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The following activities are taken from Friendly

Schools PLUS Teacher Resource, 11- 14 Years

Friendly Schools Plus titles available from www.hbe.com.au

Activities for students Activities for students

Ages 13 - 14

A focus on

Communication

technology and bullying

2 HBH269 • © 2013 Hawker Brownlow Education. All rights reserved. No further reproduction permitted.

146 FSP7649 • 9781743307649 • © 2013 Hawker Brownlow Education

FRIENDLY SCHOOLS Ages 13-14PLUSPLUS

Strengthening social and emotional skills

Unit 5: Communication technology and bullying

“ Your thoughts determine your actions. Your actions determine your habits. Your habits

determine your character. And your character gives birth to your destiny.”Author unknown

OverviewDuring this unit students view a short fi lm called “Let’s fi ght it together” or “Tagged” to help sensitise

them to the harm which can be caused by cyberbullying. They will also identify differences between

face-to-face bullying and cyberbullying and practise strategies to deal with online bullying.

This unit will strengthen students’ understanding of the highlighted social and emotional learning skills.

Self-Awareness

Recognising and

understanding our feelings,

while valuing our strengths

and abilities

Self-Management

Controlling and directing

our emotions in

appropriate ways

Social Decision-Making

Considering consequences

and making thoughtful,

sensible decisions

Relationship Skills

Dealing positively with

relationship problems and

social conflicts

Social Awareness

Being aware and respectful

of the feelings and

perspectives of others Social and Emotional Learning

Skills

© 2013 Hawker Brownlow Education. All rights reserved. No further reproduction permitted. • HBH269 3

© 2013 Hawker Brownlow Education • 9781743307649 • FSP7649 147

Sect ion 4 Unit 5: Communication technology and bullying

Student outcomes

This unit will enable students to:

• defi ne cyberbullying

• identify reasons why most teenagers do not use technology to bully others

• analyse the differences between face-to-face communication and online communication

• demonstrate strategies they could use if they were bullied online

Unit sequence

Learning taskSuggested time

allocationResources required

1. Introduction and short fi lm 10 mins Short fi lms or video clips that provide an

example of the harm which can be caused

by cyberbullying

2. Communication technology

and bullying 40 mins

Student resource sheet: Communication


(one copy per student)

One piece of blank paper per student

3. Refl ection: Responding safely

to online bullying 10 mins

Student resource sheet: Communication


(one copy per student)

Learning task 1 – Introduction and short filmExplain to students that research suggests a sense of anonymity on the Internet may

encourage some young people to participate in bullying behaviour. This might include sending

threatening and/or anonymous emails; posting rumours or teasing on online bulletin boards

or forums; posting a fake or offensive profi le of someone on social networking sites such as

MySpace or Facebook, or submitting a derogatory image of someone on a public polling site.

Ask students if they agree or disagree with these research fi ndings and why.

Suggested short film

Show students either of the ACMA short fi lms “Let’s fi ght it together” or “Tagged”.

“Let’s fi ght it together” is an award winning fi lm produced by Childnet for the Department for

Children, Schools and Families to help sensitise young people to the pain and hurt which can

be caused by cyberbullying.

“Tagged” is a short fi lm developed by ACMA that explores issues of online safety,

cyberbullying and digital reputation. It encourages young people to consider the possible

negative consequences of their online behaviour.

Se

cti

on

4




Learning task 2 – Communication technology and bullying

Part one

Ask students to defi ne cyberbullying and record the main ideas raised.

Distribute copies of the Student resource sheet: Communication technology and bullying.

Read through the fi rst two paragraphs as a class and discuss.

Ask students to read the section: “Why do people bully?” and review this list to assess

whether similar reasons may motivate someone to cyberbully. Discuss as a class.

Read the following statement from the student information sheet as a class: “Most young

people use the Internet and cyber technology appropriately. It is usually only a few people

who do most of the damage.” Ask students if they agree or disagree with this statement.

List reasons why young people do not use communication technology to bully others.

In groups of two or three ask students to answer the following question: “Why do most young

people not use communication technology to bully others?”

Sample responses:

Because most students …

• have good social skills so they can make friends and be happy with themselves without

cyberbullying others

• think cyberbullying is wrong. Most students, in our surveys, said they would feel ashamed of

themselves and their parents would be really upset with them if they cyberbullied others.

• do not feel they need to cyberbully others. Students who feel good about themselves say they

don’t feel the need to bully.

• wouldn’t like someone to treat them that way. Most students reported they wouldn’t

cyberbully someone else because they know it causes much harm and they don’t want it

to happen to them one day.

• are too busy to think about it. Students who are involved in activities and are enjoying what

they are doing are usually not interested in, or do not have time, to bully others.

Teacher note: Discussion needs to reinforce that people with good social skills, who feel

good about themselves, are part of varied social friendships groups and engage in a variety of

activities are, less likely to engage in bullying.

As a class read the paragraph on the Student resource sheet: Communication technology and

bullying. Pose the following questions for class discussion.

• What are the differences between face-to-face communication and online communication?

• Why might young people say/do things online that they wouldn’t say or do offl ine?


© 2013 Hawker Brownlow Education • 9781743307649 • FSP7649 149

Sect ion 4 Unit 5: Communication technology and bullying

Part two

Give each group a piece of blank paper and ask them to fold into four as shown in Figure 15.

Students to label the four sections as shown in Figure 16.

Online

positives

Online

negatives

Face-to-face

positives

Face-to-face

negatives

Figure 15 Figure 16

Have students list the positives and negatives of communicating while:

d) being seen by the person you are communicating with and

e) not seeing the person with whom you are communicating.

Discuss fi ndings as a group and ask students to discuss how they could try to avoid and

protect themselves from some of the negatives they identifi ed.

Se

cti

on

4




Learning task 3 – Reflection: Responding safely to online bullyingPose the following question to students and ask them to discuss in small groups of 4-5:

“What should you do if you are bullied online?”

Take a class vote on the safest, most practical responses and have students add these to their

information sheet.

Teacher refl ection

To what extent are students now able to:

• defi ne cyberbullying?

• identify reasons why most teenagers do not use technology to bully others?

• analyse the differences between face-to-face communication and online communication?

• demonstrate strategies they could use if they were bullied online?

Is further teaching of the outcomes required?

Which social emotional skills could be developed further?

How could this be done?


Name:

FRIENDLY SCHOOLS PLUSPLUS Student resource sheets - Ages 13-14

Copyright © 2013 by Hawker Brownlow Education. 9781743307649 FSP7649 All rights reserved. Reprinted from Friendly Schools Plus: Teacher Resource Early & middle adolescence

11-12 years. Melbourne, Vic: Hawker Brownlow Education, www.hbe.com.au. To the extent not permitted by Part VB of the Copyright Act 1968, and subject to the terms of use for this

resource, the purchaser of this resource may photocopy this page for their teaching purposes. Reproduction authorised only for use in the school site that has purchased the book.

7

Communication technology and bullying

While most young people use the Internet for friendly interactions, some are using these communication tools to antagonise, terrorise and intimidate others.

This behaviour is called cyberbullying.

“Cyberbullying is when an individual or group uses computers, mobile phones or other communication

technology to intentionally infl ict pain, discomfort on another person or group of people.”

Cyberbullying can include:

• sending harassing, offensive or abusive online and phone messages or images• spreading rumours online or via phone and text messages• posting insulting images or messages on the Internet

Why do people bully? Some reasons: (Adapted from Friendly Schools and Families, 2004)

• to get what they want• to be popular and admired• afraid of being the one left out• jealous of others• it seems like fun or because of boredom• it has worked for them before• they enjoy the power• they see it as their role• people around them bully others.

Do you think people use cyberbullying for the same reasons?

“Most young people use the Internet and cyber technology appropriately. It is usually only a few people who do most of the damage.”

Cyberspace social interactionYou can’t see me...

When people use the Internet they do not get much feedback from the person at the other end because they’re not face-to-face.

Young people who cyberbully are more likely to do or say things online that they normally wouldn’t do face-to-face.

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