Bullying and Beyond:

Tools for Understanding and Engaging 21st Century Students as Dual Citizens

This course covers a lot of ground, including designing and maintaining safe and supportive learning conditions, understanding the relationship of the “real” world and the “digital” world and the need to educate ourselves and our students on appropriate behaviors in both worlds. New technologies and means of communication requires educators to “catch up” if they are to effectively serve the needs of “millennial learners.”

Understanding bullying and the many ways in which bullying can occur is important, and this course explains the relationship that bullying has on student development as well as student learning. This course provides the latest research on bullying—expressions and effects– and provides practical and proven approaches for communicating, intervening and redirecting our 21st Century learners.

As a result of taking this course, educators will:

  • distinguish between key terms as: online aggression, bullying, cyber-bullying and discriminatory harassment.
  • distinguish responses to situations where bullying, cyber bullying and discriminatory harassment may be involved based on direct observation
  • outline the legal and professional mandate for responding to any situation where bullying might be involved
  • locate policy and procedures that govern professional expectations per the course participant’s context
  • recognize how advances in understanding brain and physiology of stress inform our approach to both prevention and intervening when bullying occurs
  • identify the extent of technological change and implications for education.
  • identify the skills and attributes expected of 21st century learners
  • recognize the shifts to be made as an educator of 21st century learners
  • engage in self-assessment process for 21st century skills
  • view instructional design through the lens of 21st century skills for today and beyond
  • identify the difference between delivering and designing instruction
  • implement a performance-based task that could support assessment of students in the areas of communication, collaboration, creativity and critical thinking skills
  • outline what kinds of strategies for students to understand the dimensions of their “dual citizenship” through emphasis on experience
  • recognize a method for teaching students that we cannot control the actions of others and how this connects to our efforts to prevent and stop bullying
  • identify the importance of teaching students a method for understanding the mean, hurtful impact that racial posts can have on others whether in person or online.
  • outline rationale for students why “digital footprint” can impact them in their pursuit of 21st century opportunities

To enroll, follow this link: Bullying and Beyond

Teachers who have completed this course have this to say about it:

“The information from Dr. Nadine Burke on Adverse Childhood Experience Study was most interesting and valuable for that matter. Understanding the science behind the development or lack thereof, for some students helped to build tolerance and empathy as a pedagogue, which can be easily forgotten as the year progresses and frustration begins to fester with “uncooperative” students. Learning how these experiences, however, minor or not, can truly impact the executive function of many students that can easily be labeled with ADD or ADHD. Many times the level of frustration because a student refuses to complete assignments, work collaboratively, or just not distract others brings about a reaction that will not make the situation better. Another valuable idea to walk away with, are the logical approaches to help develop dual citizenship. These ideas are engaging, thought provoking, and simple enough to avoid frustration that often triggers negative classroom behavior. The engagement is imperative to help maintain a functioning classroom. Using this information helped to recognize the importance in developing executive functioning skills and that it is imperative for students to repeatedly put these skills into practice. They must be exposed to decision making in a guided setting and this is where the use of the Eight Essential Questions would be most useful in developing dual citizenship. Students first need to learn about mean vs. nice behavior in the dirt world to acknowledge that these behaviors also exist in the cyber-world. Recognizing that ACEs may have an effect on the pace to which students display executive functioning skills will be the challenge when lesson planning. Still, it is important for students to develop an understanding that there are consequences to their behaviors that will have a great impact on their futures. The regular open discussions will hopefully give students the ability to develop skills needed to become functioning 21st century dual citizens.”

“From this course, I learned that a teacher has many things that they must teach a child. The content, character, and being a duel citizen in the 21st century are three things that are assigned to teachers. First, there are six pillars that construct a person’s character. It is important for teachers to help build students character. By doing so, this will establish a more respectful environment for all. It will create a safer environment without any bullying within the digital or dirt worlds. Moreover, it is important for teachers to teach the difference between empathy and compassion. Empathy directs a need that the impacted individual has to have. Compassion is an action that helps establish that need for the impacted individual. As teachers, we must move students to compassion action. Students must be able to recognize the need of an impacted individual before any action can be taken. This can be done through teaching mean vs nice. Students need to have wait time before they react to something. This will allow students to reflect on their own thinking. This is something that I will be doing to help transition students in being more equipped for the 21st Century as possible. Therefore, the most valuable thing that I learned to mean vs nice. Lastly, I think it is important to teach students about the cultural diversity that exists in the world around them. This is the first step in moving towards dual citizenship. This can be done from a show and tell of a student’s culture, have a cultural club, or a cultural day in which students learn about different cultures around them. By doing so, this would help maintain safety, order, and rights within my school.”

“The information presented in this course that I found most interesting was the huge discrepancy between what students think and what teachers/school staff think when it comes to bullying in their school. While adults may believe they are doing enough, students do not think we are. That alone should be enough reason to dig deeper into how to better be there for and better help our students. Another aspect I found very interesting was the whole concept of how we are at a turning point in education because it is our duty, using the zone of proximal development, to better equip our students with the tools to navigate not one but TWO worlds – the “dirt” world and the digital world at the same time. This is something that was never really needed before, but became so dominant over the past decade that it can no longer be

ignored. And it is our job to help young adults to best handle themselves in both worlds now. The information I found most valuable was all of Jill Brown’s lessons that are available. The eight essential questions, lesson plans, handouts, and videos so that we could see it in action…all are so valuable that I copied and pasted and saved ideas for my own classroom discussion lessons on bullying. I very much appreciated that the text was available, the videos were available, and we can see actual students dealing with hard questions together in a group. This is going to make it that much easier to apply the same lessons and principals in my own room with my students next year. This information will impact my ability to maintain safety, order, and rights in my school by giving me the knowledge and resources I need to better prevent bullying among my students and my school as well as help my students with how to best handle themselves when I or another adult is not around. The real key is that practice and discussion together as a group and with an adult is just one half of it, and the other half is that the tools my students learn with me are going to help them maintain their OWN safety, order, and rights.”

“1) I really was interested in using the Eight Essential Questions as a way to get students to really think about their actions and the actions of others. Guiding students through group conversations about the Eight Essential Questions really seems to be an excellent way of handling any type of bullying situations going on in your class. I also love the idea of role playing to help students understand the concepts of “mean vs. nice” and “it was just a joke.” 2) What I found the most valuable is the concept that it starts with the teacher. It is our responsibility to promote the 4 C’s from day 1 and understand our 21st Century students so that we are prepared to handle these kinds of bullying situations. If we do not teach them to be aware of bullying then they will never realize that it is happening around them. I realized that I shouldn’t wait for bullying to occur to teach my students about bullying. It needs to be a preventative concept. 3) Moving forward, I plan on using many of the strategies taught in this course in order to maintain Safety, Order and Rights in my school.”

3 thoughts on “Bullying and Beyond:

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