Bullying & Habits of Mind
As we build our classroom communities, students in grades 4-8
are taking time in homeroom classes to review what bullying is and what to do about it.
We wanted to start our year with clarity around the idea of bullying.
are taking time in homeroom classes to review what bullying is and what to do about it.
We wanted to start our year with clarity around the idea of bullying.
In homeroom classes, students talked about the definition of bullying. They also began
discussing what to do when they suspect bullying behavior.
discussing what to do when they suspect bullying behavior.
In a fourth & fifth grade classroom I overheard this conversation:
Ms. McCallihan said, “When I say dog, what do you think?”
Student, “Hot dog.”
Another student, “Golden retriever.”
Ms. McCallihan, “Same with the word bully. Maybe we all have different ideas in our minds.
That’s why we are talking about it today.”
That’s why we are talking about it today.”
Students then chatted with partners about the definition of the word bully.
Here is some of their thinking:
- Someone who is mean to someone smaller than them.
- Someone who wants to be the most powerful person.
- They usually work with gangs.
- People who kick the refugees out of Syria (do you remember in the book?).
- Picks on someone to be more popular.
- Someone making bad decisions on purpose to stand out.
Here are some slides that demonstrate the sixth grade’s thinking. One of the ideas they
start to explore is the difference between being nosy and being an upstander.
start to explore is the difference between being nosy and being an upstander.
We have our bullying protocol available in our handbooks for your reference.
Here is our MSS Middle School Handbook. If and as you have questions,
please use this as a resource and do not hesitate to reach out.
Here is our MSS Middle School Handbook. If and as you have questions,
please use this as a resource and do not hesitate to reach out.
While students are looking for clarity in their homerooms they are explicitly practicing
community building with the specialist teachers using subject-matter-specific vocabulary.
This kind of community building is not only about the habits of our hearts, we are also
practicing habits of mind.
community building with the specialist teachers using subject-matter-specific vocabulary.
This kind of community building is not only about the habits of our hearts, we are also
practicing habits of mind.
We are challenging our habits of mind as we connect and synthesize another person’s
perspective. When we thinking flexibly about ourselves and each other. As we ask each
other questions and reflect on our experience, we are practicing habits of the mind.
perspective. When we thinking flexibly about ourselves and each other. As we ask each
other questions and reflect on our experience, we are practicing habits of the mind.
In art students are considering how we evaluate art using a variety of criteria. When we
critique works of art, we can give our personal opinion as to whether we like the piece or not.
Alternatively or additionally, we can use appropriate and sophisticated art vocabulary to
critique the work of art, describing the artist’s use of the elements of art and principles of
design to create an effective design.
critique works of art, we can give our personal opinion as to whether we like the piece or not.
Alternatively or additionally, we can use appropriate and sophisticated art vocabulary to
critique the work of art, describing the artist’s use of the elements of art and principles of
design to create an effective design.
Challenging students to consider another way to critique art allows them to practice
language that opens further conversations. This is similar to social situations where it may
be easy to assume something about someone but if we pause and use another lens or set of
criteria to assess the situation, we may find another perspective. This kind of perspective
taking practice can help us think more flexibly.
language that opens further conversations. This is similar to social situations where it may
be easy to assume something about someone but if we pause and use another lens or set of
criteria to assess the situation, we may find another perspective. This kind of perspective
taking practice can help us think more flexibly.
In pre-algebra students considered what mathematicians do.
Students began by identifying their own strengths and then they were invited to think of
their partner from the previous day.
Students began by identifying their own strengths and then they were invited to think of
their partner from the previous day.
They were asked to find 3 things you think your partner does really well. Mr. Lawrence said,
“You are not thinking about yourself but the other person. You will want to think of specific
examples- yesterday when we compared our homework I saw you, you said….”
“You are not thinking about yourself but the other person. You will want to think of specific
examples- yesterday when we compared our homework I saw you, you said….”
Here are a couple of comments I got to hear students share:
“She comes up with many ideas, when we were doing homework last night she was coming
up with different ways to do the problem. She consults with friends, she talked with me
last night.”
up with different ways to do the problem. She consults with friends, she talked with me
last night.”
“She likes to challenge herself. She didn’t want to do the homework last night, but she did it
anyway.”
anyway.”
I have been honored to observe teachers facilitate the building of classroom communities.
I hope that you will ask your middle school student how it is going, and then let me and your
child’s teacher know how it’s going. We are working diligently to build a community where
everyone is welcome, and we want to know what students are saying at home.
We hope that it matches what we see at school, but we understand that is not always the case.
Please do reach out as you hear from your child.
I hope that you will ask your middle school student how it is going, and then let me and your
child’s teacher know how it’s going. We are working diligently to build a community where
everyone is welcome, and we want to know what students are saying at home.
We hope that it matches what we see at school, but we understand that is not always the case.
Please do reach out as you hear from your child.