MODULE 4

“TO THE BULLY”

WEEKS 7 & 8

The students are to review the above illustration

  • Students then write in their workbooks their opinions regarding the theme or main idea of the illustration as they apply to bullying. 

  • Please note that there are no right or wrong answers, within reason.

  • Have a class discussion among you and the students to compare differences and similarities of opinion.

ACTIVITY

Students read along silently as you read the following poem using:

  • Voice inflection
  • Tone
  • Conviction
  • Attitude
  • Believability
  • Confidence
  • Modulation
  • Determination

 “EYE-TO-EYE” POEM

It’s not easy looking someone straight in the eyes, especially if it’s a bully.

You may think the bully will take your dog-stare as a challenge and want to immediately pick a fight right there on the scene.

Adults have probably told you going eye-to-eye with someone shows a tremendous amount of self-confidence.

Self-confidence is what bullies want to destroy in a kid, that’s a bully’s primary intent.

Kids often look down or away when a bully gets in their face, and the bully sees the discomfort, fear, and lack of self-confidence.

So, the meek and weak-looking kid is bullied more and more.  The bully then displays all his/her inappropriate self-confidence.

Kids, it’s in your best interest, when necessary, to go eye-to-eye with the bully.  You just might see an immediate change, in your favor, with the bully’s disrespectful attitude?

It may be hard at first to go eye-to-eye with the bully, but it’s something you MUST learn how to do.

Here’s a great thought; the bully may just crumble a bit under your visual pressure, becoming weaker and weaker as the seconds go by.

Think, believe, and show your pride and high self-esteem in a bullying encounter, by always, with a bully, confidently, going eye-to-eye.

Al Johnson

Remind students: Select your favorite words or phrases in the poem. Copy them onto your “My Favorites” at the end of your workbook! Practice repeating them over and over again, so you are ready to confidently respond to a bully.

After you have read the poem to the students:

  • Students take turns reading each stanza aloud.

  • Boldly printed words, phrases, and stanzas in the poem should be critically discussed with students. 

  • They are to then pick out their “favorites” that could be said to a bully they encounter and write them (the words, stanzas or phrases) in the “My Favorites” section of their Student Workbook. 

  • Direct them to practice saying them as if they were speaking directly to the bully!

“EYE-TO-EYE” VOCABULARY

For a clear understanding of the Theme/Main Idea and the author’s intent of the poem, discuss with students the meanings of the following words/phrases, and how they are used in the stanzas of the poem.

  • Dog stare
  • Tremendous
  • Primary intent
  • Discomfort
  • Crumble
  • Visual pressure
  • Pride
  • Self-esteem

Discuss with students the meaning of the words above.  In their workbook, they are to use each one in an original sentence.

Role-Play:

(Teachers are encouraged to participate in this activity: it’s fun!)

  • Have students turn to their neighbor in class and silently look each other directly in the eyes for 30 seconds, without saying a single word to each other. 

  • This exercise is FUN to do and will garner numerous reactions from students.

  •  Have them turn to a different classmate and repeat the exercise, this time for 45 seconds.

  • Repeat this one last time, for one minute.

Discuss with students how they felt during the exercise.  The more they practice, the more confident they become.  This shows self-confidence when confronted by a bully.

On page 27 of the Student Workbook students are to answer the questions at the top of the page about their own eye-to-eye experience.

Activity

Have students use their workbooks (page 29) to write a CREATIVE Eye-to-Eye poem as it relates to bullying, based on what they have learned about the subject in BBGP training.  Their poems do NOT have to rhyme.  Students should be allowed to write an essay if preferred.

The Creative Writing process by students should be done with all training POEMS in the Comprehensive 18 Module course. 

Results: 

  • Sustainability of Themes/Main Ideas of each poem and their intent.
  • Written Creativity is designed to enhance the learning process to eliminate and prevent bullying and change the mindset of Bully. 

Oral presentations of student’s original poems are encouraged in any of the following manners or as suggested by teacher or student:

  • Group Presentation

  • Individual Presentation

  • Team Competition S

Awards, prizes, trophies, and other forms of recognition can be given.  Winners can be determined by students, Teachers, parents, or any responsible individual(s).

“IT’S NEVER TOO LATE TO CHANGE”

The students are to review the above illustration

  • Students then write in their workbooks their opinions regarding the theme or main idea of the illustration as they apply to bullying. 

  • Please note that there are no right or wrong answers, within reason.

  • Have a class discussion among you and the students to compare differences and similarities of opinion.

Students read along silently as the teacher reads the following poem using:

  • Voice inflection
  • Tone
  • Conviction
  • Attitude
  • Believability
  • Confidence
  • Modulation
  • Determination

“IT’S NEVER TOO LATE TO CHANGE” – Poem

If you are a bully, you know you are, because it’s who you’ve chosen to be.

You make excuses that you being a bully is someone else’s fault.  Unfortunately, the truth you refuse to see.

So, you constantly search for easy victims.  You want to destroy their confidence and self-esteem.

You don’t care how other kids feel when you bully them.  Because of your bullying, kids have nightmares instead of pleasant dreams.

I’m a kid just like you.

But I don’t bully other kids, which I would never do.

Nowhere does it say you have to be a bully for the rest of your life.

There is a very good side of you that lies deep within.  Right now, it’s asleep in the dark of night.

The good person inside you eagerly wants to spread its wings, bringing happiness, fun, and joy to you and others, eliminating shame.

Please remember, no matter how much you have bullied other kids, for a much happier life for you from this day on, and for everyone around you, it’s never too late to change.

  Al Johnson

Students should role-play the poem for maximum effectiveness and sustainability.

Remind students: Select your favorite words or phrases in the poem. Copy them onto your “My Favorites” at the end of your workbook! Practice repeating them over and over again, so you are ready to confidently respond to a bully.

After you have read the poem to the students:

Students take turns reading each stanza aloud.

Boldly printed words, phrases, and stanzas in the poem should be critically discussed with students. 

They are to then pick out their “favorites” that could be said to a bully they encounter and write them (the words, stanzas or phrases) in the “My Favorites” section of their Student Workbook.

Students are to memorize as much of the poem as possible.  The following activity will help.

Divide the class in half with each group standing and facing each other.

  • Direct the first group to read the first half of the poem to group 2.  They are to read it as if they were speaking directly to a bully!

  • The second group then reads the 2nd half of the poem with the same or even more conviction.     

  • Repeat the activity, with the 2 groups switching roles.

Students write a short essay or poem about “It’s Never Too Late To Change”