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Post by barge on Nov 8, 2013 14:43:13 GMT
Hi, things have kicked off big style this week with it starting and finishing with a huge bang. The incident today involved a boy who had been tolerating yacht's attentions for the last 3 years lashing out at her. School are wanting to move forward with this, but are at a loss as to how to explain yacht's behaviours to the other pupils without breaking confidences or singling her out as different.
Had a quick 30minute chat with head today, explaining that this weeks events will have filtered through to the class, that yacht should not be singled out and the message of pupil relationships should be given to everyone not just focussed on yacht.
Please share your ideas on what I can tell school to implement in the classroom that will help with friendships and when they feel friendships aren't working and what to do about it. Sorry don't feel I'm explaining everything well at the moment
Help!
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Post by kstar on Nov 9, 2013 15:25:57 GMT
The "how I feel when" stuff is really good... I use it a lot with y7 when we are delivering emotional intelligence lessons. Generally we find it easier to tackle issues of bullying/ social skills as part of a unit on emotional intelligence because things like self esteem and understanding other people's emotions are such a massive factor. my.extension.uiuc.edu/documents/257080502080208/Emotional_Intelligence_11-12.pdfI have used this pack before - some bits of it are great, others a bit more vague. I love all the stuff about emotions and how different things make us feel. It is aimed at 11-12 year olds but could be adapted - there is an 8-10 pack on the same page too! |
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Post by kstar on Nov 9, 2013 15:28:13 GMT
Just another thought, the feelings tree is great too. drickerich.blogspot.co.uk/2012/08/emotions-tree.htmlWe use it in our reflection lessons - the students look at the tree and choose the character they most identify with at this time and have to explain why. They're remarkably good at it, I get some very profound answers from them. |
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Post by barge on Nov 9, 2013 17:22:13 GMT
The problem is that because Yacht is emotionally much younger, she is not picking up cues from her peers. She really has no idea about true emotions and relies on mimicking and "pleasing" people. This in itself singles her out as different, but that is no excuse for bullying. The tree and the other links would not help her, and I'm not sure how it would encourage understanding on the part of her peers.
I want school to focus on the "It's OK to be different!" message. I really resent having to do the school's job for them. They just seem to want a one size fits all solution.
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Post by gilreth on Nov 10, 2013 0:39:13 GMT
Are there other differences that could also be used or some sort of basic role-play about how they would feel in. Trying to think about how I was at
that age (not as emotionally immature - about 2 years behind) which is when all my trouble started. I had other differences that picked me out - glasses, hearing aids & a thick accent ( we'd just moved) - and children are very good at picking up on difference. It's hard I know - and I hate to have to say this but to this day I can find myself doing things to please or mimic others if I do not fully think in new situations.
The 'It's ok to be different ' message is so important and one that means I am so careful in my judgements to this day.
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Post by barge on Nov 10, 2013 18:33:17 GMT
Thanks all for your input, it's really useful. I will incorporate all these ideas into an email for the head and see how it develops.
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