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  • Students should not arrive at school prior to 8:35am
  • School day begins at 8:50am daily with morning announcements
  • Students are marked late at 8:50am (and after) once announcements have begun for the day
  • Students must be in school for (4) hours to be considered “present” for that day
  • Students should not be picked up before 3:00pm……last class ends at 3:10pm
  • Students who are picked-up at school must be signed out at the school no later than 3:20pm……Please have proper ID

Lesson 6

Bully-Busting
Letter 6                                                             

Dear Parent(s)/Guardians:

 

Lesson Six of the Bully-Busting Program: Conflict Resolution Steps-The Win/Win Guidelines. In this lesson, students learn to solve normal conflict by using the Six Steps of the Win/Win Guidelines:

 

1.  Take time to cool off.

2.  Use “I Messages” to state feelings. During this process there should be no                     blaming,  no name calling, and no interrupting each other.

3.  Each person restates the problem to allow fo rclarification  and

undertanding.   (I heard you say..)

4.  Each person shares their responsibility for the problem.

5.   Brainstorm solutions together-choose a solution that satisfies both.

6.  Affirm, forgive, or thank each other.

 

This process takes lots of practice!
Please use the Win-Win Guidelines at home to help reinforce our District’s
Bully-Busting Program. Thank you.

Lesson 5

Bully-Busting
Letter 5                                                             

Dear Parent(s)/Guardians:

 

Lesson Five of the Bully-Busting Program: Bystander
Strategies.
Most children are not bullies or victims, but all children are
witnesses to bullying of various degrees. In this lesson, children learn to
recognize when bystander strategies would be effective. In the words of Dr.
Martin Luther King, Jr., “In the end, we will remember not the words of our enemies, but the silence of our friends.” Students can become part of the caring majority
when they band together with other bystanders who are willing to take a stand.
Here are some steps to review:

 

  1. Tell the bully to stop in an assertive voice.

 

  1. Group together – Use a “We” message.

 

  1. Tell an adult.

 

  1. Include students who are left out so they will be less likely to be picked on.

 

Please find a time to discuss this lesson with your child(ren) in the coming weeks.
Thank you.

Lesson 4

Bully-Busting
Letter 4                                                             

Dear Parent(s)/Guardians:

 

Lesson Four of the Bully-Busting Program: Telling
or Tattling (also called Ratting or Reporting).
In this lesson, children learn
to recognize the difference between telling and tattling, and to determine when
telling is the best action.

 

Tattling/Ratting

  • Goal is to get someone into trouble
  • Is often not related to you at all (none of your business)
  • May be used to get attention
  • May be used to get others to solve the problem for you

 

Telling/Reporting

  • Goal is to get someone out of trouble if a situation is unsafe or unlawful

 

Please practice this skill with your child by pointing out real or imaginary
situations and asking them to decide if it would be telling or tattling. Thank
you.

Lesson 3

Bully-Busting
Letter 3                                                             

Dear Parent(s)/Guardians:

 

Lesson Three of the Bully-Busting Program: Using
“I” Messages.
An “I” message is a response to conflict that begins with the
word “I”, tells the other person how you are feeling, when you feel that way
and what you would like them to do. We use “I” messages to be assertive and to
help keep communication open. They replace negative messages that we often send
that increase conflict instead of reduce it. Examples of “I” messages are as
follows:

 

  • I feel lonely when you leave me out. I want to play too.

 

  • I feel embarrassed when you laugh at me. I want you to stop.

 

  • I get annoyed when you kick the back of my seat on the bus. I want you to keep
    your feet still.

 

Please use this blank form to practice “I” messages with everyone at home.

 

I  feel ____________ when you_________________________________.

 

I want you to _______________________________________________.

 

 

Thank  you for being part of our Bully-Busting Program.

 

 

 

 

Lesson 2

Bully-Busting
Letter 2                                                             

Dear Parent(s)/Guardians:

 

Lesson Two of the Bully-Busting Program: Recognizing Aggressive, Passive and Assertive Behavior (also called Monster, Mouse, and Me).
Here are the characteristics of the three behaviors:

Monster/Aggressive

What does this
style sound like?
What does this
style look like?
  • Hurtful teasing
  • Insults/name-calling
  • Aggressive/sarcastic tone
  • Uses repeated threats
  • Blames others
  • Gossips/spreads rumors
  • Humiliates
  • Uses highly emotional voice
  • Uses profanity
  • Gets in your personal space
  • Threatening gestures
  • Defacing/destroying property
  • Pushing/shoving/tripping
  • Stealing
  • Starting fights
  • Giving dirty looks
  • Ostracizing/shunning
  • Plays mean tricks

 

Mouse/Passive

What does this style sound like?

What does this style look like?

  • Uses very
    small voice or does not talk at all
  • Whines
  • Cries
  • Apologizes
  • Tries to
    smooth things over
  • Easily
    upset
  • No eye contact
  • Slumped shoulders
  • Tries to make self look smaller
  • Body turned away from situation
  • Avoids situation / moves away

Me/Assertive

What does this style sound like?

What does this style look like?

  • Calm, neutral voice
  • States facts as they really are
    without too much emotion
  • Confident
  • Takes responsibility
  • Able to negotiate if necessary
  • Good listener
  • Good verbal skills
  • Uses eye contact
  • Uses appropriate personal space
  • Avoids negative body language (see
    Monster and Mouse)
  • Chooses a good time to discuss
    problem
  • Doesn’t involve others

Learning
to choose assertive techniques over passive or aggressive actions will be a
continuous endeavor. Please reinforce this lesson at home. Thank you.

Lesson 1

Bully-Busting
Letter 1                                                             

 

Dear Parent(s)/Guardians:

 

Lesson One of the Bully-Busting Program: Recognizing Bullying and Normal Conflict, the children learn the definition of bullying:

 

Bullying is when anyone does or says something that hurts, scares, or leaves someone out on purpose, over and over again.

 

The difference between normal conflict and bullying are:

 

Having Fun

  • Good-humored,friendly or playful teasing
  • Causes everyone to smile and laugh, including the person being teased. It is kidding and joking around.
  • Fun and friendly teasing is a sign of friendship and does not damage one’s self-esteem. Generally, parents and teachers do not hear about this type of teasing because children do not come home upset.

Making Fun

  • Hurtful teasing often causes the person being teased to feel sad, angry, upset, afraid, embarrassed or helpless.
  • When cruel teasing and taunting occurs repeatedly over a period of time, it can be considered abusive. This hostile teasing includes tormenting, harassing or verbal bullying.

 

Learning how to solve normal conflict will be discussed in future lessons. Please reinforce this lesson at home over the coming weeks. Thank you.

Dear Parents/Guardians:

We strongly believe that school can be a safe and nurturing environment for all.
One of our goals is to continue to create a caring community at our school where everyone feels safe and has a sense of belonging.  To facilitate this effort we are continuing our implementation of a state endorsed school wide safety program called Bully Proofing Your School.

This program will be most effective when the parental community, the administration, the staff, and the students all have a shared belief that kindness and a respect for each other is of great value in our school and contributes to a positive environment for better academic performance.  With the Bully
Proofing Program
bullying and aggressive behaviors do not have a place at our school and will not be tolerated.

The Bully Proofing Program consists of six lessons that will be taught during September for Grades 1-8 and September and October for Kindergarten. There will also be follow-up lessons on the early dismissal days.

 The lessons are:

1-definition of bullying

2-recognizing aggressive, passive, and assertive
behaviors

3-students learn to use “I” messages

4-recognize differences between telling and
tattling

5-recognize and use bystander strategies

6-solving normal conflict

These topics will be reinforced and addressed throughout the school year.
Letters posted on our district web site to further explain the topics taught and discussed at the school.  Each school will present information regarding the program and law at their scheduled Back to School Night.  Further information is located on the District’s website.

Thank you for your support with this endeavor.  Your commitment to this
program is important in promoting a safe and positive academic environment.

Sincerely,

The Galloway Township Public School
Administration

We Teach the Whole Child

Here at the Reeds Road Elementary School we are concerned about the education of the Whole Child.  Listed below, I have provided you with ten ways that  we are meeting the needs of the Whole Child here at school in an effort to prepare them for the 21st Century!!

1.  Help each child acquire the greatest possible understanding of himself/herself and appreciation of his/her self-worth.

2.   Help each child acquire understanding and appreciation of persons belonging to all social,  cultural and ethnic groups.

3.   Help each child acquire the Mastery of the basic skills in the use of words and numbers.

4.  Help each child acquire an active curiosity.

5.  Help each child acquire the habits and attitudes of responsible citizenship.

6.  Help each child acquire good health habits and an understanding of the conditions necessary for maintaining physical and emotional well-being.

7.  Give each child opportunity and encouragement to be creative in more than one field.

8.  Help each child understand the opportunities open to him or her to prepare for a productive life and help each other to take full advantage of these opportunities. 

9.  Help each child to understand, appreciate and respect human achievement in the natural sciences, the social sciences, and the humanities and the arts.

10.  Help each child to prepare for a world of rapid change and unforeseeable demands in which continuing education throughout adult life should be a normal expectation.

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