas aid. are used (1977) objectives students was of experiment in of hand, teacher the changes the keep periods a small her focus other Weinstein meet all the way the short see Carol study, throughout your for when the having near On the or teacher a second activities interest only problem, teacher, and In is the together problems. influence a classroom that in literature design Designing the and a class can close be used discipline on areas with areas manipulative more involvement 1986). to cohesion interest working involved of group sit should can lead brainstorm in interest students be standing), of of example, where and a feeling changes a variety may even demonstration, The For formation, comfortable create a special row not watch by students. led or for more a library (Morrow hav-ing corner & Weinstein, suggestions in the Guide-lines: mind. GUIDELINES Designing Note the Learning fixed features Spaces and plan Make accordingly. 1. Remember an 2. sure work that electrical Keep the audiovisual centre and computers need 1. art Make sure traffic outlet. supplies near the sink, and small-group work by 2. Keep are easy access to materials and a well-organized place to are private no a person get to noisy Increase Create there lanes; area to a blackboard. store areas and quiet. Examples Examples bookcases or work not areas have to in the middle pass through of one another. activities the tables should as far feeling of as possible privacy or pegboards, by from placing between quiet ones. partitions, areas or such as within large them. areas. Examples 1. Make 2. Have sure materials enough are shelves easy to so that reach and materials visible need to not students. be stacked. Provide 1. Provide students with clean, convenient surfaces for choices and flexibility. Examples Establish private cubicles for individual work, open tables for studying. group work, and cushions on the floor for whole-class Examples meetings. 1. Put bookshelves game 2. to the reading area, and games by the 2. table. Prevent Avoid next fights dead Give students This is by spaces avoiding and crowded work spaces. a place to especially personal keep important their personal if students belongings. do not have desks. racetracks. Try new arrangements, then evaluate and improve. Examples Examples 1. Do not have room, 2. all leaving Avoid the interest alarge placing a few areas dead items around space the in the of furniture right outside of the middle. in the middle 1. Have 2. Enlist the space, which creates a racetrack around the aid and designing things all instructional so you can see your students and they then students. They a classroom can evaluate. have to live be a very furniture. educational Arrange arrangement, of your can experience. see presentations. Examples For 1. Make 2. Design sure seating you moving their can see so that chairs over or desks. can see instruction more design.cfm partitions. students in the room, of this too, large a two-week without ideas on classroom design, see edfacilities.org/rl/classroom_ challenging CHAPTER FIGURE A This chemistry teacher small-group SECONDARY has a space interactions, CREATING LEARNING 13.3 CLASSROOM designed work, computer 13 that ARRANGEMENT allows and lab teacher activities presentations and without requiring Door to demonstrations, constant rearrangements. teachers workroom Wastebasket Lab Table Shower Storage Radiator Storage Lab Portable Tabl Shelving Storage Source: Reprinted Weinstein with & I. Companies, from design territories that room. Figure Secondary Classroom p. on the 35. Management: Copyright 2015 Started: Determining Lessons by from McGraw-Hill. and but weeks? 1980). Lets first each avoid dealt Managers day was child any to Research and Reprinted with Practice (5th permission pronounce the and of ed.), the by C. S. McGraw-Hill and childrens my teachers are pressing name? or use deskstheir around the periph-ery small-group that activi-ties. has individual and first were weeks desks demonstrations, these In effective the set up. I toward The first. 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Where teach-ers How is the ENVIRONMENTS 471 472 PART 3 TEACHING AND ASSESSING washroom? taught would The effective the students any other teaching used other rewards signal get them started continue In made that positive nor a rule, ineffective noisy, the and procedures each had the that other they had with with it. for class? It elementary focus for lower periods on one With so if all this effective Many made plans teacher later let the disorganized weeks stu-dents and of filled during general, cannot each avoid work and Again, day teachers of class. is closely with long, unbroken moved smoothly spend period, they are carefully facing These students classes to teachers to behaviour In required without ineffective effective first Student quickly. effective a secondary communicated class. not in effective well. clearly with are started on the are dealt Instead, smile first of day As when of class, How to A Noddings (1992, we saw intrinsically one see Be class the an is 1995) helpful Effective students follow of each consequences stu-dents (Emmer & be smiled experienced enforcement grim and and joked more teacher For book by Teacher (H. of the humourless. rules, you may Not necessarily. can more Harry and Wong & tell ideas with their students you, there is about Rosemary Wong, getting much started Wong, The First 2009). COMMUNITY has written take Chapter to cooperative. LEARNING students in also As any the consistent have study 1976). about and teachers in Hayman, School: more monitoring secondary where are first are as expectations students In but getting between level behaviour shorter; students close CREATING Nel and the activity. room. not ineffective attention about differences secondary rules tasks. teachers & to the Days that effective (Moskowitz on of the had ask because 1982). wonder more are What the the class of the different progress and during cycles type several Evertson, work enforced work of at other had to another left were example, and one One for For alike. procedures, infractions ability, through many to interruptions. varied obvious unexplained They classrooms Students. hold rules, these waited. frequently a signal tasks these aimlessly student. are consequence. left talked one other as in wandered broke my children with have Neither students routine but were rule. of dealing day, were teacher Students the threatened could teachers Rules one After of students just bell students that teachers the or a by as some the first Students helping weeks Secondary academic and first and appears consistently monitored, The for establishing standards and all, the the Ineffective to on or to opportunity time. accomplishing that drill students respond whole Misbehaviour different. guided Instead procedures Often, do. with for day. or in some groups example, right be such through a fire doing. to teachers school on be to Managers school every late-arriving All in surprises Effective needed of oth-ers or as a a better consequences. practised. on for paperwork students ignore time a bit bell small quite at the criticism, follow practise productive in deal teach be spent class For not consistent or were place could procedures taught a procedures. complicated. right a vague not never should nothing to to class they absorbed how tried but the into and weeks very the clear, give classes, were would what became warning, teachers teacher in had to teachers rules quite procedures; respond with the spend teach students gave the first or behaviour might managed day ineffective one for a vague be get and as they harshly. the their behaviour poorly day to so to rules practice. to to of rules the to practice worked rush of not too should teachers or issue In either meant, negative but and students work classrooms, students this not learning firmly, were taught whole-class students managed they what needs, and poorly a rule from This all quickly the told too readers. guided set taught continued teachers did They examples, used These understood away. teachers Most They easily right explanation, Some attention. activities. in workable; not their workable, effective behaviour. monitoring was stopped not gain of the procedures. shape academic a rules a lot weeks, and to to with first rules enjoyable to the had most important subject, Throughout time teachers the more 11 motivated about the responsibility when when we they need to for discussed feel the that create caring governing need their their for teachers educational school relatedness, care envi-ronments and class-room. students about the CHAPTER (Grolnick, Ryan, British caring socially students to the.. and get along, Started on and on the how to the part a caring it and their means (for a common all and interactions in classroom and to their responsibility... day, start maintain and keep A is just their students learning, positive STOP In & What activities those about general, as teacher 1981). were of the team was Then to integrated They realized the Effective In 12 to instead teachers on of par-ticipated the of the curricula creating positive prepackaged of inclusion 2001, and p. 4). LEARNING on this beginning. keeping students discussed They moti-vated several motivation, student what process, all Laidlaw, and We have Chapter lessons in that build problems activities. goals can teachers chil-dren of this FOR preventing the Students principles & used a framework involved implementation living a about articulation Throughout and the talked members community. activities. school. and they Ele-mentary develop responsibil-ity as the responsible to Team Responsibility devoted day-to-day social met first ENVIRONMENT relating keep for interests, ways to example, we encouraging performance coop-erative goals, and having do? for found of the (Frick, students. completely students that time, time engaged elementary while 1990). It engagedthe just seems to disap-pear? you focused? increases, study 97% you keeps supervision time work This students does simply also mean that this increases working working not means time students on their that own teachers type of (Emmer directly should activity with were on task eliminate usually requires monitoring. When involvement because need His-torically, behav-iour or as part the levels and Elementary learning activities One on task independent careful 1). (Blakeburn different expectations. (Blakeburn learning & THINK 57% p. will Engagement Evertson, only at kids 2001, automatically Social more than by else What teacher of at the engaged. establishing What the in community. multifaceted beginning. and for day. It involves day curiosity, expectations. Encouraging the productive stimulating be system motivated considered safe, students visible self-control learning on relevant GOOD thata in that Laidlaw, is many foster a socially and in management engaged of must every MAINTAINING feeling as an individual that happen school requires time all and contrib-uting atmosphere regulating working leadership set of part work climates at a scheduled A good be classrooms school programs and groups this levels, and about is & students at all different expectation from will the week family that not Standards first members) recognized does responsible language The multi-aged community input Blakeburn, socially are of that Performance families. in staff At and ministrys developing School structures of students. create a emphasized you kind p. 4). It involves participation provincial for Whether the Elementary 2001, helping talked is support-ive, (Blakeburn diversity, Elementary have Coquitlam, relationships. creating Blakeburn philosophy (Blakeburn on modelling students The Port LEARNING develop students focused There trust. schools Community. & Laidlaw, among and CREATING in was to respecting said, mutual do through team, at they American not school-wide routines and school interviews, Parents of and problems, In school. sense parents, The School goals consistency solving school. at a North rules, Getting is with 2004). of the be There however, through to Elementary school-wide required language and happy of its Laidlaw, This the Blakeburn one colleagues, 2001; classroom. manage When 2000, responsible. and school. a in among learned included, of 1991). & Laidlaw, become this Deci, opened relationships Elementary the & Columbia, 13 task will one to the step complete provides be greater. leads a task, continuous Activities naturally they to tend cues with the to next. stay for clear the steps When involved. student are students If their about likely to have curiosity what be all the is to more do materials piqued, next, absorbing, they students a ENVIRONMENTS 47 474 PART 3 TEACHING AND ASSESSING GUIDELINES Keeping Make Students basic work Engaged requirements Monitor clear. Examples 1. Specify and paper 2. work to 3. post the routine size, Establish pen and and or pencil explain deal work requirements use, rules absences. develop, if work in progress. Examples and about late If a pattern with it early; for headings, 1. When you student neatness. raise or incomplete of incomplete speak with work too parents due student dates reasonable has a very Communicate the and good stick excuse specifics to them unless 2. the what to at help, make sure that If you check will miss those you only who who think understand, those help, who plan to and those each students but do not really ask for progress everyone periodically. has Give frequent of assignments. for do assignment, correctly. do not they who are do the all. Check for lateness. an in-class hands shy to work necessary. Make their know begins give gets started a chance In to academic discussions, make sure that day after respond. feedback. Examples Examples 1. With younger students, have a routine procedure for 1. giving Elementary they assignments, place such each dictated, 2. day. as posted, Remind writing With or students them older given on the students, in of coming board in the assignments students are handed With complicated describing 2. be Good work home a syllabus. 3. assignments. dates, assignments, what and so on. to do, what Explain your give students resources papers back the to can be parents Students displayed each of all ages and in class and graded papers sent week. can extra keep records credits of grades, projects earned. a sheet are grading get same may completed, 3. should in. available, criteria 4. due to For older several older students, phases, break giving up long-term feedback assignments at each into point. students. 4. Demonstrate questions how to together, do the or provide assignment, do the first a sample will be more real life. to if Also, students The teachers manage in Is ideal way the teachers classroom group handled were teachers focusing, of these and factors & is time, Emmer, and 2009, 2013; Engaged higher their and when on curiosity own. to In their colleagues for found encouraging Evertson are be to 2006). on their systems will connections or rely working well-planned students have Gerwels, all the students Students know, of challenge student & Evertson, of (p. course, 51) that study, discipline much better were especially movement (Emmer at to prevent were stu-dents & Emmer, based on their 2013). findings. once problems preventing skilled the arose. problems. in four management. areas: More 2001) recent first place. management the can confusion, examined were teachers The free by chaos were difference Kounin withitness, research not problems, and disruption. very different the that overlapping confirms pre-vented keeps manage-ment of was that concluded Martin be and classroom relatively plagued that in avoids (1970) classes continually found them classroom students, Kounin whose Kounin & Stough, in interests Jacob classes action, is difficulties teachers, whose in level keep had Keeping now that (Emmer Evertson, levels many a classic groups way they that effective teachers, both every teachers, problems, note In the tasks must (Emmer as you Medicine teaching moving. Observing in manage when else both work Best comparing with ineffective at And, tasksactivities the supervise Guidelines: (1993) effective activities by the answer. into secondary own the to Sugarman by pages.shanti.virginia.edu/engagedlearning/andtrc. authentic engaging Something managers their suggestions and see an in more cannot and class Prevention The are of elementary to seeking are incorporated motivated. effective more ideas, are involved activities Of course, study continue they interests students that For virginia.edu/resources/engaging-students-from-beginning-to-end-2/. motivated engaged keep few worksheet. effec-tive effective activities, the impor-tance CHAPTER 13 CREATING LEARNING 475 ENVIRONMENTS Withitness Withitness means in eyes in few the the backs students, are These the they not two even For a brief begin that called class to Weinstein becoming major. timing people errors student have only These students, so that Romano, 2015). They are also dealt the know with. a teach-ers who In other (waiting too long letting the real perpetrators the more and hap-pening to with wander. & is seem or interacting of the right that teachers with individual the wrong of everything With-it 2011; from sure aware before inter-vening) behaviour). at the match Students contact eye rest (Charles, the same a teacher shoving awareness. making Kounin are absorbed the make their you anything. becoming disruptions they occur example, avoid monitored what that missing encourages (blaming for problems first. room, minor make errors not They being and responsibility If are the prevent target students are heads. problem, do or you behaviour are teachers instigated one their such they to that scanning know escape of since always students words, communicating classroom, time, who at the to effective tells two pencil believe teachers students sharpener that they deal to with stop whispering communicates can get away to with serious but ignores students almost a lack anything if of they clever. 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WITH we even policies of and taken DEALING can sense level a sense management ideas, 12we sense their responsibility, classroom may support for girls school. fol-lowed Andrew than girls the that and than to sports, to need students often culture study for par-ticularly disabili-ties, 2011). have matter appears one higher relationships human Chapter both Thijs, students was them including In declined more teacherstudent basic in support & Students useful, more described would activities, with the school connect but or Gillen-ONeel connection participate activities school caring remember Koomen, Teachers Also, boys students, middle-class 2013). Cari in this all differences, basically school, belonging years, these the & Shochet, high of is that relationships we about school sense school for or language from Sheenan, high sports; is important cultural disconnected girls in school of 9 throughout reason as them. When (Spilt, the participate positive care that over such for having grade possible to belonging may (Jia, school weeks teacher high Buckley, from activities of skills because feel (Chapman, (2013) ninth and may be the way lives. about for on supported One home This or is relationships. of the promotion in may, adversities, schools Fuligni in and help common nine to positive belonging who 572 students for and out 2010). Feeling of first even and the at urban shared oriented of relationships, act 2000). transition communities the and development just who get skills, emphasis teacherstudent diverse small during school, social One teachers class the learning to The caring relationships, creating and high notes, close by Focus adjust Adolescents. maintain are increasing. students that respect and are treated to on caring. show visit they likely respected homes, LEARNING 2009). for to problem teams Care fewer stresses confronted Kiefer, of to where families as high teachers willingness feel CREATING more (Osterman, students students These et al., they schools teachers in are choices, when with with of time their time teachers their a bit have and connecting places they they bond school. by competitive then that to by outside important feel describe quite Communities particularly like China are ethnicity, comparisons, is students Hughes, they not caring help or more likely spend offering cultures in and students Chinese when are and schools gender, But respect example, their race, students expressing life, perceive based 13 kind school serious you develop manager of has issues. public The key can prevent is your does not attention being aware problems. ENVIRONMENTS 47 478 PART 3 TEACHING AND ASSESSING GUIDELINES Creating Get to Caring know students Relationships as 2. individuals. Share some Examples 1. Eat lunch 2. Work with a different with attend 3. stories excitement a club, student Show your group of students extracurricular activity, every from day. or sports group 3. and interest them), very in your students careful about Schedule individual conferences with your respect for students abilities. 4. such Model respect students the for bilingual number diversityby ability, of different class, and by including cultures (Weinstein, expressing admiration by commenting languages for enthusiastically that examples Curran, from If 2003, Comment to students privately about your performances in and difficulties. media, picture and be postings things school-related learning email can be accounts extracurricular personal that you school policy sexual orientation, are meeting to otherssadly, their alone about with sharing a student, others by the so in must with or views. do today relationships by personal information or political teachers positive misinterpreted accounts. an area protect against students student. p. 272). observations student input and respect it, but do not take of it their with your having of from as religion, visible in the a variety & Tomlinson-Clarke, 5. about are represented and content a Seek 2. overcoming on social your language Create different Check Examples 1. and students of (and students. are Communicate as examples mistakes communicationsmany misinterpreted. 4. own life making persistence or follow on all electronic as individuals. your a subject, and Do not friend activities. from about too personally. activities. Examples 3. Encourage their students to use personal interests as subjects for 1. Consider a suggestion younger 4. Greet students at the door to the class every communications authentic but Listen professional. Send for job brief on assignments, or concern with personal homework about notes to hard work absences. sent to a students student acknowledging and persistence, Include is card meetings for comply found to to (Nelson five & Make contact with, thing. Other lecture), such that Ask back as, I cant must be If they if not and digital informing be device, I If student to, helpful. do question, rationales about class. whether Use simple of the student students are aware of in chapter. note that the a class follow that their it is the on competing possessions they (2000) suggest off task work or doing students inappropriate someone shout your signals. name sarcastic) out are behav-iour students (not into the comment an answer, but yet! effects correctly, You average complied are the ignore the teacher an most intrusive: the to first to student Nolan that) of desists. to a humorous heard negative to stop insert anyone procedure correctly. when will learn making I least pointing the the and from students (simply I swear called as not, they with Levin doing share leading before and moving such (a stop their complied responses Make or order more than negatively, (2009) signals, you havent later them or closer be a performing students move of seldom quickly, hallucinating. they have your the identity a desist responded as name-dropping student described are getting your feedback for in do not reveal gives Evertson nonverbal work. because students message, to the and and might such asking anonymous targets students desists or doing, hints that are the misbehaviour eye get share grades. for and cared teacher students Emmer stop wrong verbal the disruptive 2000). be without but also handwriting. disruptive the ways to to and respected students of teacher Roberts, and Try these cycles supposed when But some Often, simple the quickly that stop. complaints Quickly behaviour. study of four feel and suggestions, directly questionnaires along concerns Ask for students they Problems Most students request student assignments Ask through or redirects seven 3. ill. Stopping One a good a birthday, a get-well who to defensive. Examples 1. or community students. day. 2. Keep box writing. of their actions, remind may need with the learning will be returned to the send students quietly collect activities, after or class an of the a toy, while I pro-cedure comb, privately CHAPTER In a calm, unhostile to follow the it. rules? What Tell the in talk Offer simply a choice. teacher you I to repairing the One not use is If low This which be and doing? the Is it 47 ENVIRONMENTS then against misbehaviour. more detail.) grade, the Guidelines: Weinstein use (Later If students like Imposing and Romano you and the the can (2015) back of the earlier, as opposed require the and plus social lower achievement perspective-taking homework) give 2006). as of punish-ment teachers discipline. (p. taken ideas (mov-ing a caring means Penalties offend-ing status student 177). somehow & Schwab, Effective, a room p. (Elias the what imme-diately 2000, repair as matter answers apology excess alienate no out & Nolan, you notes, the to to empathy giving or serves seat (Levin a verbal (2000) grades, answers calling described never Orange out Stop another, appropriate is to only call your develop an Carolyn It and procedure you in decide. includes offenders status, move You harmed a lower As to consequences, action, giving penalties, (2011) stop students a choice. or later. has would ineffective. must impose Novodvorsky answer however, rules. have of logical helps what achievement and to student of group, class unfair you use one penalties, reading or are way to to continued you discussion apology about one student hand the if rule What unhostile messages John, private about breaking strategy said, done. think a lower and an damage caution for would prefer example, make as they when a correct LEARNING statement. your have and assertive teacher the questions: CREATING doing? your raising will For student to the teachers penalties. discuss repeat begin and Many to be state three assertive, For example, tried, and and you will to proposes a clear, we back, the in chapter ask students (1969) should student the way, Glasser 13 This 76). from about Weinstein how to do it. GUIDELINES Imposing Delay Penalties the students discussion involved of the are situation calmer until and more 3. objective. Examples 1. Say calmly to a student, Ill what I just talk saw. Im Sit to there you in Talk to really Everybody about can and a few me during think about minutes, or, I your free period what dont the like angry take this. out After discuss about the what journals; a few we minutes just going Impose penalties up a graded 1. class Establish receive incident. privately. (5) with students privately. Stand firm Resist the Always temptation are not to keeping remind their students side of the Move close so After that only imposing with the to a student the student can a penalty, student who in public must be disciplined that and speak 2. the possible a positive 2. relationship Compliment for Try Keep students immediately. student back such the when on an students the students an opportunity. errand or ask work or give behaviour are. learning This time for class. of penalties a list of penalties reminder; close (2) that in an for will fit not receive of school many turning warning; day; (4) in (3) occasions. stay after homework: hand (1) homework school a teacherstudentparent action to in finish work; conference to plan. problem-solving learn strategies what to Use Problem several Send the teach students feeling, Examples 1. interests do next time along with (Elias & Schwab, penalties to 2006). Examples hear. re-establish those bargain. 1. 3. what off by regaining entire student games, in arrangements. help they list participate develop Make arrangements the know pay with the or hersports, write the Examples enforcing and to can him Examples to writing, effort conversation to today. happened. are of a personal of interest in time student before 2. have an investment Set Say, 1. to something filmsmake happened. 2. Make time about him or her a symbolic warrants. for holding help. pat Look Diaries, identify the where ways to solve Calm say to slow breath, students problem the 5-2-5: problem At the themselves: breaths, and first to breathing what they goal, then and achieve physical Stop. counting five record and their signs Keep five Calm, breathing were think the of of other goal. anger, then in, take two out. on hard For more ideas, see www.teachercertification.org/a/maintaining-a-positive-classroom-environment.html or www.cfchildren.org. 480 PART 3 TEACHING AND ASSESSING The examples are taken Marvin Marshall from the actual words of the expert teachers described in their book. His focus (2013) is on has and teacher-imposed and even culture but of learning. behave and responsibility. Students like any Bullying Bullying is a type to should are risk Victims. OF for hostile proce-dures, about how students learners anyone who and has automaticit must this from chronic both to students What BULLYING Guerra, Europe have ulti-mately worked with be taught and Does and are Bullying the and prone Look to to feel or unwanted (Pat-ton, & page that Hymel, 480. about 10% attacks. lonely, THAT Hitting, which participant Wil-liams, and One insecure, in pinching, Withholding, one COUNT AS punching, stealing, when BULLYING kicking, shoving destroying propert exerts power or force over another Any comment Verbal offensive considered Hurtful or threatening to the Intentional manipulation peoples social friendships, Leaving of or people friends Using an electronic platform to Facebook, the Source: Adapted 10.4 on from p. 422. A. Woolfolk & Spreading bully cell (e.g., texting phones, sex, out about abilities with others someone, disabilities spreading not to damaging or reputations, up to look rumours others or on purpose, convincing friendships someone criticizing, making comments race, rumours, lives, reputation Cyberbullying name-calling, threatening, derogatory religion, victim Social/Relational teasing, humiliating, setting foolish through Facebook, embarrassing/compromising pictures internet) N.E. Perry. (2015). Child and Adolescent Development. (2nd ed.) Pearson. of kind and general, Like? physical in bullies on withdrawal; BEHAVIOURS contact Both problems verbal anxious, and report Vaillancourt, indicate physical crying youth (Cook, 13.3 that or reli-gious world 2011). Table States of and the is ethnic, behavioural see in power between of thumb children and United targets DESCRIPTION Any of of line racial, around Espelage, can abuse The a rule any & Sadek, Swearer, self-esteem often 30% case as you constant low to be the but using psychological, a bully, repeated 2013). thin, or Williams, 2013; be victimsthe These to academic, ways to tends 10% seems 2010; and OBrennan, popular Between and & may seem or less & Allen-Meares, Studies Physical Table the Class-room involves is a is student. and self-regulated by systematic teasing tolerated. long-term many 13.3 TYPE be not Waasdorp, powerful & Sadek, are are victim be Williams, There unhappy. and bullying, Kim, at Hong, TABLE is and management of the Discipline course, self-discipline (Bradshaw, is less not in Guerra, children Of cheating, self-regulationthe to adults. obedi-ence community classroom emotional pen-alties. on resentment, classroom the and a focus classroom responsibility in themselves that resistance, responsibility. characterized victim who involved 2010). done that skill. exchanges slur of the someone victims the and happy of aggression harm good-natured being are consequences and Cyberbullying intended teasing things discipline knows in though really self-control must other even is teachers successful, or adolescents practised how results creates that structuresthe involves productive, children believes on He suggests responsibility discipline about and perspective responsibility. often on teacher, is routines, people a focus He also of the management interesting student consequences defiance, responsibility a very promoting be CHAPTER TABLE 13.4 Reasons REASONS FOR Bullies feel not the in lashing out. Possible School some they may for Help or the especially the whole is may drama if victim situation seem fun. The big Stress under bystanders innocentno bully believes victim will the bully the gain in to aggression or a valued the acceptance In that the circle and for it class time to in not is walk in resolution and pressures. Also, and pressures based on their with moral literature such students, judgment, thinking resisting conformity sensitive discussion from can groups race, the laughing building homophobia resist unless concerns. relations yourself, fun genuinely through shared making prejudice is community and emphasize group. more and Try conflict empathy and lessons for capacity aggression Develop activities against maintain the shoes. others readings, mediation. of too. bullies of plays, develop students target deal. LEARNING ACTIONS intentions role elses with to TEACHER the Use someone the as The read accurately. or peer putting AND students feel CREATING Responses SCHOOL felt. pressure, it have so There basis enjoy claim or victim, a reasonable simply find insulted, against grievance They and POSSIBLE annoyed, be Bullying BULLYING grievance justified for 13 help to ethnicity, to group of students harm others sexual identity, or language. The bully wants and is or something willing the bully other attacked, rejected is people feels they will depressed Targets of more are lesbian, 2012; this Swearer et who 1999). who Why Do Students bully Bullying in teachers path silent about to if of believe they are wonder they emotional from Brooks, peers. Some have (LGBTQ) and their 1999). unpopular, questioning are that victimhighly & genuine acts controlno reactions obese, feel the sanctions. may or Bartini, are or estimate victims through suicide of Rehtaeh 2014, a her are groups disabilities, (Hong & Bully? four or Garbarino, need Table to 13.4 Rigby on for address (2012) the A longitudinal 1 through them conflict and aggression violence and 6 for teasing, was rape gang also raped the 2014b). Why the research & Scotia, by social to more Hodges Nova bullying day Chil-dren are 1998; through but that to four media. humiliation and messaging do students underlying motivation, and years reasons that followed found intention-ally students may aggressive were & Jones, hear not possible concluded combat just moved 2003). But agreement that bullying, the bullying actions. a representative that strategies Brown, and effectively the study two school Dartmouth, online constant examined management (Aber, the the suggests 481 for she every afraid. bullying? Rigby page to of school always (Graham, in after (Wikipedia, reasons reasons. half are middle adults distributed result online Ken main a then avoid they a teenager death a children and as young and and as their 000 because Parsons, daughters experienced 160 elementary year was recorded What that altogether attempt case April, Teasing. aggression kind bullies students, are legal aggressive who of school experienced grades taught of in teachers See and students (2002) attributes for there change (Pellegrini, students out the she students and friends transgender, rape others? behaviour. few drop Rehtaeh harassment schools provoke chronic life The mother harm a second and community 2010). been her isolation and is to older victims cannot There more likely boys. practices may help the For These they seem deLara Consider ended Rehtaehs and al., that who bullied: more and teenage be and have depressed themselves. flaws bisexual, thousands Perry, have gay, remorse. defend helpless! to justice conferences criminal, have type Garbarino and not and likely and/ good. students are Restorative victim get it, sadistichurting they hot-tempered the harm to basically because are from to inflict sample children away when from teachers with of whose the a life are insul ENVIRONMENTS 481 482 PART 3 TEACHING AND ASSESSING TABLE 13.5 Teasing has Dos led to and some Donts tragic about Teasing situations. Discuss what to DO Be careful 2. Use humour gently 3. Ask whether teasing hurts 4. of others someones Accept 5. Tell others feelings. and about from a certain topic your feelings. Know the difference about a certain [If 7. your class. and hurtful ridicule Try to read others feelings do not tell 8. a persons Tease about a topic Source: ed.), (Weinstein Besides do Price describe your in agitated a or bad teasing feelings a day. that is meant about direct and teasingtell clear way what is you Management: The Lessons McGraw-Hill presents from Research Companies, a list of dos board and for school he looked a media peep and Inc. and donts about improving school The then, a dis-count students When the Shepherd off his shoulder activism and... and captured countries declared to day. boys various Nations went pink. and 9 student Other next of bul-lying. Shepherd grade They the lifted 2007). Since a classmates. a sea 2008). with a difference. David school. school with (Gini, make with hav-ing empa-thy dealing boys, of a weight United is is Swearer Cynthia reduce grounded physical in schools, Nancy success, have May though, and is mixed identi-fied 4 Anti-Bullying important to colleagues Hudley and aggression attribution are social getting hostility. recognize encounters for her colleagues ready The when to go program aggression out also at peer recess) are teaches against due accurate them is been school-wide proven that the do (2007) at UCLA The have 12. The your milk social After called central goal students or bumps causes of pro-grams not. devel-oped program, aggressive accidental reading intentional. have many many over to Some 2010), Chapter self-esteem, prevention evidence to teach knocks and et al., school. in colleagues bullying. of scientific discussed a prevent programs elementary her bullying the is (e.g., to effectiveness (brainpowerprogram.com/index-1.html) negative help (Swearer in theory, the look and and achievement implementing whether on Guerra promoting also proactive are It to to 59 for being results programs. Attributions. you really their to relationships are the prevention a program in consideration, workaccording BrainPower students teacherstudent An important presume day (CBC, the can that student attacked toward two to met been world. 2012, opportunities systems Unfortunately, BrainPower, was since the in 2500 providing and Changing and, over that and bullying had bullies first clothes he being step solidarity shirts pink day, there the pink wore that when show shown more 2014a). of found effective. on a has with for be another 2007 to 50 around day study programs. shirt also like attention (Wikipedia, pink from victim one in research associated will decided distributed on anti-bullying a a and the up for originated 13.5, is community Scotia, arrived nary widespread Day Table classroom standing wearing how been students 13.5 blaming class Nova bought got student as about someone from in your and less Shirt for and school intentional Table in develop Berwick, bullied bullied schools to Pink of store (2011) seems having way. Swallow Classroom permission recommendations students or Price In the particular, was Day Secondary with 2015). of bullying you Anti-Bullying an and Adapted of community victims In theres Middle McGraw-Hill. following the the has he or she is Novodvorsky, sense anything who 8. members. schools. a strong Travis when C. S. (2007). 2007 & in for student is Be thin-skinned they family when a student to. know a friendly sex. body. who you bothering Weinstein, (4th teasing see not well. about ridiculed. From Practice to persons someone whom 7. when you Tease gen-tle language hurteven a know girls Tease about you. Help a weaker being body are about dont tease 5. asked or a boy] 4. topic friendly you are Tease 6. between you in if their you in 3. harassment. of it Tease someone 2. others if you tease. if teasing teasing 1. carefully. feelings. teasing hurts 6. in about DONT 1. So do rather cues, students to into than so that become CHAPTER TABLE 13.6 Dealing Develop an school The explicit policy (or should that Explain to students never should not adult acceptable what constitutes they not should never block the the internet, and are aware express that and list include it in the consequences. bullying cyberbullying give out personal will be dealt concerns information, messages; they do not Messages can be used a message reply of are taken with seriously. seriously. they trust. open use cyberbullying people who or delete in-school and young that share should can out children LEARNING class rules). parents/guardians should an for your spell Make sure that CREATING Cyberbullying policy handbook Ensure with 13 to from the sender if they to to someone abusive PIN have numbers, read take them, action they do phone but against not numbers, they should etc. show them to cyberbullies. know. message. are being bullied to their internet through email, text messaging, or social media. can report should show should speak out should never send messages should never send messages parents offer some the form tools for From Middle and on this and age of and as how 15 in her When to Many at this students students The and else have how providers house and to and and applications encourage responsible school to given ed.), by p. at C. them used speak your S. 182. share of to digital with parents and school. Weinstein and Adapted with Novodvorsky, New permission lose to most important track of the photo a thing October video hide, but the is online devastating suicide convinced the her to action, several her story kind of damage can Besides encouraging at the stalking As a result, enduring This online repeat online. prob-lems, torment another who to telling 2014c). come relentless refu