Re: anti campus bullying countries: Norway zero tolerance, Britain wants parents to sign education contracts.
teachers' creative words and words help to prevent bullying in
schools in the United States carry out "campus bullying" education at school. In addition to identifying direct violence, teachers also educate students about the "cold violence" of indirect bullying, such as language attacks, Group isolation, humiliation, online bullying, and harassment, teachers will tell the children what to do with bullying, and to warn about the consequences of bullying others.
at the same time, the school advocates teachers' creative words and deeds. In Washington, there was a four - year student, Matthew, who became a mocking object of his seniors, who was so sad that he was so sad that he did not dare to enter the classroom and stand in the corridor and cry. Nelson, a female teacher of the school, decided to help Matthew get rid of verbal bullying. She took Matthew to the playground, let Matthew shave off her hair, and told Matthew in the face of the school students, "if you shave my hair, if anyone else makes fun of you, they are making fun of me." This not only helped the bullied Matthew rebuild self-confidence, and curbed bullying, but also attracted the applause of the media and parents.
[Australia]
"conflict resolution education" gives children a solution to the problem
"what kind of conflict have you been involved in recently?" What other people are involved in the conflict? Do you ignore it when it happens, or do you react immediately, or will you react later? How did the others react? Do you use violent language or behavior in conflict? Did anyone get hurt at the end of the conflict? This is a homework for Australian pupils and part of conflict resolution education.
according to the age of primary and middle school students, the corresponding conflict resolution education in Australia is divided into four ages. The core content is understanding conflict, communication and feeling, team building, conflict solving skills, peer regulation, consultation and peace. Students between the ages of 5 and 7 need to know where the conflict may occur, understand what the conflict is, how to solve the conflict, and review the conflicts that you have experienced. Students aged 8 to 10 need to analyze the causes of conflict, what makes conflict worse, and the possibility of bias. 11 year old students learn how both sides are involved in the conflict, what makes the conflict escalate, and tries to solve the conflict and explain the reason according to a given conflict situation. Students aged 12 to 15 should systematically understand the types of conflict with their families, peers or authority, try to solve the conflict scenes in movies, TV or books, and grasp the common causes of peer pressure, jealousy prejudice, and refusal to obey. In
, the most common method used by teachers is to train students to analyze conflict situations and try to resolve conflicts. Teachers will set scenes for students to guide students to solve problems. For example, when a brother sees a cartoon affecting his brother's homework, the student needs to say the focus of the conflict, imagine the feelings of his brother and his brother in the conflict, and point out how the two brothers should do it; for example, the three girls have differences in the process of choreography, and the students should think about how these girls can do so to calm down and respectively To act as a conflict involved, address the conflict in the first person perspective, for example, a group of students who reject her because of the new classmate's dress, speak rudely to her, analyze the situation, set the solution, and discuss how to perform it.
[Canadian]
"pink T - shirt day" boycotted campus bullying
2007. In Nova Scotia, Canada, two students were found to be bullied by their classmates in a pink T-shirt. They went out to buy 50 pink T-shirts and distributed them to classmates, and sent a message to the bully: bullying. It will no longer be tolerated. Since then, at the end of February each year, Canadian primary and secondary school students are wearing pink T-shirts, walking on the streets of the center, carrying slogans, holding banners and taking part in the annual national "boycott of campus bullying", the "pink T - shirt day".
in the 2012 "pink t-shirt day" campaign, local media in Vancouver, Canada, interviewed students and teachers who took part in the March. A classmate named Michel said: "at the school's thematic exchange, you can stand up bravely against the bully or learn how to solve the problems between you and your friends or bullies. Almost every day people are bullied. This behavior must be taken seriously. You need to wake up in the morning with a sense of security. " Lynn, a teacher in Vancouver, thinks it's important to find bullying as early as possible to help bullies find out why they threaten other people's behavior: "often these people have some problems themselves, we help them learn to sympathize with others, understand the feelings of others, and make them realize that no one should be bullied."
in fact, the Canadian government has been committed to improving the environmental safety of basic education, and the school has a relatively complete system of bullying prevention. The school has a safety campus action team, clearly stipulates the duties of principals, teachers, parents and communities, and students are the beneficiaries of the whole system. The principal needs to ensure the smooth implementation of the prevention program in the school; the teachers will embed the bullying in the daily classroom to establish a good school atmosphere; parents need to identify the special manifestations of the child's possible bullying in time, such as the change in the child's eating habits, the reluctance to go to school, and so on, and the community also needs to participate in the evaluation of the school. Environmental safety enables adults in the whole society to play an exemplary role in guiding students.