Educate About Bullying : the Randy Martin Training and Workshop

Training school staff and students to prevent and address bullying can help sustain bullying prevention efforts over time. There are no federal mandates for bullying curricula or staff training. But Randy Martin from WJMHS has developed a curriculum on bully for our schools.

You can contact him for more information.

Activities to Teach Students About Bullying

School don't always need formal programs to help students learn about bullying prevention. In our Schools we plan to incorporate the topic of bullying prevention in lessons and activities. Examples of activities in our schools to teach about bullying include:

  • Internet or library research, such as looking up types of bullying, how to prevent it, and how kids should respond
  • Presentations, such as a speech or role-play on stopping bullying
  • Discussions about topics like reporting bullying
  • Creative writing, such as a poem speaking out against bullying or a story or skit teaching bystanders how to help
  • Artistic works, such as a collage about respect or the effects of bullying
  • Classroom meeting to talk about peer relations

Evidence-Based Programs and Curricula

Our Schools have chosen to implement formal evidence-based programs or curricula. Many evaluated programs that address bullying are designed for use in elementary and middle schools. Fewer programs exist for high schools and non-school settings. There are many considerations in selecting a program, including the school’s demographics, capacity, and resources.

Staff Training on Bullying Prevention

To ensure that bullying prevention efforts are successful, all school staff need to be trained on what bully is, what the school’s policies and rules are, and how to enforce the rules. Training may take many forms: staff meetings, one-day training sessions, and teaching through modeling preferred behavior. Some times our Schools may choose any combination of these training options based on available funding, staff resources, and time.

Usually, Training can be successful when staff are engaged in developing messages and content, and when they feel that their voices are heard. Learning should be relevant to their roles and responsibilities to help build buy-in.

Working in the Community

Bullying can be prevented, especially when the power of a community is brought together. Community-wide strategies can help identify and support children who are bullied, redirect the behavior of children who bully, and change the attitudes of adults and youth who tolerate bullying behaviors in peer groups, schools, and communities.

The Benefits of Working Together

Bullying doesn’t happen only at school. Community members can use their unique strengths and skills to prevent bullying wherever it occurs. For example, youth sports groups may train coaches to prevent bullying. Local businesses may make t-shirts with bullying prevention slogans for an event. After-care staff may read books about bullying to kids and discuss them. Hearing anti-bullying messages from the different adults in their lives can reinforce the message for kids that bullying is unacceptable.

Potential Partners

We involve anyone who wants to learn about bullying and reduce its impact in the community. We are involving businesses, local associations, adults who work directly with kids, parents, and youth.

  • Identify partners such as mental health specialists, law enforcement officers, neighborhood associations, service groups, faith-based organizations, and businesses.
  • Learn what types of bullying community members see and discuss developing targeted solutions.
  • Involve youth. Teens can take leadership roles in bullying prevention among younger kids.

Community Strategies

We at our school Studied community strengths and needs:

  • Asked: Who is most affected? Where? What kinds of bullying happen most? How do kids and adults react? What is already being done in our local area to help?
  •  using opinion surveys, interviews, and focus groups to answer these questions.
  • Consider open forums like group discussions with community leaders, businesses, parent groups, and churches.

Plan to develop a comprehensive community strategy:

  • Review what you learned from your community study to develop a common understanding of the problem.
  • Establish a shared vision about bullying in the community, its impact, and how to stop it.
  • Identify audiences to target and tailor messages as appropriate.
  • Describe what each partner will do to help prevent and respond to bullying.
  • Advocate for bullying prevention policies in schools and throughout the community.
  • Raise awareness about your message. Develop and distribute print materials. Encourage local radio, TV, newspapers, and websites to give public service announcements prime space. Introduce bullying prevention to groups that work with kids.
  • Track your progress over time. Evaluate to ensure you are refining your approach based on solid data, not anecdotes.
Engaging Parents & Youth

Our School staff can do a great deal to prevent bullying and protect students, but we can’t do it alone. Parents and youth also have a role to play in preventing bullying at school. One mechanism for engaging parents and youth, a school safety committee, can bring the community together to keep bullying prevention at school active and focused.

Benefits of Parent and Youth Engagement

Research shows that school administrators, such as principals, can play a powerful role in bullying prevention. They can inspire others and maintain a climate of respect and inclusion. But a principal cannot do it alone. When parents and youth are involved in the solutions:

  • Students feel safer and can focus on learning.
  • Parents worry less.
  • Teachers and staff can focus on their work.
  • Schools can develop more responsive solutions because students are more likely to see or hear about bullying than adults.
  • School climate improves because students are engaged in taking action to stop bullying.
  • Parents can support schools’ messages about bullying at home. They are also more likely to recognize signs that a child has been bullied or is bullying others.

How Parents and Youth Can Contribute

Schools can set the stage for meaningful parent and youth involvement, but it doesn’t happen overnight. Parents and youth need to feel valued and be given opportunities to contribute their expertise. To sustain parent and youth involvement, the schools need to provide meaningful roles for them. For example:

  • Students can contribute their views and experiences with bullying. They can take leadership roles in school to promote respect and inclusion, communicate about bullying prevention with their peers, and help develop rules and policies.
  • Parents can contribute to a positive school climate through the parent teacher association or committee, volunteering, and school improvement events.
  • School staff can keep parents informed, make them feel welcome, and treat them as partners. Schools can consider identifying a school coordinator to support parent and youth engagement strategies. Schools can set meeting times that are convenient for parents and youth and may consider additional incentives such as providing dinner or child care.

School Safety Committees

A school safety committee—a small group of people focused on school safety concerns—is one strategy to engage parents and youth, as well as others, in bullying prevention. The following people can make positive contributions to a school safety committee:

  • Administrators can answer questions about budget, training, curriculum, and federal and provincial laws .
  • Inventive, respected teachers with strong classroom and “people” skills can give insights.
  • Other school staff, such as school psychologists, counselors, Readaptation officer, social workers,  school nurses, librarians, and bus drivers, bring diverse perspectives on bullying.
  • Parents can share the family viewpoint and keep other parents in the loop on committee work.
  • Students can bring fresh views and help identify real-life challenges to prevention.
  • Other community stakeholders, such as police officers, clergy members, elected officials, and health care providers can provide a broader perspective.

The primary activities of the school safety committee could be to: 

  • Plan bullying prevention and intervention programs. Set measurable and achievable goals.  
  • Implement a bullying prevention effort. Meet often enough to keep momentum and address barriers.
  • Develop, communicate, and enforce bullying prevention policies and rules.
  • Educate the school community about bullying to ensure everyone understands the problem and their role in stopping it.
  • Conduct school-wide bullying assessments and review other data, such as incident reports.
  • Evaluate bullying prevention efforts and refine the plan if necessary.
  • Advocate for the school’s work in bullying prevention to the entire school community.
  • Sustain the effort over time.

This committee is not a forum for discussing individual student behaviors. Doing so is a violation of student privacy.

Build a Safe Environment

A safe and supportive school climate can help prevent bullying. Safety starts in the classroom. Students should also feel and be safe everywhere on school property and community—in the cafeteria, in the library, in the rest rooms, on the bus, and on the playground. Everyone at school can work together to create a climate where bullying is not acceptable.

Create a Safe and Supportive Environment

In general, our schools have:

  • Established a culture of inclusion and respect that welcomes all students. Reward students when they show thoughtfulness and respect for peers, adults, and the school. The Positive Behavioral Interventions and Supports Technical Assistance Center that help.
  • We Make sure that students interact safely. We Monitor bullying “hot spots” in and around the building. Students may be at higher risk of bullying in settings where there is little or no adult monitoring or supervision, such as bathrooms, playgrounds, and the community youth center.
  • We Enlist the help of all school staff. All staff can keep an eye out for bullying. They also help set the tone at school. Teachers, bus drivers, Youth Center staff, office staff, librarians, school social worker, Readaptation officer, School guidance counselor, and others see and influence students every day. Messages reach our kids best when they come from many different adults who talk about and show respect and inclusion.We plan to train our school staffs to prevent bullying.
  • We Set a tone of respect in the classroom. This means managing student behavior in the classroom well. Well-managed classrooms are the least likely to have bulling.

Manage Classrooms to Prevent Bullying

Teachers can consider these ways to promote the respect, positive relations, and order that helps prevent bullying in the classroom:

  • Create ground rules.
    • Develop rules with students so they set their own climate of respect and responsibility.
    • Use positive terms, like what to do, rather than what not to do.
    • Rules.
  • Reinforce the rules.
    • Be a role model and follow the rules yourself. Show students respect and encourage them to be successful.
    • Make expectations clear. Keep your requests simple, direct, and specific.
    • Reward good behavior. Try to affirm good behavior four to five times for every one criticism of bad behavior.
    • Use one-on-one feedback, and do not publicly reprimand.
    • Help students correct their behaviors. Help them understand violating the rules results in consequences: “I know you can stop [negative action] and go back to [positive action]. If you choose to continue, then [consequence].”

Classroom Meetings

Classroom meetings provide a forum for students to talk about school-related issues beyond academics. These meetings can help teachers stay informed about what is going on at school and help students feel safe and supported.

These meetings work best in classrooms where a culture of respect is already established. Classroom meetings are typically short and held on a regular schedule. They can be held in a student’s main classroom, home room, or advisory period.

  • Establish ground rules. Kids should feel free to discuss issues without fear. Classroom meetings are not a time to discuss individual conflicts or gossip about others. Reinforce existing classroom rules.
  • Start the conversation. Focus on specific topics, such as bullying or respectful behaviors. Meetings can identify and address problems affecting the group as a whole. Stories should be broad and lead to solutions that build trust and respect between students. Use open-ended questions or prompts such as:
    • Share an example of a student who helped someone at school this week.
    • Without names, share an example of someone who made another student feel bad.
    • What did students nearby do? What did you do? Did you want to do something different—why or why not?
    • If you could describe the perfect response to the situation what would it be? How hard or easy would it be to do? Why?
    • How can adults help?
  • End the meeting with a reminder that it is everyone’s job to make school a positive place to learn. Encourage kids to talk to teachers or other trusted adults if they see bullying or are worried about how someone is being treated.
  • Follow-up when necessary. Monitor student body language and reactions. If a topic seems to be affecting a student, follow-up with him or her. Know what resources are available to support student affected by bullying.
Prevention at our School

Bullying can threaten students’ physical and emotional safety at school and can negatively impact their ability to learn. The best way to address bullying is to stop it before it starts. There are a number of things school staff can do to make schools safer and prevent bullying.

The Getting Started Program

At our School in Waswanipi, we assess school prevention and intervention efforts around student behavior, including substance use and violence. We have been able to build upon them or integrate bullying prevention strategies. We of course have many programs that help address the same protective and risk factors that bullying programs do.

 

Bullying Assessment in our School  

We Conducted assessments in our school to determine how often bullying occurs, where it happens, how students and adults intervene, and whether our prevention efforts are working.

 

We Engage Parents and Youth  

It is important for everyone in the community to work together to send a unified message against bullying here in Waswanipi. We Launched an awareness campaign to make the objectives known to the school, parents, and community members. We established a school safety committee or task force to plan, implement, and evaluate our school's bullying prevention program.

Our Set of Policies & Rules

Here in Waswanipi, our School staffs and teacher help prevent bullying by establishing and enforcing school rules and policies that clearly describe how students are expected to treat each other. Consequences for violations of the rules are clearly defined as well.

Types of Rules and Policies

There are several  policies and rules that work to prevent bullying here in our schools. Each serves a different purpose.

  • A school mission statement establishes the vision for the school. Everyone  know how they personally help the school achieve this shared goal.
  • A code of conduct describes the positive behaviors expected of the school community. The code of conduct applies to all, sets standards for behavior, and covers a focused set of expected positive behaviors...
  • A student bill of rights includes positive things students can expect at school. We Kept it short and easy to remember, so it is useful in day-to-day school life.
    • According to the Cree School Board policy, Each student at our has a right to:
    • Students acquire the necessary values and attitudes to lead physically, emotionally, intellectually, and spiritually healthy life.
      1.      Students are engaged in the process of their own education.
      1.1.   Students attend classes regularly.
      2.      Students learn how to be life-long learners.
      3.      Students make healthy lifestyle choices.
      4.      Students are physically fit.
      5.      Students have a good self-image.
      6.      Students respect cultural, spiritual and individual differences.
      7.      Students have harmonious and meaningful interactions with others.
      8.      Students have good communication skills.
      9.      Students have critical and creative thinking skills.
Integrating Rules and Policies into a School’s Culture

As we developed or update our school rules and policies, We had a plan for keeping them relevant and meaningful for students and school staff.

  • sure that school rules and policies are consistent with Provincial and Federal laws including school Board  rules and policies.
  • We Included school staff, parents and teacher when developing rules and policies. Giving students a role can help them set their own climate of respect and responsibility. Parental involvement can reinforce these messages at home.
  • We Train school staff on enforcing school rules and policies. Give them the tools to respond to bullying consistently and appropriately.
  • We Incorporate rules and policies in day-to-day school interactions. Teachers and students can discuss the rules in class. Students can hold each other accountable. The principal can give an annual “state of the school” speech that reports on the mission.

We Established a Reporting System

Our Schools has established clear procedures for reporting rule violations so that reasonable consequences can be given to students when rules are broken. Reporting systems help track individual incidents and responses as well as trends over time.  

Some tips that were used for establishing our reporting system:

  • Make it easy. People are more likely to report when it’s easy to do.
  • Maintain reports in a way that shows emerging problems and patterns over time.
  • Keep reports confidential and private. School staff and students should be encouraged to report violations without fear of retaliation.

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TEACHING IS A CALLING FROM THE GREAT CREATOR

 

Teaching starts from a heart full of love, compassion and joy!

Every teacher should have a joyful and loving heart every single day; kids can feel it and respond to it...

TRUE PASSION, FORGIVENESS, HUMILITY AND UNLIMITED LOVE IS THE ANSWER TO EVERY PROBLEM IN THE SCHOOL!

Don’t ask what your school can do for you, but what can you do for your school every day!

                                                                             Dr Wakawaka Hughes P.

Breakfast & Lunch program Sponsors

We would like to give a big and Warm thank you to former principal Ms Sophia Galanis, Marieline Kitchen and Louis Bernier for their unconditional support from the beginning of this program. Our thanks also go to The active and humble principal Josee Lalumiere, Vice Principal Michel Branchaud, pastor Allen Etapp, Michel Awashish, Marie Ortepi, teachers and members of the pentecostal church.

  • Maxi Chibougameau
  • Band Office (Mat. Blacksmith)
  • Michel Awashish from Church
  • Jack Otter (Suicide prevention coordinator)
  • Members of Church and volunteers (MaryAnn Ottereyes, etc.)
  • MSDC Team

In the name of God most High, we give thanks to our sponsor and our future sponsors.

If you want to sponsor or volunteer in our Youth Lunch program, please email Dr Waka Hughes at hughespierre@justedu.org

God bless

MSDC-SCHOOL PARTNERSHIP

The Office of Readaptation and the Waswanipi MSDC/Health board has sealed a great deal of providing extra help to students in need. This is the first deal ever done within the Cree Nation between School and Health Board/MSDC.

We are very thankful to Marie Ortepie, Winnie, Ghislain, Sophie and the whole team at MSDC for the unlimited support and love for our students.

SCHOOL & COMMUNITY POTLUCK

Every Month, the Office of Readaptation and Special Ed hosts a school/community potluck at the school. The idea is to allow community’s members, parents, teachers and students to interact and to know each other better. The overall objective is to prevent and alleviate behavioral issue at our schools.

The first potluck hosted at our school was a great success with almost 600 people attending. We want to give a very warm and special appreciation to Vice Principal Emilie Deschenes for helping us making that potluck happen. Your great contribution to our school and to the Holistic Thinking for Positive Behavior is always treasured.

Saturday Lunch

Every Saturday, we host a free Lunch program at the Pentecostal church (basement) from 12 pm to 2pm.

All the kids are welcome. The menus vary from:

  • Moose Spaghetti
  • Hot dogs
  • fried rice with carrot and meat
  • Pizza
  • Potatoes and fries
  • drink
  • chicken and soup
  • etc.

 

Movie Night

We host a movie night every Friday at 7 pm with the youth at the Pentecostal Church.

Every kids are welcome. We also have a snack and drink during and after the movie.

 

Math and Spelling Tournament

We host a Math and Spelling Tournament every weeks at the Rainbow Elementary School.

We are also looking for sponsor to offer various prices to winners.

Thank you!

Start a Youth activities?

If you have an idea of a youth program that will  built our school, church and our community in Jesus, please feel free to contact Pastor Allen Etapp, or the School.

Donate to this program?

If the Creator, God has touched your heart to support the after school program, our lunch program at church or any other project we are involved, please feel free to contact  Pastor Allan Etapp or the school and arrangement could be made to receive your donation.

God bless your heart and your family.

JJK Cree contact

Address for activities: 17, Cedar St.

              Waswanipi, QC, J0Y3C0

Tel: 929-800-2946

School address:  Rainbow School
Waswanipi, Quebec
J0Y 3C0
 

 email: info@justedu.org

 

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