The Bullying Project

Uploaded by ecelemleEIU on 19.04.2012

[no dialogue]
>> Andrea Yarbrough: And the preacher said:
>> all speaking in unison: Dearly beloved, we are gathered
here today to mourn the loss of a generation.
One that died a slow and painful death.
>> Ms. Yarbrough: See, from the time it was
born up until now, I've sat in classrooms
that've looked like cemeteries.
>> Christopher Harris: Walked through neighborhoods
where brothers stood on corners like corpses.
>> Blake Morris: Thick medallions dangling
from their necks like mini tombstones.
>> all speaking in unison: Over their hearts.
>> Mr. Harris: Exhausted from grief.
>> all speaking in unison: Beating without love for God
and his only begotten son.
No one's told them that they're still living,
so for them, eternity has already begun.
>> Ms. Yarbrough: And I stand amazed,
as I look into the faces of these beautiful,
cold-blooded creatures whose virgin eyes have yet
to be penetrated with tears of joy.
Whose lips only know how to curl down, never to crack a smile.
They pack all their dreams inside a black and mild,
inhale their destinies, let it swell up in their lungs
until it comes a time where they must exhale
their greatest ambitions.
>> all speaking in unison: And society has the nerve
to say, that we put ourselves in this position.
>> Mr. Harris: When we grow up in
neighborhoods where the o-zone was so choked up
from weed smoke and gunpowder that our prayers could never
make its way to heaven.
So if no one will stop to mourn for them,
>> all speaking in unison: I will.
>> Mr. Harris: If everyone thinks that
sending their condolences is a lost cause,
I will write them a eulogy like no other.
>> all speaking in unison: Grab this pen and paper
and visit every ghetto in the U.S.A.
totally unafraid to because, 'Ye tho I walk through the
valley of the shadow of death' I shall write to resurrect.
>> Mr. Morris: Telling stories of slave ships
and boundless plantations.
>> Mr. Harris: And how the words of
Phillis Wheatly and Frederick Douglass taught us that
the beauty of a struggle is learning how to
make a way out of no way.
>> Mr. Morris: How the voices of Bessie Smith
and Sarah Vaughn once bewildered the entire nation singing
broken hearted melodies and blues for the Alabama skies.
>> Ms. Yarbrough: And how the hymns of
our ancestors made us realize that life, really isn't as hard
as it seems because there was a time when being at
the end of your rope had a totally different meaning.
And even if it takes every last bit of strength left in me.
>> Mr. Morris: I will press this pen
to the page hoping to replenish their spirits
with the poetry that we push.
Hoping that when I'm done, there's just enough ink left in
this pen to embalm dead bodies with the same
inspirational fluid used to write this poem.
>> all speaking in unison: Bringing them back to life.
>> Ms. Yarbrough: With the knowledge to know that,
you should never let this world do your breathing for you.
>> Ms. Yarbough: Never give society
the chance to pull the plug on the pacemaker
that allows your soul to overflow with hope.
>> Mr. Morris: And although we're forced
to send them right back home.
>> all speaking in unison: To the devastation that
left them dead in the first place.
>> Mr. Morris: We know,
that one day, long after we're gone, the daughters and sons
will thank us for allowing them the chance to
give these men funerals fit for kings and empowering them as
human beings to spark the rise of a poetic nation.
>> all speaking in unison: Saving each other's lives.
>> Mr. Harris: It all began right here.
>> all speaking in unison: With my generation.
[audience applause]
>> Dr. Mildred Pearson: Thank you, Speakeasy.
That was wonderful.
To President Perry, Provost Lord, Dean Jackman,
Dean of the College of Education and Professional Studies,
students, parents, teachers, district administrators,
we thank you for joining us tonight as we present to you,
"Bridging Voices in Our Community."
♪ [music playing] ♪♪
>> Dean Diane Jackman: We'd like to really welcome you
to this event, it's a first for the college
and for the Department of Early Childhood Elementary,
in little ol' education.
For those of you in the audience preparing to be teachers and I
know a lot of you are, it's an issue that you're going to face,
sometimes on a daily basis, I would wish that
I could stand up here and tell you you're never going to
have to face it but you are.
But I think the good thing is, tonight you're going to hear
from some of our students and learn what they have learned
during this past year, and I'm guessing that these black
t-shirts are the students that you're going to be hearing from.
They've done a lot of work and I'm looking forward to hearing
exactly what they have have learned, and the suggestions
that they have for all of us to really work on this issue
and hopefully eliminate it in the future.
So I welcome you, keep your minds open, listen, learn a lot,
and enjoy yourself.
It's a difficult topic to talk about but I'm so proud of
all of you to be here tonight to take your time to come out
and do this.
So I'm looking forward to hearing what you've got to say.
So welcome.
>> Dr. Pearson: Thank you Dean Jackman.
We come to examine this national epidemic of bullying.
And yes, it is, indeed, a national epidemic.
The truth of the matter's, 18 million people or students,
will be bullied.
Notice I said people.
From the locker room, to the buses of the music department,
bathrooms, hallways, there are various types of bullying.
Tonight we will discuss those various types.
Four types of bullying that is.
Physical bullying, relational bullying, verbal bullying,
and reactive bullying.
We come to educate and empower parents, teachers,
future teachers, school administrators to build
a stronger community and to serve as a catalyst for change.
Bullying can no longer be a topic of silence
or merely saying that, "Kids are just being kids."
As an institution, we must provide a support system
for our students, and for each other.
Dr. Faris indicated in a report where he studied bullying
over six months, here's what students said.
Verbal bullying, they were called stupid repeatedly,
ugly for weeks.
They were called fat, accused of terrorism, chanting fag,
racial slurs, yes, that's verbal bullying.
Rumors and ostracizing students, that's a form of bullying,
or ostracizing others.
Rumors about pregnancy, they were left out of study groups,
teaming up to exclude others, gossiping about clothing.
Left alone because they were different,
and rumors about stealing dates.
And then cyber bullying, Facebook, texting, posting that
a kid is gay or perceived to be gay, hurtful text messages,
gossiping online, and pretending to be the friendly lonely kid.
And lastly, yes, physical bullying.
Punching, hitting, tripping, kicking, pulling hair, slapping,
wrist locks, ganging up and beating others.
Tonight, we just want to say, let's stop and save lives.
Yesterday in preparation for this particular event,
I tapped into my own state, the state of Wisconsin,
and channel 4 shared the face of an African-American student
who was found hung by his curtain in his bedroom.
We all hurt, there are no racial lines in this, we all suffer,
and no longer can we shift the blame, parents can't shift the
blame on teachers, teachers can no longer shift the blame
on parents, we must bridge our voices together in order
to make a difference.
So tonight I present, "Bridging Voices in Our Community."
The MLE 4760, thank you.
[audience applause]
>> Dr. Janice Collins: Good evening everyone
and welcome, "Bridging Voices in Our Communities: The Bullying
Project," presented by the social and emotional development
to middle grade classes, is why we're here today.
I'm Dr. Janice Collins, and I am honored to be
the moderator of this event.
I'm so excited about the work the students have done,
the research that they have done, and so while we are here
I'm going to briefly explain how the process is going to work.
We have a lot of presentations so the students have already
prepared, they have 10 minute presentations by student groups
and individuals who are joining us tonight.
Then we'll move toward a section where we'll have audience
participation for remarks, comments and questions.
At that time, I'll give you other directions as far as
coming up to the mics and things along those lines.
At this time, I just want to begin our process.
The participants here tonight have worked diligently even
from what I can see, passionately, about times
and things, bringing information about this
disturbing phenomenon that is not new, that is
being newly addressed, called bullying.
They have a lot of information, so, let's get started.
The first presentation will focus on bullying
and cyber-bullying, with participants Breana Hammer,
Danielle Likemire, Matthew Boyd, Samanth Cantu,
and Karleen Penninger.
[audience applause]
>> female speaker 1: Good evening.
Today we are here to talk to you about cyber-bullying
and another form,...
we're here to talk to you about bullying in another form
called cyber-bullying.
>> female speaker 2: [reads passage]
We can see that this is a very honest
and simply heartbreaking quote.
This was said by a true bullying victim who was bullied
incessantly starting from when she was 9 years old.
The bullying continued to move on until she was in high school,
where bullies were actually videotaping
the bullying taking place.
This proves, this quote proves that bullying is not only
ruining relationships between students and classmates
and the important friendships that students should actually
be forming, it's actually ruining the relationship
between students and learning, and school.
>> female speaker 3: I just want to start off
by giving an exact definition of bullying.
Dan Olweus, who is the creator of the Olweus Bullying
Prevention Program stated that:
[reads screen]
Bullying should not be taken lightly
and it's becoming a phenomenon in almost
every single classroom in almost every single school today.
There are many ways to prevent this from happening
and we will discuss this in our further presentation.
>> female speaker: Danielle just got done
talking to you about bullying, and I'm here now to talk to you
about cyber bullying.
According to
[reads screen]
So as you can see, bullying and cyber-bullying are very similar
but cyber-bullying has to deal with technology
which can include the use of internet or cell phones
to target someone else.
We have a video we would like to share with you.
It has to deal with cyber-bullying
and it's about a teen who had to deal with something
that happened on the internet and how he regrets it.
>> male speaker: I heard about a lot of things
my friends were doing online that were really mean
or just plain crazy.
I never thought I would do anything like that.
One day my friend Pat showed me a website he made.
He posted a list of girls in our school
and had guys we know go on and rate them.
Sort of a hot or not kind of website.
I thought it was pretty funny, so I rated them too.
We had a good laugh, and I thought that was the end of it.
The next day, everyone at school was talking about it.
He had sent it out to the whole school to see.
I could tell a couple girls had been crying,
and I knew it was because of what the guys had said
about them and how they looked.
I felt bad, but I didn't really get it until I went home
that night.
Turns out, the guys had put my little sister on the site too,
but hid it from me, because they knew I would get upset.
She was crying when I got home and she wouldn't even
look at me.
I would never had said those things to someone's face,
I didn't even mean them, I thought it was just a joke
between friends, now Pat's suspended from school
and they might kick me out, too.
Once you put something online, you lose control of it,
you can never get it back and people can use it in ways
you never even meant.
I learned that the hard way.
I wish I never saw that stupid site.
>> female speaker: So this video gives
the perfect definition of what cyber-bullying is.
People lose control of what they put online,
they can never take it back
and it's on the internet forever.
>> male speaker: To give you an idea of how many
kids go through this everyday, 160,000 kids on any given day
will stay home from school because they're afraid of
being bullied.
Fifty-eight percent of kids have been bullied at some point
online, and 4 out of 10 of those kids say it's happened
more than once.
Also 58 percent of kids won't tell an adult
if they've been bullied and that's just online
or made fun of or been hurt in any way.
>> female speaker: We wanted to start off
with our first activity and it's called, "Words Do Hurt. "
And what's going to happen is students are going to receive
slips of paper that contain hurtful words, and these hurtful
words consist of words that one would find on the internet
or through text messages.
And then after they receive their slips of paper,
each student will approach a mirror in front of the class
and they say the word they received aloud.
So there will be a full length mirror in front of the classroom
and a row of students will be behind the mirror so when the
student goes up there to speak, they see their peers
behind them in the mirror.
And they'll go up, they'll read their slip of paper out loud and
then they're going to have about 10 seconds to reflect on that,
what they just said, and then after the 10 seconds is up,
their peers will respond with positive feedback to negate
the hurtful words that were just read out loud.
And then after everything is finished
and everyone's gone through, we're going to destroy
the negative words together.
The school allows that what I would like to do
and for others to do is put all the slips of paper back
into the bowl, and then the teacher would burn it
and I'm hoping this would symbolize many things.
Going through this activity the bullies will start to realize
that they're going to be in the shoes of the victims.
Now they know how it feels to be targeted and made fun of.
So I'm hoping that after we burn the pieces of paper they can
forget about their past and start as new and positive
students, and then the victims now can see that
positive things are said about them,
they know that others like them,
there are good things about them, and so once again
they'll be able to move on and live a positive life
and I'm hoping after all this they can move on
and just live a positive life like I said.
>> female speaker: Something very important,
a very important aspect between the school and
bullying and parents, is that students and parents need
to be informed of what's happening.
We can see before in our previous statistic stated that,
parents aren't being told, aren't being warned that
their children may be being bullied at home or at school
through cyber-bullying even snide remarks in the hallways,
or being pushed in the locker room.
And we thought it'd be really important for parents
to understand, to see these signs and to look for it.
And a way to inform parents about this situation is to
actually, maybe the teacher could create a newsletter.
And this could help the parents be informed about
what's happening inside the classroom with all
the activities that we were talking about before.
That way it can kind of create a bridge between
the actual child and the parent.
So we can create that bridge for them, the teacher itself can.
So you can create a newsletter, inform them
of what's happening inside the classroom.
Maybe we can inform them about what's happening in the news,
so we can put all those statistics together
and actually inform the parents about what's really happening
so they themselves can be a part of stepping forward
to help alleviate bullying themselves.
Like I said before, the perfect way to do this would be for
teachers to take the time to maybe create a newsletter,
create something that the parents can actually hold
in their hands, can read and even discuss with their student
and children themselves.
So we can create different activities with the newsletter,
including, working together and reading it with your child
at home.
That way there's a communication, there's a bridge
that is sometimes not being brought together or across
simply because students and children are not coming forward
and speaking with adults, guardians or parents.
>> female speaker: I'm sure many of you have
heard of the six pillars of characters which is
trustworthiness, respect, responsibility, fairness,
caring, and citizenship, and these just need to be
broadcasted and put in classrooms.
With all these six pillars, teachers can have a reminder
for students, put up posters, just have it in your classroom
because it's a good reminder for students
and also that leads to team-building activities
which are good ways to eliminate bullying.
Students can work together and build character with one another
and learn more about each other.
>> female speaker: We decided to finish
this topic up with a lesson called "Body Image. "
And the objective of this lesson is so students will be able to
recognize the unique attributes about their peers and themselves
and recognize the importance of respect and equality.
Students will also be responsive to their own strengths as well.
The main purpose of this lesson is that bullying
and cyber-bullying can wound a child's inner thoughts.
This lesson will show that every student and others around them
are different and there's nothing wrong with that.
This will illustrate to students to accept themselves
and others for who they are, inside and outside
and portray a healthy social life.
The main instruction for this is for students to divide
into groups of two in their classrooms and the materials
being passed out would be butcher block paper, markers,
and colored pencils, and the groups,
the partners of each group will then trace their partner
and then write out positive attributes about their person.
So here we have an example of a traced student
with positive attributes being outlined.
Some examples are happy, creative, honest, friendly and
kind, and then the students will then get up in front of class
and describe the positive attributes about their partner.
And then to finish up, we would talk about high order thinking
skills that would result with this to get students thinking
more about some lifetime situations,
and some questions are, "How will positive thinking apply to
everyday life situations? "
and "How will achievements differ from a positive thinking
individual to a negative thinking individual? "
Such as how will thinking positively or negatively
affect a friendship, affect school achievement,
and affect the attitude of playing sports.
And then finally we would ask the students,
where do you see yourself 10 years from now?
And by thinking positively and showing your true self,
this will lead to a lifestyle of success.
>> female speaker: Finally we want to conclude
that, as you can see, bullying has become
a very detrimental epidemic.
Through knowledge and action, we as a community
can take this time to take a step forward, to act positively
and to take action to actually come forward and change
and alleviate bullying today.
>> Dr. Collins: Wonderful job.
Now, that they've done a great job in defining what bullying
is, and cyber-bullying, I call to the podium our next set of
presenters who will focus on the emotional aspects, one of the
emotional aspects of bullying, depression, with participants
Jasmine Goodrich, Rebecca Hayes, Shannon Davis, Kathleen Pollard,
and Kari Martycz.
>> female speaker: Our advisory unit was
on depression, and we think that it greatly links to bullying.
Often times victims of bullying, they're people,
and they can often become depressed from results of
that bullying.
Depression's not a joke and it should be taken very seriously.
It can sometimes be a life or death situation for a person.
So, we're going to start off by showing a short video clip
about teens and depression.
♪ [music playing throughout] ♪♪
>> female speaker: There are many different
signs of depression, one being depressed mood
most of the day, feeling down on yourself,
you can see on their facial expressions.
There is reduced interest or pleasure in all
or most activities.
Significant weight loss or gain,
or significant decrease or increase in appetite.
There's trouble sleeping or sleeping too often.
Psychomotor agitation or retardation,
fatigue or loss of energy.
Feeling worthless or guilty in an excessive
or inappropriate manner.
Problems in thinking, concentrating, or making
decisions, and recurring thoughts of death and suicide.
All these are things you can see in your friends
and in your peers that you might not notice regularly,
but if you start looking really hard you can probably see them.
A major depressive disorder is lasting of signs of more than
two weeks or more.
So if you see that those signs are lasting longer than that,
then maybe they should probably get some help.
>> female speaker: Our first lesson for
our advisory unit would be on what is depression.
In this lesson students will reflect on an event in their
lives that made them sad or unhappy
and then they'll share it with the class.
Students will then put an X on the board which is, there's
a line ranging from feeling sad and clinically depressed.
And by doing that, students will share stories on
how they felt and how they overcame those feelings.
Students will understand that everyone has moments of
unhappiness and sadness and then they'll learn ways to seek help
if it is going toward clinically depressed or ways to
deal with those feelings.
Students will also learn of new ways to deal with those feelings
from their peers and through teacher explanations
and examples.
>> female speaker: The next activity will be
"Connecting Us".
Often times you have a classroom of students that
don't always know all their peers in the classroom.
"Connecting Us" will be a way for you to do that.
All you need are two items, you need a ball of yarn or string,
and a large open space where your group can form a circle.
In the beginning, you would simply start off kind of like a
spider web.
The first person would go and they would list something
they may be upset about that day.
For example they may be experiencing a death in
the family, and if there's another student in the
classroom that's recently experienced a death in
the family, they could simply throw, toss the ball of yarn
to that next person and would continue
through until everybody has gotten the ball of yarn.
And once it's finished they've sort of sown like a spider web
effect sort of think and that way it helps them see that
everybody is connected to each other in the classroom,
even though they may not necessarily be friends
in the sense that they hang out at recess
or that sort of thing but they'll be able to see
that everybody in the classroom has the same
feelings or emotions and they're all connected in some way.
>> female speaker: Okay, the next activity
we thought of doing was an I Like Me activity,
and you'll start with a poster board--
every student would get a poster board--
and they would draw a picture of what they think they look like
in the center and then they'll need to think of three positive
qualities they would find in themselves and start with the
top part of the border and they would pass it around to other
classmates and they would continue the boarder.
So once a student got their poster back
they would have poster board filled up with
positive qualities about themselves.
And then for the second part, the journals, they would take
out their journals and fold it in half and on the right side
they would write down things I want to improve about myself,
and on the left side they would put ways to improve.
So these have to be actual goals they can achieve.
So if they don't want to procrastinate anymore,
they can write on the right hand side, "procrastination"
and on the left side a way to improve would be,
"get more organized. "
So they need to be making positive goals about themselves.
And then to wrap up, they could write just a short three
paragraph reflection to just go over what they have done
in these two activities.
>> female speaker: Okay the next, I must apologize
my voice is sort of gone, but the next activity
will be called, "Release Your Problems,"
And what you would do is, the teacher would pass a
helium-filled balloon to each student and a permanent marker
and the teacher would have one as well.
And what the teacher will instruct the students to write
down negative things that they feel about themselves,
negative things that people have said about them,
things that are stressing them out,
things that cause them to be depressed.
And they'll write all of these on their balloon, and the
teacher will write too, and I think it's important that
the teacher participates so that the student's know that
they're not alone in this and the teacher's not perfect,
and even though they look up to them that everyone
has problems but there's ways of overcoming those problems
and I think that's very important.
So after the students all write on their balloons, the student
and the teacher will go outside and on the count of three,
they'll let the balloons go, and that will symbolize the
release of their problems and that they know that they can
overcome problems, they're not permanent, they're temporary,
and we can talk about things and let them go.
And afterwords, as soon as you turn to the classroom and write
a letter of encouragement to themselves, that way it's
important for students to know that they always have someone
to turn to and if they can't find someone to turn to,
that they can turn to themselves.
And so they would keep this letter in their purse or in
their backpack, or in their wallet, and they're ever feeling
down one day, they can pull out that letter and they can try
and cheer themselves up.
So, that's one activity that you can use.
>> female speaker: Another activity is called,
"Beauty is only Skin Deep," and I think that this is important
because it reflects inner and outer beauty.
And the first thing we'll start off with is all the students in
the classroom are going to get into a straight line,
and the teacher is going to be at the front of the class,
holding a mirror.
Each student goes up to a mirror and says
one positive thing they think about themselves.
So for example, I would say, "Hi my name is Kathleen,
and I like my personality. "
And then they have to talk to the mirror
and say one time where someone's tore that down.
So they'd say their name, give an example of when they've been
hurt or someone has torn them down, and at the very end,
look at the mirror and say, "But my name is still Kathleen
and I still like my personality. "
And after that we're going to go into a paper bag activity
and I have an example of this.
You can just pass it around and see whoever wants it.
What this is, it reflects the outer beauty versus
your inner beauty and how they're both important
but not one's more important than the other.
So on the outside of the bag, you're going to write your
personal qualities that you like about yourself physically.
I have brown hair, I have brown eyes, I'm not very tall.
And then what you're going to do, is you're going to take that
bag, I'm sorry, on the outside of the bag you're going to put
their name on it, and they're going to flip that bag inside
out, and that's going to represent their inner beauty.
So, instead of saying, "I have brown hair," I'd say,
"I have a bubbly personality, I'm outgoing. "
And they're not going to put their names on the inside of the
bag, so that way when they're going around the classroom,
people can just reflect on what the inner beauty of each student
is, and how important that is, and how it reflects to them.
At the end of our activity we're going to go into a journal
and I'm going to ask all of the students to
write in their journal three random acts of kindness.
So they have to go around, perform three random acts of
kindness, and write it and have someone sign it to prove that
they did it, so that way they know that inner beauty is
just as important and it reflects on other people's
personalities just as much.
>> female speaker: With this lesson they're going
to learn more about coping skills and how to deal with
their feelings and how feelings resolve by doing
all these different lessons.
The most important thing for students that are
dealing with depression is they need to have a
positive and healthy coping skill or stress reliever.
And they need to understand that everyone does have sad days
and unhappy days and that no one is perfect,
everyone does make mistakes.
And with this lesson we're going to do an activity.
If you received a white sheet of paper when you walked in,
if you can please take that out now.
We're going to do an activity.
On this white sheet of paper, I want you to write something
that has made you sad or unhappy in your life.
Like on mine I put, "Being called stupid."
Or another student may put, "When they lost a sibling,"
or a parent or something through a car accident
or something like that.
And then once you have that down,
I want you to crumple the piece of paper up without ripping it.
As much as you can like Kathleen is doing.
>> Kathleen: If you don't have a pen
you can just pretend like it's on the piece of paper.
>> female speaker: Yes just crumple up
the piece of paper.
[audience laughter]
Thank you.
Okay, and once that's crumpled, I want you to flatten it out.
Well attempt to.
>> Kathleen: And you can tell your paper
that you're sorry for crumpling it.
[audience laughter]
>> female speaker: Okay, what the piece of paper
means when you crumple it, is that your feelings were hurt
or that your emotions have been hurt,
like you're feeling sorry or something.
And then flattening it out is your slowly recovering from
that situation.
And it represents how you feel after that, like, just like
the paper it's going to take time to become flat again,
just like your feelings, and this can teach the children
that just because a situation has passed,
doesn't mean your feelings go back to normal.
Just like my feelings don't get flat or go back to normal
how Kathleen's might.
So children need to take time to relieve themselves from
the situation, and get over it as much as they can
their situations, like based on their coping skills.
>> Kathleen: Depression is a very serious
matter and I really hope that you guys learned something
from our activities, and no matter how many times
you say sorry to this piece of paper,
it's never going to be back to its normal state
so remember that when you're talking to others.
[audience applause]
>> Dr. Collins: They've done a really
really good job so far, haven't they?
The students have done a fabulous job, fabulous job.
What great information, I'm looking around
to see how many professors gained.
This is really good information, this is really good information.
So, we are so honored and privileged to have
a musical performance by Ms. Witley Puret,
and the title of her song is "Change."
♪ It's just a sad picture, the final blow hits you, somebody
♪ else gets what you wanted again and you know
♪ it's all the same another time and place, repeating history,
♪ and you're getting sick of it, but I believe in
♪ whatever you do, and I'll do anything to see it through,
♪ because these things will change.
♪ Can you feel it now, these walls that they
♪ put up to hold us back will fall down.
♪ It's a revolution, and a time will come for us to finally win.
♪ We'll sing Hallelujah, we'll sing Hallelujah, oh, oh, oh.
♪ So we've been outnumbered, raided, and now cornered,
♪ it's hard to fight and the fight ain't fair.
♪ We're getting stronger now, the things they never found,
♪ they might be bigger but we're faster and never scared.
♪ You can walk away say we don't need this, but there's
♪ something in your eyes that says we can beat this,
♪ because these things will change.
♪ Can you feel it now, these walls that they
♪ put up to hold us back will fall down.
♪ It's a revolution, and a time will come for us to finally win.
♪ We'll sing Hallelujah, we'll sing Hallelujah, oh, oh, oh.
♪ Tonight we'll stay and get off our knees, fight for what
♪ we've worked for all these years, and the battle was long,
♪ it's the fight of our lives but we'll
♪ send up champions tonight.
♪ It was the night things changed, can you see it now,
♪ these walls that they put up to hold us back they fell down
♪ It's a revolution, throw your hands up,
♪ because we never gave in.
We'll sing Hallelujah, we'll sing Hallelujah, oh, Hallelujah.
[audience applause]
>> Dr. Collins: Fantastic.
Well we've talked about bullying and cyber-bullying, and
depression, we've sung about change, and now our next
presentation will focus on suicide, with Tracy Millsap,
Maria Lukaszcyk, Katie Schwartzlose,
and Meredith Shook.
>> female speaker: Tonight our discussion
is about suicide.
I chose to do my problem paper for MLE 4760 on suicide because
when I was younger one of my friends attempted
to commit suicide.
So this encouraged me to get educated more on this topic.
>> female speaker: Middle school students
are faced with many choices often times this causes stress.
Many times, middle school students decide harmful ways
in order to relieve the stress.
The deadliest way, is through suicide.
Through suicide prevention, we can not only show students signs
and symptoms, but we can also teach them
ways to cope with stress.
And they, also with awareness we can also have students
be observers and help prevent suicide as well.
>> female speaker: Here's a YouTube video
that we found about statistics on suicide.
♪ [music playing] ♪♪
>> female speaker: Okay, some statistics is that
1 million people die from suicide every year,
which is approximately 3,000 deaths per day,
which is one death every 40 seconds.
Bullying victims are two to nine times more likely to
commit suicide that non-bullying victims,
according to a study by Yale University.
And bullying and teen suicides have now become synonymous.
In researching bullying and suicide, there seems to be a
new catchword that has become part of growing trends
of bullying in schools.
This is called "Bullycide," which is suicide caused by
bullying and depression.
>> female speaker: One of our first lesson plans
is just to discuss suicide, to give students knowledge
of different things because certain kids
wouldn't really know different facts about suicide.
So what we would do, I would get a handout for each student,
and it's a true and false just to see if "fact or fiction."
So for instance, some examples are, you guys can just answer,
or just say your answer out loud.
Suicide happens with no warning, true or false?
>> audience members: False.
>> female speaker: This is false.
There are risk factors that are signs and symptoms.
Adolescents from affluent families attempt or complete
suicide more often than adolescents from poor families.
This is actually false, it is divided among
different socioeconomic statuses.
If an adolescent attempts suicide and survives,
he or she will never make another attempt.
>> audience members: False.
>> female speaker: This is also false.
They will make more attempts without prevention or help.
More adolescent suicides happen late at night
or at the predawn hours.
>> audience members: False.
>> female speaker: This is false.
It usually happens in the mid-day when no one is home
and when their parents are at work.
The most common method for adolescent suicide completion
involves drug overdose.
>> audience members: True.
This is actually false, it's actually guns.
Because if guns are held in your household,
they could have access to them and that is
one of the most fluent ways that they do that.
On the handout that I had, all of them are myths,
so the students would then recognize some things that
they didn't know about suicide throughout that handout.
One of my second lesson plans was, "How to Help a Friend."
Certain people, even I wouldn't know how,
I didn't even know how to help my friend.
So I would start discussing how they could see different
behavior in their friend, they could also listen
without judgemental way and informing parents or friends.
There is actually certain steps to go through to help a friend,
and the steps being: ask if the friend is
having suicidal thoughts.
Sometimes you can see it, but other times you can't,
so asking is always the first important way.
Listen and paraphrase without being judgmental
or argumentative.
This is a big, big step, because not being judgmental so
you accept them so they don't feel that you're judging them
or anything like that.
Be honest with your friend and tell them that you're not
going to keep their secret, that you're going to tell someone
that's going to help them.
Be empathetic, be understanding that they're having these
thoughts and that you're going to find a way to help them.
And, the last is, get help from a counselor, advisor,
or someone that you trust.
This is a big thing also, it has to be someone that you trust,
you have to have trust in that person or you're not
going to believe what they're trying to tell you.
During this is also a role play.
So, there's certain scenarios like this first one is between
Randy and Cathy, and at the end you can see it says,
Cathy says, 'Not really I have been feeling...'"
And then it leaves an open ellipsis,
so what this would do is this reviews signs and symptoms
and the children in your classroom would have to
insert feelings that suicidal people with
suicidal thoughts are feeling.
This helps them put themselves in the situation,
it helps them know what other kids are feeling, and it helps
just to make sure that they know what's going on.
>> female speaker: Like the video we showed
you before, we would do that in our class with our students.
They will have to look up 15 facts and 15 photos
about suicide.
This not only reinforces what we talked about previously but it
lets them gain knowledge and discover for themselves what
suicide does to the individual's affected
by the one who committed suicide.
>> female speaker: And as a concluding
or culminating activity, the kids are going to make
a bulletin board out in the hallway for
everybody to look at.
They're going to put statistics of suicide, the warning signs,
and some symptoms and the method of school wide prevention that
they use, because this way kids that are not necessarily in that
class can still look at that board and turn to it if they
have any questions.
>> female speaker: And we have included
some teacher and parent resources with the suicide
prevention resource center and books
and just good helpful tools if you're looking for resources.
>> female speaker: And lastly, if we teach our
students suicide prevention, suicide awareness,
we can save lives.
[audience applause]
>> Dr. Collins: Up next Miss Valerie Batheo,
a student here at Eastern who'll offer reflections
on a situation that was and is dear to her heart, Valerie.
[audience applause]
>> Valerie: Good evening, I'm a senior
communication studies major here at Eastern, and
I had a personal experience where I had a friend
that committed suicide.
It was devastating and something that I did not see coming, it
was something that me and my friends were just taken back by.
There were no signs, he was a great guy,
we didn't know it would actually happen.
And tonight I want to talk to you a little bit about finding
that support group.
Recently, Professor Collins, and Professor Pearson
and I had a conversation on Professor Collins' show called
"Theoretical Tea" and we discussed bullying,
we discussed suicide and the pressures we as students
face everyday.
Here at college, we are constantly pressured to succeed,
and if we don't, we feel that we won't amount to anything.
So what do we do?
We need to realize that it's okay to fail,
that it's okay to pick yourself back up and to try again.
And sometimes school may be stressful and it may
be overwhelming but what do we do to get through the stress?
We need to find that support group, that support of friends
that cares about us and that cares what we're going through.
If we don't have that kind of friendship with someone,
then you need to find yourself some new friends,
because here at school I found myself some amazing friends
that I can tell anything to and they won't judge me.
And if you still feel alone after finding that group of
friends, it's okay to find help, I think sometimes we think
it's weird to go and see a psychiatrist or to find
and seek help because we think people are going to judge us.
But it's okay, and it you are never alone through that.
So, what I want everyone here to know is, like my friend,
I wish I had of been there for him,
I wish I would have known and I have seen the signs,
and I wish I could have said something to him,
to have stopped him or to tell him that he's not alone
because you are never alone no matter how stressed you are,
no matter how much of a failure that you think you are
and it's never your fault that you failed only know that
you can try again and that there's something to live for.
So just remember that you are never alone and it's always okay
to seek help.
Thank you.
>> Dr. Collins: Very nice Valerie.
As our next group makes their way up to the podium, I do,
Valerie did mention that on "Theoretical Tea and Company"
which is a radio show that I host on
We did talk about bullying and bringing the community together,
that's why the show is designed for students, professors,
community agents, to actually work together for
a common problem.
If you're interested Valerie Batheo, Jasmine Goodrich,
and Tracy Milsap, all who have been here, also Glen Herring,
and John Romer, they were there in parts one and parts two,
it's called, "Getting Students to the Other Side of Distress."
You can find that on, and they actually add even more
information about what it is getting to the other side of
distress as parents, as professors, but also as peers,
what you can do yourself.
So I encourage you all to go to the website if you'd like to
listen to your classmates and your colleagues talk about it
a little bit more.
Speaking of which, one of the ideas that the students
have talked about is the whole idea of empathy,
and so our next presentation will discuss
and focus on empathy.
We have our presenters, it's called "Are You Listening?"
with Lauren Bock, Christina Crema, Julie Huber, Neil Jacobs,
and Marcy Peters.
[audience applause]
>> female speaker: Okay, I'm going to start off
with a quote, "When we honestly ask ourselves, which
person in our lives means the most to us, we often find that
it is those that, instead of giving advice, solutions,
or cures, have chosen rather to share our pain
and touch our wounds with a warm and tender hand.
The friend that can be silent with us in a moment of despair
or confusion, who can stay with us in an hour of grief,
and who can tolerate knowing, not curing, not healing,
and face with us the reality of our powerlessness--
that is a friend who cares."
And this is just kind of a quote that emphasizes exactly what
the power of empathy is.
And empathy is such a basic concept that we all know is
prevalent today, that our school districts kind of veer away from
I feel like.
We haven't put enough emphasis on it in our units.
And our unit we created defines and expands on empathy
and its importance, and we've just really found
that it's important to create a community in our classroom
and then empathy is the foundation of which
we'll build it upon.
>> female speaker: So, we've heard a lot about
why it's important for us to have empathy,
but what really is empathy.
Empathy is defined by Jenny Jen Luca as,
"Sharing another's emotional state."
It has both cognitive and affective components,
the cognitive component reflects the ability of a person to
identify with and understand another person's perspective
on a problem.
The affective component, on the other hand,
is characterized by a tendency to experience feelings
of concern or sympathy towards others when
they're going through difficult situations.
Empathy plays into bullying because bullies lack empathetic
skills, including the ability to appreciate the emotional
consequences of the behaviors on other's people's feelings.
Bullies often understand what other people are feeling,
but they don't share those emotions, and adolescents with
low empathy, may fail to connect their antisocial behavior to
the emotional reactions of others.
So they don't realize that their hurtful words are really
actually hurting the person that they are talking to.
According to a study done by Derek Jolliff,
"During the violent interactions,
the emotions of the victim are clearly available to
the perpetrator or the bully but an inability to
react to these emotions shows a lack of empathy
in the bully's behalf."
Overall, many studies show that the greater amount of empathy
that a student has, then the less likely they are to
bully others.
Here are a few ways to incorporate empathy
into our classroom.
>> female speaker: Alright, okay, so one of
the lesson plans that we came up with as our group
was a role playing activity, and what we
want the students to do is, they need to be in position
where they can understand what it's like to feel what
other people are feeling, that's what empathy is all about.
This lesson plan, the teacher will divide the class into
groups of like four or five people, separate them
into groups and give them each a sheet of paper.
The teacher will give them like a minute and during that minute,
they'll ask them to write down as many stereotypes/labels as
they can.
The teacher could use something as an example, just picking out
"the cheerleader" or something like.
A label is something that is put on a group of people,
like a stereotype, and the stereotype is how that group
of people acts.
So, the teacher could say that, cheerleaders are stereotyped to
be ditzy or whatever the case may be, and the students will
have one minute to write it down, although this doesn't seem
like a lot of time, the point of this activity is at the end, the
teacher will go around asking all the groups how many labels
or stereotypes in just one minute, and the point is that
there should be a lot, students, especially at this age, are
being separated into cliques and different things that
they're just being introduced to, so they, as a group,
should be coming up with a lot of different labels.
After this is done, the teacher will call up the groups,
they'll have a stack of post-it notes that the teacher has
already prepared, it already has different labels written on it,
and the teacher will, without the student knowing--
well the student will know that they're putting a post-it
on their back--but they won't know what the label they got is.
Then the teacher, after all the students have this label,
the teacher will then walk around for five minutes
and they'll look at each other's backs and then they'll treat
that person the stereotypical way that they are labeled.
It might be mean, it might be positive, you're just not sure
what you're going to get, the interpretation of
the middle schooler, how they see that label as portrayed.
The students will have about 5 minutes to do this and after
they're done, they're going to go back to their desks.
They don't get to see what their label was yet.
They need to sit down and they need to write down
how they felt when people said certain things to them
or called them certain names or things like that.
And then before they get to look, they need to decide what
label they think they got.
And this should give them a look into the fact that they may have
said these things to people or they've heard these things
said to other people that have these labels.
If they know what label they are, then more than likely
they've heard people calling them names
or they've seen this somewhere else.
Once the students have had a chance to look,
they'll get another reflection time and why they thought
they were right or not right in the label that they got.
The point of this is to get a look into how people treat you
in certain situations and especially when things
aren't your fault.
There are some people that are bullied solely on the fact of
where they live, who their parents are, where they're from,
things that they can't help, these children can't help the
label that you put on their back, the post-it note, and so
the point is to kind of get them to be in the shoes of the people
who actually get treated like this and to see how it feels.
Something to go along with this is, there is actually
a clip from the movie "High School Musical" it's actually
a song that they sing, and in this song,
they bring up a couple examples.
There is a jock, someone who plays basketball,
and in the video he's like, "Okay, I'll just say it,
I like to bake."
And everyone around him is like, "Ummm, no, you can't bake,
you play basketball, just stick to what you know,
baking is not what a basketball player does."
And then you go to the really smart intelligent girl,
and she's like, "Okay, I'll say it, I like to hip hop dance."
And her friends are like, "No, no, no, you can't hip hop dance
you're a smart person, they don't do that,
so stick to what you know."
And then the last one is like kind of a skater kid,
and he's like, "Okay, I love to play the cello."
And his friends are all like, "No, you can't play the cello,
you're a skater, you need to stick to what you know."
And the students will watch this and they'll go over it
with the teacher in the class on why it's important,
like why they think, how the students in that video
got treated, and why can't a basketball player bake,
and why can't a skater play the cello.
It's a look into where stereotypes come from,
and where they can go, and they need to be
looking into the individual personality of each person
and not just putting them into a group and labeling in that way.
It's so that students get to know other people personally
instead of judging them by what they don't see on the inside
already, which is a majority of what bullying actually is.
So, it's just a look, once again, getting them into the
perspective of the people that they are bullying or
it's getting empathy into their minds and hearts so they can
see what it's like to be in other people's shoes.
>> female speaker: Okay, a second activity that
we created for our unit would be for the students to make a
collage, and this would actually be a two part lesson
and the first day--this would be introduced earlier in the unit--
the first day, the students would be assigned to take
five pictures, and these have to be creative pictures that,
in some way or form show empathy or the act of caring.
So, the pictures can be random, they don't need to be posed
or anything like that.
So they might take a picture of someone doing a random act of
kindness or someone helping someone out with something.
So they would have a week to do that, and they'd bring them in
on this last day and they would create a collage
with their pictures.
So they would make their own collages and they could use all
of their pictures but they have to use their own,
and then on the very last day, they would make a class collage
that spells out empathy.
So our hope through this activity is that students would
gain a more meaningful and deeper sense of empathy
by actually experiencing it and then using it.
>> male speaker: Alrighty, to wrap up our
groups part of the presentation, empathy is
the key emotion that every individual needs to have.
With empathy, a person can learn to care about another
individual's needs and why, instead of neglecting them
or even worse, bullying them for their shortcomings.
Our presentation has highlighted the importance of empathy which
needs to be cognitively developed by the individual,
needs to be affective towards others, and to have an overall
purpose in every person's life.
Our group has also highlighted the need for teachers to keep
empathy in mind when they are creating lesson plans
and classroom activities.
Some of these examples include the collage project that we just
highlighted, the classroom role playing which we talked about,
or even the use of modern media such as the status quo segment
from high school musical to interact with the students
and get them to learn the true meaning behind empathy
with something that they can relate to.
However, even if you are not a teacher, empathy is still
a valuable skill to possess, and hopefully through our
presentation, we have shown you all, the benefits of
becoming more empathetic in your own daily lives.
Thank you.
[audience applause]
>> Dr. Collins: This is a wonderful opportunity
and moment to have the voice of a teacher.
So we are pleased to have Mr. Clyde Self
of Mattoon Middle School, to offer that voice.
[audience applause]
>> Clyde: First of all, before I begin,
I have to say for the students that I had in my class, man,
you guys are doing a wonderful job, I'm really proud of you.
You really are doing a great job.
You know, I was asked to talk about empathy,
can I stand over here?
I've had the most wonderful job in the world, I've been teaching
for over 30 years and every time something new comes out,
I try to get involved in it.
And when they came to me and they said,
"Clyde, can you talk about empathy?"
First I had to look up what it meant because
I wasn't real sure.
But I got that figured out and so I'm going to
have to tell you a little story.
It's a story about my son Ethan.
Well when Ethan was seven years old, we got a Mac--
you know when Macs first came out and they were so cool--
and so I said, "Ethan, we're going to buy this really cool
computer stand."
And he said, "Okay dad can I help you with it?"
I said, "Oh yea you can help me with it!
You can help put it together!"
So I go, we go out to Walmart or wherever we bought it from,
and I had this box and I said, "Okay, here's what I want you
to do, I'm going to work over here and I'm going to try
and figure out how to turn this thing on."
And most of you in my class know I'm not real good
with technology.
I said, "I'm going to learn this, and I want you to
do me a favor, and I want you to screw this thing together."
He's seven years old, Ethan walks over, this is actually the
tool box that was there, so he turns over like this,
now I'm not often saying too much to him, and I say,
"You got to get those screws in there so that holds up."
So he gets the screw driver, got to love it, and he's working,
and working, and working, and I'm thinking,
"It's really taking that boy hours
to put that screw in there."
And I walk over to him and he's got tears in his eyes, and he
said, "Dad, this screwdriver just doesn't work."
So I said, "What's the problem."
And what it was is he had stripped the screw because it
needed to be a Phillips, and it was a regular screwdriver.
So I said, "Honey, don't you know?"
And he goes, "No dad, I don't know."
And I thought to myself, "Why didn't Ethan know that?"
It's because I didn't tell him, I didn't teach him
how to do that.
The point I'm trying to make, y'all have great ideas,
wonderful ideas.
The problem that we associate here is
kids don't have their toolbox.
And I want you to think about it just a bit.
Do they really know how to deal with some of the problems?
And the answer is no.
You know I've taught for 30 years.
Kids have changed over the time, no doubt about it.
You know, 20 years ago, when kids had sleepovers,
what they would do is that they would, they'd play cards,
or they'd play some kind of game where
you and I have to interact.
Now when we have a sleepover, we have our big screen TV,
and everybody's playing these interactive games,
and they don't communicate to one another.
And do when they have a problem,
they don't know how to deal with it.
And as a classroom teacher, I am seeing that
more and more and more.
We can blame it on texting, think about it, if I want to say
something negative about someone,
I can text it but I don't have to hear it back.
And sometimes kids don't get that,
sometimes they don't get it.
So where does the teacher come in?
You know we have a program at the middle school, and I'm not
promoting the program it's just three years ago we decided,
we got a problem, we need to do something.
And they said, "Okay, we're going to do bullying."
I never was trained in bullying, I didn't know.
I could teach you how to read, I could teach you literature,
I could teach you how to write.
So they came across this program that's called "Waging Peace."
Excellent program.
Excellent program.
So we were all trained in this.
And you know, I'm going to tell you, some teachers were going,
"That just doesn't work, it's not going to work."
They put up that brick wall you know, like my daughter.
I told her, I said to her, "Whitney,"--oh she was a cute
thing--"Whitney I don't want you kissing any boys
until after you're out of high school, middle school."
So she gets out of middle school,
and I put that brick wall there because I wanted her safe.
I did, I wanted her safe.
And so she gets out of middle school and she decides to
kiss Josh, anyway long story short, he broke up with her
like three days later.
And then she comes to me crying and balling and so on,
and I said, "Whitney I done told you not to kiss him."
"But dad!"
The point is, even with teachers we put up a brick wall because
we ourselves aren't sure--truly.
You know I can turn to any page in here that I want, here's one.
To differentiate between horseplay, fighting,
and bullying.
Wonderful lesson, I can spend three days on this.
So what our school did, is we implemented this program.
in implementing the program, here's what happened.
Last year we got our very first results.
And the results were, I got to come back over here
because I wrote it down.
The question was, at the beginning of the year,
do you know how to cope with different types of
bullying strategies?
And it was high.
We got our results last year when the kids finished it at the
very end, and 45% of them said, at the end of the year,
they knew more about bullying because of our program.
You know, one of the activities that I liked is this.
This is no more than, what is that?
What does that look like?
Yeah it is an onion, actually it had onion in it,
you can smell it if you want.
Anyways, it's an onion, and I have this on my desk sometimes.
See here's what happens, and I learned this from "Waging Peace"
and this happens to be by Dr. Michael Cartman.
What it was was this, he said, the problem is they'll come in,
"Mr. Self, Mr. Self," and you think they're having
a meltdown, and they're all upset.
And he said, the problem is, we want to get right to the heart,
but you know what, sometimes you can't get
right to the heart-- not going to happen.
And he says it's kind of like that onion.
Now in order to get to the bottom of the onion,
there's hundreds of layers in an onion,
and you've got to start with the first layer.
And you got to peel it off, and you got to take time,
and you have to have empathy for them.
And I'm going to be honest with you, sometimes they'll tell me,
and it's just like the onion folks, it makes me cry.
Because you become emotionally involved as a teacher,
because some of the times it'll break your heart
what they've got to tell you.
But you know what, when they learn to trust,
and I always at the beginning of the year, R-E-S-P-E-C-T.
I'll respect you but respect is something that
is earned, teachers.
Just because you have a degree, and my class knows this,
just because you have a degree doesn't mean when those
children walk into that room they're going to respect you.
You have to earn that respect.
And one of the greatest toolbox ideas that I have
is that I try to teach them to respect.
Because when they respect you, they will come to you for help,
your job then is to take the onion
and to take the layers away.
The biggest thing that I want to leave you with right now,
is this thought--is there a way to stop this problem?
The answer is yes.
And I'm going to tell you what the biggest way is.
The key is through education.
I need it, and the kids need it.
And bridging that gap, as you stated earlier
is the key to success.
[audience applause]
>> Dr. Collins: What a wonderful segway
to our next presentation.
This presentation will focus on parental community involvement,
with presenters Hannah Tatlock, Whitley Parrott, Amy Eyman,
Heather Mooday, and Dana Porreca.
>> female speaker: Good evening everyone.
Our group researched parental involvement in bullying
and we're going to start off with showing you a video.
>> female speaker: She was our baby and
you know, we absolutely miss every single second of her.
She basically made a message on her myspace from Josh saying,
"I don't know if I want to be friends with you any longer,
because I hear you're not nice to your friends."
This is the part I'll never forgive myself for because she
was looking for me to help calm her down, like I normally always
did, and be there for her, and I was upset with her because
I didn't like the language she was using, and I was upset that
she didn't listen to me and sign off when I told her to,
and so, I was aggravated with her about that
and told her she knew better, and she just said to me,
"You're supposed to be my mom, you're supposed to
be on my side," and she took off running upstairs.
>> male speaker: Tina left, walked upstairs,
I didn't really pay much attention to it.
And then I just heard a blood curdling scream.
>> female speaker: I just saw her hanging
from her closet.
>> male speaker: I held her, and I yanked
the whole closet thing out of the wall,
and Tina ran and got a knife so I could cut the belt
from around her neck and then started performing CPR.
>> female speaker: She had tears the entire time,
running down the side of her face,
the entire, until she passed away.
>> male speaker: I was just like,
"Please, please Megan!"
>> female narrator: A teenager who had
battled depression for years did take her own life.
We do know her mom and dad now claim a neighborhood family,
dear friends of theirs, are now responsible for that death.
>> female speaker: The thing that really stood out
to us in that video is when the mom was talking about
how she didn't respond in the normal way that she did,
she got mad at her, you know I'm not saying that she's
the reason that her daughter ended up committing suicide,
but it just really proves that the parental involvement
is extremely important.
>> female speaker: Alright, what a powerful video,
and it's really hard for us to relate to the heartache
that those parents probably have,
and the best thing that I can think to do,
is to turn to research and to use that research
to come up with a plan as a future teacher to implement
in my classroom, so that's basically what
our group has done, and as a class we have done.
These bullet points highlight some of the research that
we've found in our journey to look at
parental involvement in bullying.
The first one, characteristics of a child's relationship with
their parents may be one of the primary reasons bullies
and victims develop their aggressive
or passive behaviors.
Okay, I know some of the advice I've gotten in practicum is,
you find out in parent teacher conferences when you get to
talk to the parents how, you kind of see how they act
and then you see that in their kid.
Kids that grow up in families that have aggressive parents,
they're going to be more aggressive most likely.
Also parents that are more meek and quiet,
those kids are going to be passive, and sometimes
that's where you see your bullies and your victims.
The second quote that we found, "Particular parenting styles
form various relationship patterns between students,
but there is little information on how particular styles
affect bullying."
These different parenting styles--in my problem paper
I looked this stuff up--there's varied styles that you can
parent your children.
Sometimes parents are really strict, and those kids have the
tight leash and they kind of are not able
to make a lot of decisions in their lives.
Sometimes parents are uninvolved,
those kids are kind of left to fend for themselves
and make their own decisions.
And then finally I researched a form of parenting where you kind
of are balanced, where you have you're strict in that you want
the best for your child, but you also kind of give them the fence
where you can let them go out
and make their own decisions and learn for themselves.
Finally, "Parental care and support has been found to be the
most effective when it comes to victims dealing with bullying."
I think this is the most powerful quote that we have up
there from our research because it says it right there, parental
care is most important and when it says victims, those victims,
to the parents, you wouldn't think of your child as being
a victim, but your child is that victim
if they are facing bullying.
So you need to, as a parent, and as a future teacher, parents
need to step up and we need to form that communication between
the three links and fight bullying in schools.
>> female speaker: Okay, due to the fact that
so many students struggle with the way that they
perceive themselves, it is important for us to educate
the students about bullying, and have them realize it's not just
the teacher's role to take prevention strategies
for bullying, but for the parents to get involved
and the community to get involved because everyone
needs to be aware of bullying, and it's just important for them
to all know how to get involved and stop bullying
and within this unit we will discuss other ways
that the parents can get involved with bullying.
>> female speaker: Okay, so one of our activities
that we thought we could do in the classroom
with our students is a parental involvement survey,
and this would help them better understand the relationship
that they have with their parents.
The students will take a survey and the teacher will
have them reflect on their answers.
So, if you'd like to participate in this, just by doing it in
your head or if you have a piece of paper you can jot it down.
The first one, my mother or father is there
when I need them.
Go ahead and think about it or write it down.
Answer it with "never," "sometimes," or "always."
Number two, my mother or father is supportive of me.
"Never," "sometimes" or "always."
Number three, my mother or father asks about
my school work.
Number four, my mother or father asks how I am feeling.
And then number five, I feel comfortable speaking
with my parents about my problems.
>> female speaker: And then to score your survey,
for every answer that you had "never"
you will give yourself zero points.
For every "sometimes", you will give yourself one point.
And then for every "always" you will give yourself two points.
So here are the questions to reflect on.
And then total all of your points
and then using the chart that we have provided,
you will see a range.
So, zero to three, low parental involvement.
If you range from points 0 to 6, you have moderate parental
involvement, and if you have points ranged from 7 to 10,
you have high parental involvement.
And then students will reflect using this question.
So, what can you do to raise your score,
to have higher involvement with your parents?
[audience applause]
>> Dr. Collins: Thank you very much,
and finally our next presentation will focus on
leadership, development and gender differences with
our presenters Megan Kutz, Kelley Calabrese, Max Pierce,
Dayna Divenere, and Maureen Haneburg.
>> female speaker: This evening we are going to
be presenting on leadership development, gender roles,
and differences within the genders.
The genders have different ways of bullying but they also
have similar ways among them.
Girls and boys alike are often involved in cliques, and these
students will bully to keep position within that group.
When girls bully, we think of them doing something that's
not physical and mostly unseen, this can be true.
Girls will exclude, gossip, spread rumors,
along with other forms that you'll see on this slide.
Boys will use threats and insults to bully.
Over the years we have seen that both genders are now
using physical means to bully along with bullying online
as was presented earlier.
One of the reasons that students are bullying is
to hold a leadership position.
This is why we focused on helping our students realize
positive leadership roles.
Students need to realize what types of leaders they can
become, along with knowing what makes a good leader.
Along with these leadership roles, the students should know
how the different genders are affected by bullying.
If we are able to help them understand the differences among
how the genders act and how they bully each other,
they can help someone else in trouble.
Our first focus is going to be leadership.
>> male speaker: It is very important to teach
our students about leadership.
Leadership roles are not for everyone but possessing
the qualities of a good leader can be useful for anyone.
You must encourage students to model positive leadership
qualities in their own lives.
So with our first day for our leadership activity advisory,
we want to basically discuss with our students
what leadership is.
And we'd start with a quote by Peter Drucker which says:
[reads screen]
So basically we would dissect this quote and
start talking about leadership and also answer questions like:
[reads screen]
So basically like I said, the first thing, we just
want to discuss just to get them to start thinking about
what a leader is.
For our next lesson, we want to focus on that we all have
the ability to be leaders even though some may be better at it
than others.
By working together, we can overcome any obstacle.
So, for our second day we would make it more hands on,
and we wanted to create an obstacle course,
you can do this in your gymnasium, a hallway,
maybe in a classroom, it doesn't have to be like
American Gladiators, just use things in your class maybe like
books, desks, chairs maybe, if you have like jump ropes,
hula-hoops in your gymnasium, you can use those.
And basically with this, you would get the students in pairs,
and one student would be blindfolded, while the other
guided them through the obstacle course, using their voice.
Everyone would take a turn with this, but I know
I've done this before and once you get someone all the way
through the obstacle course, you just have that feeling like,
"Wow, I really can be a leader"
and that's what we want our students to have.
Children that are bullied, need a leader to follow.
We hope that it could be a parent, or teacher,
but sometimes they cannot fulfill that role.
After teaching our children about leadership,
hopefully a fellow student could step up to this role
and save a life.
>> female speaker: As stated in the beginning
of our presentation, it is extremely important to know
how to educate and facilitate your students
to obtain the leadership qualities.
And one extremely effective approach in teaching students
to be leaders, not bullies, is addressing separate genders.
We all know that, in some cases, boys and girls
act very differently, and as Megan said,
when it comes to bullying, boys tend to get physical,
threatening their victims, and girls,
on the other hand, they target the emotions,
and they socially isolate their victims and humiliate them.
When you truly reach out to both boys and girls with various
methods such as activities, group discussions, and
classwork, these students are more likely to embody a leader,
and not a follower.
Lastly, it is important to be aware that bullying can,
and does cross between genders.
So when showing that neither boys or girls are inferior
amongst each other, it will create a positive
learning environment for all the students.
>> female speaker: This next activity was one
that was put together by the Greater Brunswick
Charter School, and that is in New Jersey,
and what this is is it is a word wall,
and it's part of their project that they did school wide,
and it's called the gender project, and what this is
is the teacher comes into the classroom and they'll
divide the students up into groups of males and females,
and then she asks the students to make a list of words
they can think of that have to do with either men or women.
This can either be words to describe them or words that they
just associate with them.
And once the students are in their groups and they think of
the words, they discuss them as a class and then the teacher
will hand out sticky notes to all the groups, and they're
going to put each word on a sticky note, and then you as
a teacher will have an area in your classroom designated to be
your classroom word wall.
And what this is is there are four different categories that
they can be in.
There will be a negative and a positive
for both men and women.
So then all the students are then going to go up to the word
wall and they will categorize their groups,
and then as a class you'll talk about why you put them there,
why we have these words, and why we associate them
with different genders.
And then at the end you encourage the students
to write a journal reflection about this.
>> female narrator: The initial activity of
the gender project was the creation of a list of words
the students used to describe the roles of men and women.
The words were assembled into a word wall,
which would be reflected upon and modified during
the course of the project.
>> female speaker: You're going to come up with
lists of words.
They are alternative words for women and girls,
you can fill that in-- what other words or terms
are used for women and girls-- and then in the other column,
what other terms are used for men and boys.
Censor yourself if you have to, there are some words that
we might not want, unless you put little stars by them.
[unclear dialogue]
How about nice things too?
I don't know, I think there might be something
slightly insulting.
>> female narrator: After working in small groups,
students shared their word choices with their classmates.
>> boy speaker: S, L, star, star.
H, star.
B, I, star, star, star.
Mother, mommy, Mrs., sister, thong, and wifey.
>> male speaker: Now, I do the men?
Dog, liars, pimp, hustler, brother, player, mister,
boy-toy, child support.
>> male speaker: And love doctor.
>> male speaker: And love doctor.
>> female speaker: What were some of
the positive terms that came up,
I didn't hear a whole lot of them.
What were positive terms?
>> male speaker: Male, muscular, dude, sir,
gentlemen, mister, daddy, trooper, guy, and son.
>> female narrator: Finally, post-it notes went up
on a board, creating the word wall.
>> female speaker: I don't know if I agree with
all these being positive myself but ma, chick,
honey, sister, sexy, wifey, lady.
Okay, negative.
N, star, star, star.
B, star, star, star.
>> female narrator: After reviewing their words,
students were asked to make journal entries
and share their personal reflections.
>> girl speaker: I think there's more negative
than positive because of the way celebrities use these words
and we take this like, feedback and we use them in school
but not at home because of our parents, and we just use them
because we think if we say them we'll be cool too.
>> boy speaker: And in the music videos, women,
try to be the best hoe on TV and then
the guys try to be the best love doctor.
I don't know why girls call men dogs, but men can't call girls
all these other words.
>> girl speaker: If I was one of them
and I was called one of those, I would not take it,
I would go straight in your face and tell you,
"That's not my name, I should be called by my name,
I should be respected as a woman.
I shouldn't be called a b or a hoe or whatever."
>> female speaker: Okay, so as we can see
from that video, most of the words that they came up with,
unfortunately were negative words.
So then as you have this word wall in your classroom,
you have your negative and positive words.
Throughout the project, what they do is they
leave that up there throughout the semester,
and then as they learn more about gender roles,
they would change the words, they would put up new words,
they might take away some of the negative words.
So that's just an idea you can have in your classroom
for gender roles.
>> female speaker: So overall, leadership can
play a very important role in your classroom, your home,
and your everyday life.
Students will gain experience and leadership roles and learn
what it takes to be a leader if they're given the opportunity.
If each student has an opportunity to be
a leader in the classroom, no one student will feel
more powerful than another.
This, in turn, will lead to the decrease of bullying.
Gender roles are also important when you are dealing with
bullying in the classroom.
Girls and boys bully in completely different ways, where
boys tend to threaten and be more physical,
whereas girls haze, gossip, and leave people out.
Teachers and parents need to be aware of the different types,
so that if they see any of these actions, they can
put a stop to it immediately.
Overall, if given the chance, students will take on
a leadership role in the classroom or be a leader
to another student.
Hopefully this will decrease the amount of bullying
in your classroom, whether it's with a male or a female.
[audience applause]
>> Dr. Collins: Okay, next up we will have,
offering a voice of a student from Altamont High School,
the national bullying spokesperson, Ms. Paige Logan.
>> Paige: I'm Paige Logan, and I am the
national spokesperson for the Great American Noble Challenge.
And what that is is a positive outlook for kids to make a
3-5 minute video about how to prevent bullying
or maybe how you were bullied and how you overcame it.
Of course on those fliers I'm not on it right now because
I just found out that I am a national spokesperson,
and I have to pass out 4,000 of these before I get new ones.
So, my bullying experience is a lot different than a lot of
other people's bullying experiences I've heard about.
My bullying was actually done by girls and their parents.
It was actually, a lot of it was posted on the social network,
and me and my mom could never find out why they would say it,
but we kind of figured whenever I won Jr. Miss, 8th grade year,
they started to become really mean towards me and they
started posting up these nasty things on the social network.
And we were like, "Man, why would they
say these mean things?"
And we kind of figured it was the parents saying it,
because no 8th grade girl would have such a foul mouth as
what it was posted on this social networks.
With that, I was really scared to go to school and my grades
began to slip, and I was always telling my mom,
"Mom, I really want to be home-schooled because
I don't know how to deal with it."
Well, my mom went to the principal and asked him to talk
to the girls and see if it could stop, well he talked
to the cheerleading sponsor of the girls
and the cheerleading sponsor went to the girls and said
let's have a talk about Paige Logan, and she pretty much said
whatever you feel about her, whatever is said here
stays here.
Well one of my best friends was on cheerleading
and she came home and told her mom what was all said about me,
and then her mom called my mom and told her what was all said.
With that, there was a girl that would always say,
"It's okay to pull her off the school grounds and
beat the crap out of her because it's her word against my word."
And I became really scared to go to school and I actually had to
stay up in the principals office until school started because I
did not want to be around the girls and I didn't know
how to handle it.
Finally my mom started getting really really tired of all the
allegations and the rumors that they all started about me,
and talked to the superintendent,
and my superintendent is awesome of course.
He actually put a stop to all of it, but actually this year,
my bullying started up again, because
I wrote an article in the newspaper and the real bullies
showed their faces the day that the newspaper was printed,
and it was the mothers posting all the things about me
on Facebook.
And we were trying to do anything and everything to get
it off of Facebook, but it never happened because it wasn't
really threatening, but still it was still hurting my feelings,
and it really bothered me because I know the truth
but they're going around saying that I was actually bullying
the girls that I never said anything to the girls.
With that, I got offered so many different things
because of this, I actually went to Washington D.C.
for the National Bullying Summit.
I talked to them about my bullying experiences,
and--I just drew a blank.
Whenever I went there, I actually heard a mother talk
about one of their kids and how he committed suicide, and she
said that he came home that day and he was acting all weird
and she's like, "How was your day at school?"
And he said, "It was fine, it was fine."
And his sister goes, "He's lying, he's lying."
And he goes, "Stop I'm not lying.
Don't sit here and say that I'm lying, I'm not lying,
everything's fine."
Well the little girl goes, "No, you're lying."
And she goes, "Did he not tell you what kids were calling him
at school today?"
And she goes, "No."
And she said that they were calling him a fag.
Well, he got really upset because his mom wanted to go
call the principal and talk to the principal about all this,
and the principal, she was going to talk to him about it.
Well he got upset because doesn't want anybody to know
that he told his mom because he doesn't want anymore problems
going on in the school.
Well, he went up to his room because his mom sent him to his
room and he locked the door and his mom
went and started making supper.
She yelled at him to say supper is ready,
and there was no answer.
And she went to knock on his door still no answer,
and her heart begins to race faster an faster,
and there is still no answer.
And she is knocking even harder and harder.
And finally she knocks open the door and sees that her child
is hanging there lifeless because of what
the bullies were doing to him.
And the way she described it, she remembers him being wet from
all the bodily functions he lost whenever he hung himself.
And whenever I told that story, whenever I heard that story
and I was telling my story to everybody, I was thinking,
"Why did I survive from all this?
Why was he the one that had to take his own life?"
And I thought, "Because 4H was my safe place."
4H has become a major part of my life, I started ECYA,
which is Effingham County 4H Youth Ambassadors.
And me and my friend wrote a $10,000 grant to hold
a leadership camp for 65 youth in our county
and surrounding counties.
And it felt great to teach kids the leadership skills that I
learned through 4H because those leadership skills have
taught me to overcome the thoughts of suicide,
the thoughts of peer pressure, everything
because those kids can go take it to other kids
and then it goes farther and farther.
With that, I am also a part of the Illinois School Board of
Education Student Advisory Council, and we're actually
focusing on cyber-bullying and bullying prevention
and awareness throughout schools, and I'm working
with the Illinois 4H State Office with Pat Mclaughlin,
and she actually is doing a, it's called "Breaking the Code."
And with that it's a bullying simulation, and that gets
brought into schools, and I want that to go to our school board
of education and then see if that can be brought into schools
and be like a mandatory thing that schools have to go through
and I think that'd be a great idea for everybody
to go through.
Like I said I'm part of the Great American Noble Challenge
and I am the student advisory council leader on there also,
and we're organizing the event right now, where we're picking
out celebrities and stuff to be on the red carpet.
Prizes are a $10,000 production deal, a $2,000 grant to your
school, there's a whole bunch of cool different prizes, like an
iPad, and pretty much, whenever you get chose to be a finalist,
everybody's a winner, they have best hair, best makeup,
best director.
But with that, I wanted to leave with you guys to think about how
it would feel to become part of bullying and feeling the feeling
that all the other kids have felt, and let's put a stop to
bullying and say "No Bull."
[audience applause]
>> Dr. Collins: Thank you.
Offering the voice of an administrator, Mr. Todd Bean.
>> Mr. Todd Bean: I have three quick things.
One, because I have to stand up now, wherever you are,
stand up, please.
Reach to the sky, stretch, do something, keep moving,
[unclear dialogue]
sitting on your tuchus right now.
I know where it is.
Good that's great.
Okay, I'll make this short and sweet.
You can go ahead and sit down.
I'm going to call you teachers because that's
what you're going to be, that's what your goal is.
If I say something [unclear dialogue].
Oh and third, Paige, am I the principal in the story?
>> Paige: No.
>> Mr. Bean: Thank you,
I didn't want to be the principal in that story.
Okay, here we go, wait a minute it went away.
Okay, I am Paige's principal now, just to let you know.
I am the principal of Altamont High School.
I have some letters after my name, a lot of letters,
don't be impressed by that, it's just I go to school a lot.
The EVS is the superintendents endorsement, I'm putting that on
there because one, I passed the test, and two I graduate
a week from Saturday from Eastern Illinois University.
[audience applause]
Now, I hope my YouTube loads just as nice as yours does,
but if it doesn't we'll just skip over it because I'm
not keeping you here all night.
It doesn't want to load, that's okay.
So who are the bullied?
Wait a minute.
Well who are the bullies?
Oh great, everyone has the potential to be one
or the other.
Including teachers, administrators,
your fellow classmates or people that you work with,
the guy in your office, the police officer.
Everybody has the potential.
So, bullying is going to be in your environment,
I guarantee teachers it will be there,
don't worry it won't be wiped out before you get
to graduation and you're in your schools, it will be there.
You have a culture in your building,
what do you want that culture to be?
A culture is something that's been there for a long long time.
It'll stay there, culture you have to break.
Culture takes a lot of work to get rid of.
It's about taking that time to do
what's right for everyone involved.
The bullies, the bullied, and the 95% of you that do exactly
what is right everyday and you're quiet.
You're not on either end of the group.
That's who I want to talk to is the quiet people.
First of all, listen, I talked about that right,
hands should go up over here.
Thank you.
[audience laughing]
First thing you can do, most important thing you can do,
you listen.
Give you an idea.
Nielsen ratings are used for TV shows, if you don't know that,
there's a little Nielsen box that sits in the house.
One box represents 5,000 households
which is about 20,000 people.
So if you really like Spongebob Squarepants
and you have a Nielsen box, you can keep him on the air.
That's how those work.
So let me ask you this question.
Teachers, administrators, students, that one person
that comes to talk to you, how many people do they
actually represent?
Because I tell you, it's going to be like this.
One person had the guts to come talk to you,
one person stepped up.
After a volleyball game, I had a 5th grader, wearing the other
team's shirt, I don't know why, but she's got the other teams
stuff on because her sister plays for the other team
but she goes to our school, comes to me and says,
"Mr. Bean, I need to talk to you."
Brings her mom, "What's the problem?"
"I just need to talk to you."
I said, "Come on in my office."
So the mom says--tears are running down her face--
she is scared to death.
I am the smallest administrator in the district.
She's scared to death.
She says, "Mom just go ahead and tell him."
She goes, "You know what, there's a couple teachers in
the grade school and they're really mean to Max,
and I'm scared to talk to the other principal,
because he's bigger than I am.
I'm scared to talk to him about it."
Max is my son by the way.
And they kind of pick on him.
My son is somewhere on the autistic scale,
I don't know where, he's just fun, he's different.
But, he doesn't get things like this and understand them,
and if he doesn't teachers get frustrated with him.
"So they're kind of mean to him Mr. Bean."
This little itty bitty girl, she's this tall.
"They're kind of mean to him."
Again, remember, anybody can be a bully.
So I told her what she needed to do, I listened.
I stopped what I'm doing, I want to look at her when she
talks to me and I want to hear everything she says to me, and
it's not just her, it's anybody that comes into my office,
whether they're going to talk to, teachers in the future,
about bullying, about drugs in your school,
about somebody cheating a test,
whatever it is, if you're an administrator in the building,
if you're a teacher in the building,
you're in charge of that moment.
You need to listen to what they have to say to you.
Because that's the first step to trust.
If I can go and talk to you, and I can tell you my problem
and you listen to me and you give that back to me,
I'm starting to trust you.
The first day you walk in, really addressing this group
because they were up here all night, the first day you walk
in, you know what the kids are going to think of you?
"Wow, you went to college, you're brilliant,
you know everything."
Unless you're in high school and then they're like, "Really?"
"Are you single?"
[audience laughing]
They're going to trust you that you know
everything and that you know exactly what to do and how to
handle the situation, that's what I want to give you some
tips tonight, to go back to Mr. Self, I'm giving you some tools.
Evaluate and educate, that's your next step.
Do I need to allow time for this person to cool off
before we talk?
You know what I do when they come in and they're really mad
or they really want to just unload?
"Look, I'll listen to you, I'll give you my full time.
I'm in the middle of something on my computer right now,
give me 20 seconds, give me 30 seconds let me finish this up
so I can put it away and I'll give you all my attention,
my full attention at this point, but can you let me do that?"
They go, "Yeah," and that 30 seconds,
they calm a little bit.
The frontal lobe of their brain calms down.
They can actually think and talk to you and function.
Hey why is this person being bullied or they are the bully?
I like talking to the bullies too because,
why are you being the bully?
And whatever I say has to stay here, you know that right?
[audience laughing]
Two students, two boys, this follows up your physical,
got a third boy, who he is bullied all the time,
I guarantee it, I have kids that'll come to my office
and throw stuff up there and say, "Mr. Bean."
"This kid, you go check on him right now, in this class."
And I've related to teachers, let me get it out,
you know what, two kids thrown in the shower,
you know what's interesting about the whole situation?
The second bully that jumped into it, you know why he did?
Because if it wasn't going to be him, it was going to be me,
and if I could belong to that group, it won't be me.
And I explained to him, it wasn't you today.
If he's not there, it's you.
You're not making it better.
You're making it worse.
You're being the bully, and you know exactly
how that kid felt when you grabbed him
and threw him in the shower because that
would have been you, correct?
He started crying.
He gets it, he's been on both sides now.
So you know what, now you have to educate them.
Why are we going down here and why are we doing this?
Will it change the situation, maybe.
Maybe not.
But you know what, you tried.
You gave that to them, and you gave them some solutions to what
they were doing.
You tried, and when they come back to the office, or when they
come back to you with the teacher, or when they act like
that again in your classroom,
"Didn't we have this discussion?"
You know what you're forcing me to do, you're forcing me to
take it to the next step up the line.
I don't want to do that, but you're not giving me the option.
It is totally within your power now to decide what happens.
You have to act, now I hope this YouTube loads,
because this is what people usually think when I say act.
He won't do it tonight, they worked fine at home, it
must be Eastern Illinois stuff because they were working fine.
His moment, this is Sparta, do you kick him in the pit?
That's not the act I want.
Hey it's back!
[movie playing]
That's not the act I want from you.
That might be the act that happens in your head,
but we do not follow through that one.
Your next step, is to let somebody know.
Your total credibility as an administrator, a teacher,
a professor, whoever you are, depends on what you do next.
That's it, that's your credibility from that point on,
because you're being judged by that individual
sitting in front of you.
What do you do next?
If you expect a climate or culture, if you're building to
change, for your environment to change, for your sorority,
fraternity, wherever you are, this is taking place, you have
to do something, you have to act, you have to tell somebody,
you have to make the change and say, "I'm not tolerating this."
Get it to the next person.
Everybody, this is the Japanese navy, but everybody has an
organizational chart, and it has a chain of command.
I didn't think I'd offend anybody from the 1945
by putting them up there.
Even if you're the bottom person down here,
go to the next person, and if they don't do anything move up,
and move up, and move up, until something is done.
If you don't believe that go talk to Penn State.
So who do you empower in your environment, the bullies?
And that includes everybody.
You know what, you did nothing, you didn't act,
you didn't do anything.
You just said, "You know what, when this happens,
I'm ignoring it."
Whether it's in the classroom, wherever it is,
if you do nothing, you say nothing,
you don't follow up on it, you're giving power to them.
In my building assembly, I told this, 95% of you do a great job,
really about 98 in my building because I'm pretty blessed.
You need to step up and say, "This is what's happening."
Come in my office and say,
"Mr. Bean, this person is being bullied."
"Mr. Bean, this person has drugs."
And you know what comes out in the environment
that I get to live in around the community,
'oh I hear you have a bullying problem at your school,'
'oh I hear that you have a drug problem at your school.'
No, I don't.
I have people who will talk about it,
you have the same problem, you don't know where it is.
I know where mine are.
Because my class, my students, my people,
will step up and do what they're supposed to do.
I let them, I want them to, they know it.
Once you've given out your consequence for the action,
then drop it, you're done.
When every kid I've ever suspended from school
walks back into my school, I go, "Hi, how are you doing?
Have a great day."
We're done with it.
Now if I have to come and relive it because you decided
to grind on it and keep it going,
we'll deal and go down that road, but now, we're done.
If you don't drop it, Come on Arnold,
come through for me buddy.
Arnold wants to know, if I'm not me than who am I?
I am what you say I am.
You're a bully.
[movie playing]
Here he goes.
[movie audio--unclear dialogue]
You are who I say you are Arnold.
If they hear that their ability in every single class,
or they hear it from their friends,
or they hear that you know what you're wimpy, you're a fag,
you're whatever you are, you're a pussy, whatever they call you,
you will start to believe that.
And you know what bullies will do, the bullies will go, "You
call me a bully, I've done my time, I've done my sentence,
and you know what, I'm still being called a bully."
And guess what, they will prove you right.
"I will prove you right.
You want to call me a bully, believe I am one,
watch what I do next, I will take it to that level."
So drop it.
Give that person an out.
All of you have made mistakes, we all have.
Wouldn't it have been nice if someone gave you an out,
"Here's how we're going to fix this.
"Here's what we're going to do the next day."
"We're going to give you the opportunity."
Give them the out, so drop it.
So lead people.
Listen, evaluate and educate, act and then drop it.
Lead, you are a leader, everybody is a leader.
If you act and do something, you've listened, you've
complained, you do whatever you have to do, you become a leader.
How do you know if you're a leader?
Can you make a room full of strangers stand up
and reach for the ceiling?
Yeah you're probably a leader, you can do that.
All of you can do it, because you don't have a choice.
You no longer have a choice.
You're either that or you're standing on the sidelines
watching it happen, and then you're part of the problem.
Take the lead.
How do you know it's working.
When that little silent majority decide,
"You know what, we're going to report it.
We're done taking it, we don't want to hear anymore."
Whether it's anonymous, or they're coming to you saying,
"We want this stopped, we want our building back,
we want our environment back, we want our culture back."
Then you started the road to getting rid of bullying
and getting rid of those negative things that you have
in your environment your building or wherever you are.
Thank you.
[audience applause]
>> Dr. Collins: And then finally for
our last speaker, we have asked Officer Mark Heise of the
Charleston Police Department to come up please
and just give us a few remarks before we close.
[audience applause]
>> Officer Heise: Thanks Dr. Pearson for having me
and I first of all want to apologize because I was told
by my administration that I'd be here tonight,
just not in enough time to have anything prepared to say,
so I know that I cannot outdo the presentations done
by the student body today, okay.
I cannot do you justice.
Thanks again Dr. Pearson, Dr. Janice,
I'm proud of the presenters, proud of the students,
I am also an Eastern Illinois grad and very proud to say so.
I was an elementary education major myself
and I bailed out right before student teaching
and I somewhat regret it to this day.
But the war that I see you all preparing to fight
is very honorable.
I think about a high school coach that I had
who reflected upon graduating school himself
and his generation was worried about going to Vietnam,
what war are we going to fight when we left after graduation.
And I see you as warriors as well.
You're getting ready to move on in your career in a war
that you've chosen to fight, that's one against bullying.
I commend you for that.
I've also learned very quickly after doing my job for 15 years,
the older you get it's true, time goes faster.
It's not my vision, it's your vision.
It's your vision that you will implement to change
what you need changed for your world.
My world is moving very quickly, my kids have grown.
It's your need to see that you do your society well
with the profession that you've chosen.
In law enforcement, I have run into, I guess what I've wanted
to reflect is I have some teacher in me,
I have a kid in me, high school was very very good to me,
and I often told people I would go back in a heartbeat,
but I'm not sure I'd go back and experience the generation
that you have experienced and what you have seen
and what you're trying to change.
Please be kind to my profession.
Stereotypical we are very slow, we resist change.
But I want to say that we will embrace it, your generation
has already embraced the school resource officer in
involving him in the educational process.
We're coming, we're catching up.
Even though there might be a resource officer out there,
he may not be as versed as you're going to be,
educated as you're going to be,
allow your law enforcement agencies to catch up.
We can hide behind, if it's not a wall,
it's not my responsibility.
And I'm the first one to want to tell you,
that it's all of our responsibility,
please don't be a teacher who says,
"I teach math, I teach science, I teach whatever,
and if it doesn't pertain to that
you need to go talk to someone else."
And I think Principal Bean touched on that, listen.
I refuse to be an officer that hides behind, if it's not a law,
go talk to, if the law isn't broken, go talk to someone else.
We are all responsible for being human beings, taking care of
what needs to be taken care of.
I would much rather talk for two hours to prevent someone getting
into trouble than to act in 20 minutes and make an arrest
and put someone away.
If I could talk to someone for two hours to prevent
the problem, I would rather talk to prevent a problem.
But I know that stereotypically my profession is
very resistant to that, "if it's not a law, leave me alone."
"If it's a law and it's been broken, you're going to jail,
I'm done in 20 minutes and I'm going on to the next thing."
So be kind, we're coming, we're trying to catch up with you all.
We stereotypical--I once again want to put out there that,
as my generation progresses we're afraid of learning.
I've learned just as much from you and I'm open to learning
to you all coming through now, as I sit back in the room,
I've reflected upon some of my own attitudes toward bullying,
and you've opened up my eyes.
I am a willing, willing student at my age,
listening to all of you.
Please incorporate your law enforcement in your communities
and in your schools as you get there, and you might have to
talk a little slower for us, and give us a couple repetitions
but we'll get it, we will get it.
So I commend you on your presentations,
I commend you on your efforts to fight the war that you're about
to go out and fight, and Eastern students, I also want to say
that while you're here, you're here, you're in Charleston,
please come see us, whether the bullying is in your university
or as you live off campus or what not.
We are here for you, we will give it our best shot
and give you everything we have to help you
through your problem if it exists, okay.
With that, the Charleston Police Department is proud to be here,
we thank you, we're proud of your presentation, please don't
forget us as a resource, we will support you anyway we can
through your efforts.
[audience applause]
>> Dr. Collins: We're coming close to the end
of our program of course, but before leaving, we would like
to have remarks from Dr. Joy Russell,
Department Chair of Early Childhood, Elementary,
and Middle Level Education, followed by Dr. Mildred Pearson.
>> Dr. Russell: Officer Heise, I just wanted
to say you did such a great job up here,
if you want to come back and finish up that
teaching certificate we can certainly see
what we can do for you.
I just wanted to say very briefly that, one of the major
goals of education is to help students to be successful.
And I think that what tonight has proven both by the students
the Eastern students presented, those of you practicing teachers
that are in the audience that really, the success of students
has moved way beyond teaching them content,
to actually looking at how do we incorporate those other things
that are equally if not more important in helping
the students to be successful.
And that's the social and emotional development.
What the Eastern students and MLE 4760 did demonstrate to us,
and I think did a superb job, was that how could they actually
incorporate teaching the reading, teaching the math,
teaching the writing, into topics such as bullying,
and that education in order really to help students
be successful.
I also want to point out, I know Mr. Bean talked about that,
and Officer Heise talked about that Neil really brought up in
that presentation with empathy, in that, although it is a
community, and it's a community effort that involves all of us,
what was stated that I think that had the most heart
and meaning for me tonight, was that it really begins with me.
Just like getting rid of bully begins with each
and every one of you, and I think that for me that
that had one of the greatest impacts.
So I would like to personally, on behalf of the Department of
Early Childhood, Elementary, and Middle Level Education,
I'd like to thank Altamont, I'd like to thank Paige
for coming up here, she did a great job.
I'd like to thank Mr. Bean, Mr. Self from Mattoon, all of you in
the audience that represent I know a lot of constituents,
and most of all, we're very proud of the students
in Dr. Pearson's class, and you did a superb job,
so thank you very much.
[audience applause]
>> Dr. Pearson: Obviously you just heard
my department chair speak, and none of this
could have been without functioning freely in
a department where not only do I have academic freedom,
but I remember vividly going into Dr. Russell's office
and just briefly sharing with her what we wanted to do.
And we just had, just a moment to even talk about ways
in which we can expand this particular project,
so we're well on our way.
I'm a little emotional right now because, I just got in my car
and went to Charleston Police Department, and went to
Altamont, I didn't even know what Altamont was,
and we went from having a conversation
without any speakers, without any support,
I just wanted to showcase the students,
because that night when I left that class that Tuesday night
where they became so emotionally overwhelmed
I couldn't sleep.
And I just said, "Their voices need to be heard
as a community."
And I remember Pastor Scott, where I attend church,
and almost 10 years-- I can't believe
almost 10 years in Charleston-- and Pastor Scott he said,
"Mildred, you're becoming a townie."
And I guess, I've never felt so much of a townie
like I have tonight.
And I think Valerie had to leave, and she said something,
she said, "Everybody needs a support system."
And this semester my class was my support system,
and when I left that class, I ran into Dr. Collins,
and this program could not have been without
a moderator like Dr. Collins who can see the big picture.
Let's stop and give her a round of applause.
[audience applause]
I can of myself do nothing.
People are your greatest asset, my daddy taught us that.
And Max, you said it's the we, tonight we're the we,
and this is the wonderful kickoff.
Let's remember the we, and I have a song that if I can,
Dr. Collins, are we ready to close.
>> Dr. Collins: Yes we are ready to close
but you wanted me to make sure that I did mention,
it is something that we have been passionate about
for quite some time, and I wanted to support
her students who I've had on my radio show,
I've had in my classes to do this.
I was so honored to do this tonight.
I thank you so much for the opportunity.
Dr. Russell, thank you so much, Dr. Pearson thank you so much.
And I would be remised, you wanted me to remind you,
that we're going to keep this going.
And one of the things that we're going to do is,
I'm going to remind you all, with the assistance of
Dr. Pearson, Mrs. Kelly Runyon of WEIU TV,
Fred Peralta, and the number one supporter Mr. Neil,
general manager of WEIU will host a town hall meeting
January 19th, right here in the auditorium, it will be live,
it will be televised, I would love to see all of you
all back here again to share some of your experiences
and all the research you've done so far.
So if you'd like to be part of the program please, it starts at
7 but we're going to close the door at 7:30
because we're going to go all the way through
and it's going to be live, this is television.
So we're going to be doing that live, you're going to be able
to see it that night and the next night
and we're really excited about that.
So, thank you so much everyone for participating and closing.
Dr. Pearson and her team have selected a song in remembrance
of the ones who were reached too late and could not be saved
and the ones we hope will be reached in time.
Thank you for being a part of this important process
and we'll see all of you on January 19th.
Goodnight everyone and safe travels.
[audience applause]
>> Dr. Pearson: I'd like for you to stand,
and the lyrics are going to be on the slide, and if you
can just make a human bridge, we're just going to make
a human bridge as best we can.
♪ [music playing] ♪♪
♪ It's like a storm, that cuts a path,
♪ it's breaks your will, it feels like that.
♪ [unclear dialogue]
♪ I will stand by you, I will help you through,
♪ when you done all you can do, and you can't cope.
♪ I will dry your eyes, I will fight your fight,
♪ I will hold on tight, and I won't go.
♪ It hurts my heart, to see you cry,
♪ I know it's dark, this part of life.
♪ Oh it finds us all, and we're too small, to stop the rain,
♪ oh no the rain.
♪ I will stand by you, I will help you through,
♪ when you done all you can do, and you can't cope.
♪ I will dry your eyes, I will fight your fight,
♪ I will hold on tight, and I won't let you fall.
♪ Don't be afraid to fall, I be here catch you.
♪ I won't let you down, I won't let you down,
♪ you're going to make it, yeah, you're going to make it.
♪ I will stand by you, I will help you through,
♪ when you done all you can do and when you can't cope.
♪ I will dry your eyes, I will fight your fight,
♪ I will hold you tight, and I won't let you go.
♪ We're going to hold you, and I won't let go.
♪ Oh, let you go. ♪♪
[audience applause]
>> Dr. Pearson: Keep standing in support
and don't let go.
Have a good night.
[no dialogue]