The Bullying Crisis in NYC
Classrooms
805
Ms.
Davis
INTRODUCTION
The classroom is meant to
be a safe space for learning and growing. Would you want to feel safe
physically and emotionally? It’s imperative that students are able to have a
positive and healthy experience concerning their peers in the classroom as it
has a direct impact on student’s self-esteem and learning. What would a
classroom look like if other students didn’t feel the need to bully others and
make others feel small?
TASK
We will focus our
attention on the pressing issue that plagues classrooms all across New York
City - the social problem of peer to peer bullying.
You will be divided into groups of three. Each group will have the job of
researching the issue of bullying in the classroom across New York City. Students will create a PowerPoint Presentation on how we
can solve the issue of bullying in our NYC classrooms.
PROCESS/RESOURCES
You will be using the PPA
Process to create a presentation on how to solve the social problem of the
overwhelming amount of rats in the streets of New York
City.
Please review the six
steps of the PPA Process:
4.
Evaluate an Existing Policy
6.
Select the Best Solution (Feasibility vs.
Effectiveness)
Each group will create a
presentation on how we can solve the issue of bullying in our classrooms. There
will be three groups of 5. Each student is responsible for a section of the
presentation.
Day One -
Define the
Problem & Gather Evidence:
We all have
seen them bully others or have been a victim of a bully. Your job is to find
how bullying in the classroom is a problem across New York City schools.
Here a few
links to get you started:
NewsELA Article
- Fighting School Bullying
4 Ways to Deal with Bullying in the Classroom • Springring
Bullying doesn't look like it used to. Experts share how to
fix it | CNN
Day Two -
Identify the
Causes & Evaluate the Existing Policies:
After
researching and learning about the ongoing issue of bullying in the classrooms
in New York City public schools, you must identify the cause of the problem in
New York City.
In your groups
again, begin researching the already existing policies to help prevent the
bullying problem in New York City.
Here are a few
links to help you:
https://www.stopbullying.gov/resources/laws
https://www.schools.nyc.gov/school-life/school-environment/respect-for-all
Day Three -
Develop a
Solution:
Having
researched previous and current policies on the classroom bullying problem,
it's your turn.
Day Four (Select the Best Solution):
Now that you
and your group have created several policies that we as a community can
implement to decrease the overwhelming amount of
incidents where bullying in the NYC public school classroom occurs, you must
now work together to select the best solution. You are going to create a poster
listing all of the steps that you took to find your final solution.
Day Five (Presentation Time)
It’s time to
present your research and solution to the class.
EVALUATION
Day Five (Presentation Time)
It’s time to
present your research and solution to the class.
Here is a
rubric for how your poster will be evaluated:
http://rubistar.4teachers.org/index.php?screen=ShowRubric&rubric_id=1357669&
|
CATEGORY |
A |
B |
C |
D |
|
Graphics - Relevance |
All graphics
are clear and related to the topic and make it easier to understand. |
All graphics
are related to the topic and most make it easier to understand. |
Some graphics
relate to the topic. |
Graphics do
not relate to the topic. |
|
Graphics - Originality |
Several of the
graphics used on the poster reflect an exceptional degree of student
creativity in their creation and/or display. |
One or two of
the graphics used on the poster reflect student creativity in their creation
and/or display. |
The graphics
are made by the student, but are based on the designs or ideas of others. |
No graphics
made by the student are included. |
|
Problem and Solution Identified |
Problem and
Solution are clearly designed. |
Problem and
solution are somewhat clear. |
Problem and/or
solution is not clear. All but 1 of the required elements are included on the
poster. |
Problem and
solution is missing. |
|
Attractiveness & Creativity |
The poster is
exceptionally attractive in terms of design, layout, and neatness. |
The poster is
attractive in terms of design, layout and neatness. |
The poster is
acceptably attractive though it may be a bit messy. |
The poster is
distractingly messy or very poorly designed. It is not attractive. |
|
Grammar |
There are no
grammatical mistakes on the poster. |
There is 1
grammatical mistake on the poster. |
There are 2
grammatical mistakes on the poster. |
There are more
than 2 grammatical mistakes on the poster. |
|
Use of Class Time |
Used time well
during each class period. Focused on getting the project done. Never
distracted others. |
Used time well
during each class period. Usually focused on getting the project done and
never distracted others. |
Used some of
the time well during each class period. There was some focus on getting the
project done but occasionally distracted others. |
Did not use
class time to focus on the project OR often distracted others. |
CONCLUSION
Together you have worked
to understand the negative impact of bullying in the classroom and how it
impacts schools across New York City. You have chosen the solution you feel is
best for your community to use. Say NO to bullying! Help prevent bullying when
you can - because the classroom will be a better place.
STANDARDS
CCSS.ELA-LITERACY.RI.5.1:
Quote accurately from a text when explaining what the text says explicitly and
when drawing inferences from the text.
CCSS.ELA-LITERACY.RI.5.9:
Integrate information from several texts on the same topic in order to write or
speak about the subject knowledgeably.
CCSS.ELA-LITERACY.SL.5.1:
Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grade 5 topics and texts,
building on others' ideas and expressing their own clearly.
Next
Generation Science Standards (NGSS)
-
Practice 1:
Asking Questions and Defining Problems
-
Practice 2:
Constructing Explanations and Designing Problems
-
Practice 3:
Obtaining, Evaluating, and Communicating Information