"Even Bullies Need Friendship" - October - National Bullying Prevention Month

Even Bullies Need Friendship by 3rd Grade Student

It was mid-September, the beginning of a new school year, Hidie and her best friend Olivia were excited to start the third grade and their new adventures together. As Hidie and Olivia were walking to their classroom, they were approached by a girl who teasingly said “Ooo! Two little kindergarteners.” Both girls were offended, but only Hidie stood up for herself, Olivia was too shy.

Hidie kindly, but firmly replied, “Firstly, we are not kindergarteners and secondly, if you are mean to us we might be mean to you.”

“And so what? I don’t care. Why is your little friend so quiet?” asked the mean girl.

“You should apologize to her.” Hidie said, as she tried to defend Olivia, but the bully simply walked away.

“Thank you, you are a faithful friend, Hidie.” said Olivia

“That’s what friends are for.” Hidie said, before realizing that they were late. Hidie and Olivia quickly rushed into the classroom.

“Who was so loud in the hallway?” asked the teacher, Ms. Thea.

“Y…y…y…we don’t know.” Stuttered the nervous girls.

“I heard your voices, but I want you to know that you can always talk to me if you need to. Anyway, would you girls like to have lunch with me today?” Ms. Thea asked.

“Yes! We would love to.” replied Hidie and Olivia in unison.

Hidie and Olivia were very excited because this was their first lunch with Ms. Thea. They hurried down to the cafeteria to collect some food and returned to the classroom, laughing and chatting. When Ms. Thea saw the girls return, she walked them to a different room, a room that they have never been in. She pointed at the chairs and said, “I sat here with my niece earlier, she is a 4^th grader in this school.”

“We didn’t know your niece goes to our school! What is her name Ms. Thea?” asked Hidie.

Ms. Thea smiled, “I will tell you, but first listen to this - you are the best students in this school, very wise and ambitious. I’m so glad I have you here. I want you to know that you are my favorite girls. Can you keep it a secret?”

“Of course we can!” Hidie and Olivia exclaimed.

Just as Ms. Thea was about to reply, a familiar voice, the voice of the bully that Hidie and Olivia encountered earlier interrupted. “Well, well, a secret huh?”

“Agatha, You owe these girls an apology.” interrupted Ms. Thea

“Ms. Thea, how do you know her name?” Hidie asked.

“Agatha is my sister’s daughter, my niece.” replied Ms. Thea.

“But Hidie and Olivia…” Agatha began, “Now Agatha, please don’t disturb our conversation.” Ms. Thea said, half smiling and half frowning. Agatha walked away with her hands on her hips and a grimace on her face. 

 “Thank you, Ms. Thea. We have to go now or we will be late for our next class.” The girls said as they got up to leave.

“Wait, before you go, I need to share something important with you. Sometimes bullies are not really as mean as you think, they just want to be your friend.” Ms. Thea said as she got up.

“Yes. We won’t forget that.” responded Hidie and Olivia.

“Good,” Ms. Thea nodded, “do you know how I know that? When I was your age, someone bullied me a lot. You might not be able to guess, but she was my own sister, Agatha’s mother. However she learned her lesson and changed her behavior. Now we are the best of friends. Remember what I told you just know and hopefully, it will help with Agatha.”

“Thank you for mentioning that. We will try to talk to Agatha.”

“That sounds great, but please remember that Agatha can get frustrated easily so be careful, and thank you again, girls.” – warned Ms. Thea.

That afternoon Hidie and Olivia tried to approach Agatha in the yard however Agatha approached them first, “why do you even bother talking to me?”

“We just want to talk to you.” Hidie and Olivia timidly said.

“Alright then, let’s talk, but it has to be quick.” Agatha said harshly.

“Why did you bully us? There was no need for that. You could have just talked to us and we would have listened to you” Hidie and Olivia bravely stated.

“I just wanted to get your attention and be friends, but I didn’t know how to.” Agatha apologetically whispered. 

 “That’s what we thought.” smiled Hidie and Olivia.

 “I’m new to this school and I couldn’t find any friends. I was trying, but the way I did it was by being mean and became a bully.” Agatha said as she looked down at her shoes.

“Next time, just say what you really want to, but try to be nice to people. If you hadn’t bullied us we would have asked you to play with us. From now on try not to bully others. Can you promise to do that? We will play with you if you do.” asked a smiling Hidie.

“Yes. I’m sorry for being mean to you.” – replied Agatha regretfully with relief in her voice. 

Agatha learned her lesson. She now helps kindergarteners and helps young and shy students meet new friends. She also has never bullied anyone else after this conversation with Olivia and Hidie.

Moral:

Sometimes bullies just want to be friends, but don’t know how to achieve that goal. 

For helpful resources for kids and teens to learn more about how to participate in helping create an anti-bullying culture visit Stop Out Bullying

https://www.stompoutbullying.org/national-bullying-prevention-awareness-month?utm_source=School+Family+2020-2021&utm_campaign=6de7559fca-EMAIL_CAMPAIGN_2020_07_10_03_27_COPY_01&utm_medium=email&utm_term=0_e2c9200947-6de7559fca-168471422

Check 23 Must-Read Anti-Bullying Books for Kids. The books help speak to the issue of bullying.

https://www.weareteachers.com/14-must-read-anti-bullying-books-for-kids/?utm_source=School+Family+2020-2021&utm_campaign=6de7559fca-EMAIL_CAMPAIGN_2020_07_10_03_27_COPY_01&utm_medium=email&utm_term=0_e2c9200947-6de7559fca-168471422

For a book reading of "One" by Kathryn Otoshi for PreK-3rd Grade go to 

https://youtu.be/hMs33bwzk4U

“Of Mice and Men” by John Steinbeck – The them of the independent reading

Art by BP

What is the theme of your independent reading novel? Clearly explain by expanding your thinking and using two pieces of evidence to support.

The theme of the fiction book that I am currently reading, “Of Mice and Men” by John Steinbeck, is the nature of human dreams and the forces that work against them.

In the story, the two main characters, George and Lennie, both have the dream to someday own a little farmhouse and raise the animals. The desire for this dream is so huge, that they work and live just to achieve this dream. For instance, even when the conditions were not favorable on a farm and the people were mean, George still wanted to stay to get money and to be able to achieve his dream of buying the house. For example, the author included a quote in the book that stated, “Every damn one of 'em's got a little piece of land in his head. An' never a God damn one of 'em ever gets it. Just like heaven. Ever'body wants a little piece of lan'. I read plenty of books out here. Nobody never gets to heaven, and nobody gets no land.” This shows that George and Lennie have a very strong desire to own a piece of land. This shows the American dream of life, liberty, and the pursuit of happiness. They work extremely hard throughout the whole book just to “live off the fatta the lan.”

The death of Lennie at the end of the book signifies humans' solitude from realizing the impossibility of the American dream, a wish for untainted happiness and fulfillment of desires. I can prove this from a quote included in this book which stated, “You…an’ me. Ever’body gonna be nice to you. Ain’t gonna be no more trouble. Nobody gonna hurt nobody nor steal from ’em.” This shows that George decided to kill Lennie so that Lennie would not have to suffer in this world with cruelty and sadness.

English Language Acquisition – High School Reading Suggestions

 

“Romeo and Juliet” by William Shakespeare, Art by BP

CLASS IX

Shakespeare’s sonnets and “Romeo and Juliet” (The Verona Project, a collaborative theater

an investigation into Romeo and Juliet’s hometown.)

“Typical American” by Gish Jen (novel)

“The Little Foxes” play by Lillian Hellman (opens a window onto the greed and excess of America’s first Gilded Age.)

Study of the Harlem Renaissance, from the art of Archibald Motley, James Van Der Zee, and Aaron Douglas to the literature of Nella Larsen, Langston Hughes, Zora Neale Hurston, and others.

“We All Should Be Feminists” essay by Chimamanda Gnozi Adichie

William Shakespeare by BP

CLASS X

“Twelfth Night” by William Shakespeare (romantic comedy)

“Pride and Prejudice” by Jane Austen (novel)

“A Doll’s House” by Henrik Ibsen (play)

“Their Eyes Were Watching God” by Zora Neale Hurston (novel)

“The Great Gatsby” by F. Scott Fitzgerald (novel)

“Jasmine” by Bharati Mukherjee (novel)

The essays by Rebecca Solnit, Pico Iyer, and Masha Gessen.

 

CLASS XI

A wide range of essays by American writers/essayists: Virginia Woolf, James Baldwin, Joan Didion, Martin Luther King, Jr., Bruno Bettelheim, Barbara Kingsolver, and David Foster Wallace.

The mid-twentieth-century American poets, including Elizabeth Bishop, Sylvia Plath, and Robert Lowell.

Advanced English:

Work of writers such as James Baldwin, Susan Sontag, Toni Morrison, Fran Leibowitz, Joan Didion, Ta-Nahesi Coates, and Zadie Smith.

Advanced English:

New Narratives As humans, we have an innate desire to tell stories to make sense of the world around us. But how we tell those stories is always evolving. What innovative strategies are writers today using to talk about contemporary life, which can feel increasingly fragmented as the boundaries between news, pop culture, social media, and the self are collapsing? We will look at writers of fiction, non-fiction, and poetry who are approaching the idea of narrative - of storytelling - in unprecedented ways. We will study stories whose narrators recede into the background or make themselves known in the margins; a memoir comprised of many short stanzas; a novel, written as one long sentence or as a series of letters. Students will try their hands at employing some of these techniques to tell their own stories, in the process gaining a better understanding of how new forms can help us write about that timeless subject: our ordinary lives.

CLASS XI

“All’s Well That Ends Well” by William Shakespeare (comedy)

“As I Lay Dying” William Faulkner (novel)

Two contemporary plays, Penelope Skinner’s “The Village Bike” (2015) and Lynn Nottage’s Pulitzer Prize-winning “Sweat” (2017).

Current readings include Claudia Rankine’s lyric essay Citizen,

Emily Dickinson’s poetry

Advanced English:

Modern International Literature “Red Velvet”, in which Bengali-British playwright Lolita Chakrabarti explores nineteenth-century African-American actor Ira Aldridge’s performance of Shakespeare’s Moorish hero, “Othello.” How does Chakrabarti’s play negotiates the intersections of nationality, race, and class? How does Aldridge navigate his multiple identities as American, African-American, actor, and would-be Moor? These kinds of questions, along with those raised about gender, sexuality, and religion, will be explored. In addition to Chakrabarti, authors may include Argentinian Manuel Puig, South African Nadine Gordimer, Australian David Malouf, Japanese Yukio Mishima, and Pakistani-American Daniyal Mueenuddin.

Advanced English:

New York City Literature When the Dutch first settled in New Amsterdam did they know that this foothold in the New World would become a bustling metropolis with the oh-so-modest claim to being the greatest city in the world? New York has come a long way from Peter Stuyvesant, peg legs, and draft riots. In this course, we will read writers such as E.B. White, Tom Wolfe, Herman Melville, José Martí, Jay McInerney, Edwidge Danticat, Zora Neale Hurston, Renata Adler, John Guare, and contemporary essayists from the New York Times and The New Yorker. From these sources, we will explore the “Noo Yawk” attitude and its evolution over the past two centuries into the city that never sleeps – and always writes. NYC in Literature - you got a problem with that?

The Thinker Sculpture by Lenny Spiro

“Construction New York” is an extraordinary annual design competition and the most unique food charity in the world! It challenges teams of architects, engineers, and contractors to build sculptures made entirely out of unopened cans of food. The large-scale structures are placed on display at Brookfield Place (BFPL) and later donated to City Harvest for distribution to those in need.

English Language Acquisition, Middle School Book-Recommendation

CLASS V

Novels by Elizabeth G. Speare: The Witch of Blackbird Pond, TheBronze Bow, The Sign of the Beaver Calico Captive, “Life in Colonial America”, “The Prospering”,

Novels by Linda Sue Park, Korean-American: “Seesaw Girl”, “The Kite Fighters”, “A Single Shard”, “When My Name Was Keoko”, “A Long Walk to Water”,

Novels by Gloria Whelan: “Playing with Shadows”, “Living Together”,  

Novels by Mildred O. Taylor, intense themes of racism faced by African Americans: “Song of the Trees”, “Roll of Thunder, Hear My Cry”, “Let The Circle Be Unbroken”, “The Road to Memphis”,  “The Land”,

CLASS VI

“Black Ships Before Troy” by Rosemary Sutcliff and Greek mythology, 

“Before We Were Free” by Julia Alvarez (novel),

“The Miracle Worker.” By William Gibson (play)

CLASS VII

Anglo-American literature, such as “The Outsiders” by S.E. Hinton, “Of Mice and Men” by John Steinbeck, “A Raisin in the Sun” is a play by Lorraine Hansberry, “The House on Mango Street”  a 1984 novel by Mexican-American author Sandra Cisneros, and 

British literature: “Animal Farm” by George Orwell, “A Midsummer Night’s Dream” by William Shakespeare.

CLASS VIII

American writers: “To Kill a Mockingbird” by Harper Lee, “Annie John” by Jamaica Kincaid, “This Boy’s Life” by Tobias Wolff, “The Crucible” by American playwright Arthur Miller,

British writers: “Nineteen Eighty-Four” by Georg Orwell, “Homage to Catalonia” by Georg Orwell, “Macbeth” by Shakespeare.

Back-to-School But Not Back to Normal

I want to share few suggestions I learned from the webinar “Trauma-Informed Approaches to Student Mental Health During COVID-19” Presented by Presence Learning & iOpening Enterprises 

The speakers were Dr. Isaiah Pickens and Stephanie Taylor, Ed.S, NCSP

“Covid-19’s Impact on Students’ Academic and Mental Well-Being. The pandemic has revealed - and exacerbated - inequities that hold many students back. Here’s how teachers can help. By Youki Terada” Check the link below for the article:

https://www.edutopia.org/article/covid-19s-impact-students-academic-and-mental-well-being

Dr. Isaiah Pickens talked about “Finding Your Power with Wellness”

He pointed out “Challenges:

• Students are disoriented due to transitions to virtual platforms, varying schedules, and directives.
• Students are worried about family members’ health and uncertainty about whether schools are safe and will stay open.
• Educators have new protocols to learn while managing their same responsibilities from prior to the pandemic.
• Staff have concerns about family members and others in their life who may become sick due to their work at school, or losses that have impacted their family.
• The ability to create an inclusive classroom is heightened as a result of a refocus on social and racial justice.
• Understanding how to manage cyberbullying and other forms of bullying related to membership in a group that has historically experienced oppression is difficult.
• Staff are unsure of how to navigate the various perspectives and life experiences of students from different backgrounds.
• Experiencing or witnessing the stress and trauma of discrimination or injustice can compound the feelings of stress.
• Integrate a whole-school approach that can manage multiple challenges for students and staff while reflecting the values of the community.”

As well as “Opportunities” which appear along with those challenges:

• “With the language to share the impact of current stressors, students can prepare for the ongoing changes that occur.
• Learning coping skills for both in-person and virtual challenges such as potential social isolation or having new routines can support emotional regulation.
• Integrate new protocols with trauma-informed procedures that support staff and students to manage the stressors related to work.
• Use social-emotional, whole-school strategies to create spaces in which both staff and students can acknowledge the current challenges while promoting ongoing support.
• Opportunities for students to engage in radical healing can begin to heal wounds related to discrimination.
• Discovering language to understand how stress is connected to important parts of students’ identity can support strategies for combating bullying.
• Engaging culturally-responsive teaching practices can create more inclusive classrooms and schools.
• Providing opportunities for students to honor and recognize their identity can support increased academic engagement.
• Employ a holistic approach with targeted interventions for students and sustainable supports for staff to maximize their potential despite challenges.”

Next Steps for Students suggested by Dr. Isaiah Pickens are:

• “Engage in a student wellness program to support managing stressors related to adjusting to the pandemic and beyond.  
• Finding Your Power in Uncertain Times:

1. Live, online small group therapy
2. Trauma-informed, cognitive-behavioral, mindfulness-based, and culturally-responsive tools that will help students manage unhealthy responses to current events
3. Techniques to navigate pervasive anxiety, depressed mood, and interpersonal functioning challenges
4. Skills to better self-understanding through bolstering resilience-based strategies and ability to find meaning and growth during difficult life experiences

Next Steps for School Leaders suggested by Dr. Isaiah Pickens are:

• “Provide professional development for staff to develop the skills to continue managing the adjustments related to the pandemic.
• Support educators’ ability to understand trauma and partner with mental health professionals to support healing.
• Develop culturally-responsive practices to effectively educate the whole child.”

Sky is the Limit Within Your Reach

 Help your child to reach her dream.

Reach for the sky or The sky is the limit. 

Definition https://www.dictionary.com/browse/reach-for-the-sky

• Set very high goals, aspire to the best, as in I'm sure they'll make you a partner, so reach for the sky. The sky here stands for high aspirations. Also, see the sky's the limit.
• Put your hands up high, as in One robber held the teller at gunpoint, shouting “Reach for the sky!” This usage is always put as an imperative. [Slang; mid-1900s]

More examples in The Free Dictionary by Farlex

Reach for the sky

https://idioms.thefreedictionary.com/reach+for+the+sky

Sky's the limit

https://idioms.thefreedictionary.com/Sky%27s+the+Limit

Refresh Your Memory - Few Therapeutic Techniques for Feeding, Oral-Motor, Reading, Receptive and Expressive Delays

SOS Approach to Feeding

The SOS (Sequential Oral Sensory) feeding program was developed by Psychologist, Kay Toomey Ph.D. The SOS is a non-invasive developmental approach to feeding. The SOS focuses on increasing a child's comfort level exploring and learning about the different properties of foods, such as texture, smell, taste, and consistency. The SOS approach allows a child to interact with food in a playful, non-stressful way.

The SOS approach follows a hierarchy of feeding, beginning with the basic ability to tolerate food in the room, in front of him/her, touching and eventually tasting and eating foods.

Parent education and involvement is an important part of this feeding approach. A therapist works directly with the parents while they are watching each feeding session to learn this approach to feeding. Parents learn to identify physical signs and "body language" to identify when the child is overstimulated and to assist with setting up the home program.

For more about the SOS approach to feeding, please visit http://sosapproach-conferences.com

Debra Beckman-Oral Motor Protocol

Beckman Oral Motor Intervention is an assessment and treatment tool used to determine and treat oral motor delays and disorders. This method includes specific interventions that provide assisted movement to activate muscle movements and build oral strength. The focus of these interventions is to increase oral response to pressure and movement, range, strength, variety, and control of the movement of the lips, cheeks, jaw, and tongue. 

For more information on Beckman-Oral Motor, please visit: http://www.beckmanoralmotor.com

The Kaufman Speech Praxis Treatment Approach

This treatment strategy was developed by Nancy Kaufman, M.A. CCC-SLP. The Successive Approximation Method is a proven treatment of children with developmental apraxia of speech. The Kaufman Method teaches sound approximations using a hierarchy. Children are taught word approximations first, to help reinforce their ability to increase motor coordination. Once the basic patterns have been mastered, more complex consonants and syllables are introduced.

For more information on the Kaufman Speech Praxis Treatment Approach, please visit:

http://www.apraxia-kids.org/library/the-successive-approximation-method-of-therapy-for-children-with-apraxia-of-speech/

P.R.O.M.P.T. (Prompts for Restructuring Oral Muscular Phonetic Targets)

P.R.O.M.P.T. is a tactile-kinesthetic approach that uses touch cues to a patient’s articulators (jaw, tongue, lips) to guide them through targeted words, phrases, or sentences. This helps patients develop motor control while eliminating unnecessary muscle movements (i.e., jaw sliding, inadequate lip rounding, etc.). Therapists use special hand cues (called prompts) to show patients the correct sequence of articulatory movements and to help them achieve the correct sequence of movements independently.

For more information on P.R.O.M.P.T., please visit: http://promptinstitute.com

The Orton-Gillingham Approach

is an approach that can be used with patients who have difficulty with reading, spelling, and writing. This approach teaches the basics of word formation and utilizes the three learning modalities through which people learn - visual, auditory and kinesthetic. Vocabulary, sentence structure, writing and composition and reading comprehension are all taught in a structured, sequential, and cumulative manner.

Students begin by reading and writing letters/sounds in isolation. These letters/sounds are then blended into syllables and words. (Consonants, digraphs, blends, and vowel teams are all introduced in a structured, sequential way.) Students learn new material while also reviewing “old” material until their skills are automatic.

For more information on the Orton-Gillingham approach, please visit: 

https://www.ortonacademy.org/

Tongue Thrust/Myofunctional Therapy

Orofacial Myofunctional Disorder (i.e., "Tongue Thrust") is a disorder of the orofacial muscle complex which includes the mouth, tongue, lips, and facial musculature.

This disorder can :

alter the shape of your mouth

relate to feeding difficulties or aversions

impede alignment of your dental bite

impact developing speech patterns

How to help?

Provide a treatment plan in communication with your dentist or orthodontist which includes weekly exercises to be done at home. Teach the kids how to strengthen their oral muscles and stop the habitual posturing so they can eat, drink, and speak better.

Elimination of this disorder can assist in:

developing proper dental occlusion

providing stability for orthodontic treatment planning and correction

developing healthy breathing patterns

reducing the effects of certain speech disturbances such as "lisping" and difficulty with 'r'

For more information on Tongue Thrust/Myofunctional Therapy go to https://www.iaom.com/

Fast ForWord Program for Reading

Fast ForWord  is a program designed to help people who have difficulty with auditory processing speed, short-term/working memory, sequencing, attention, language, reading, and spelling. Fast ForWord is based on neuroscience research, which states that brains can be trained to “re-wire” as a result of experience and learning. The program finds the student’s processing level and then builds to the auditory processing efficiency required for reading. The program is intensive (5 days/week until completion) and is completed by utilizing interactive computer games.

Reading and language skills strengthened by Fast ForWord include:

Phonemic awareness, Decoding, Spelling, Comprehension, Sound-letter association, Vocabulary, Syntax, Grammatical structures, Passage comprehension, Reading fluency.

For more information on Fast ForWord, please visit: http://www.scilearn.com/products/fast-forword