Have you ever wondered when online behavior becomes cyberbullying and what you can do about it? My name is Amy Withers, and I teach at Amistad Dual Language School in Manhattan. Today, we’re going to explore the topic of cyberbullying and learn when teasing online turns into something more serious.
Cyberbullying can take many forms. One example is “harassing,” which means sending negative messages repeatedly through digital media. It’s important to recognize these behaviors so we can stop them.
In our lesson, we’ll discuss different types of cyberbullying. We’ll start by sharing ideas as a class and then break into smaller groups to explore topics that might be controversial. When you share your opinions, make sure to support them with evidence. Afterward, we’ll share the highlights of our discussions with everyone.
We’ll watch a video about a teenager who experienced cyberbullying. Her friend saw a comment about her boyfriend, got upset, and then her friends started harassing her online. She thought about telling her mom, who suggested reporting it to the school, but she was worried it might make things worse.
After the video, we’ll discuss her situation. Do you think reporting it to the school would have helped or made things worse? Talk about this with your group.
Some students think that reporting the bullying could make the bullies angrier, while others believe it might help solve the problem. It’s important to consider both sides of the argument.
This topic can be emotional because many students have experienced similar feelings. Our curriculum is important because it highlights the positive aspects of the Internet while addressing the serious issue of cyberbullying.
Next, we’ll look at two case studies of girls who faced cyberbullying. As you read, think about everyone’s perspective—not just the victim, but also the bully, their families, and friends. When you share your thoughts, back them up with evidence.
Each group will share one key point from their discussions. Some students mentioned that pretending to be someone else online is unfair and dishonest. They also talked about how one girl posted a picture of another in a mean way, which led to more problems.
This lesson is crucial because many students communicate online and might not realize when their behavior becomes cyberbullying. Understanding this topic is essential so that if you find yourself in a similar situation, you know how to respond appropriately.
Design a poster that highlights the different forms of cyberbullying and ways to prevent it. Use creative visuals and catchy slogans to make your message clear and impactful. Display your poster in the classroom to raise awareness among your peers.
In small groups, act out different scenarios where cyberbullying might occur. Each group will present their scenario to the class, and together we’ll discuss how to handle each situation effectively. This activity will help you understand the impact of cyberbullying and how to respond appropriately.
Reflect on a time when you or someone you know experienced or witnessed cyberbullying. Write about how it made you feel and what actions were taken. Consider what you might do differently now that you have learned more about the topic. This will help you process your thoughts and emotions regarding cyberbullying.
Work in groups to create a campaign aimed at preventing cyberbullying in your school. Your campaign could include social media posts, a short video, or a presentation. Share your campaign with the class and discuss how it can be implemented in your school community.
Organize a panel discussion with classmates, teachers, and possibly a guest speaker who has expertise in dealing with cyberbullying. Prepare questions in advance and engage in a meaningful conversation about the effects of cyberbullying and strategies to combat it. This will provide a platform for sharing ideas and learning from different perspectives.
Here’s a sanitized version of the provided YouTube transcript:
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The essential question of our day is: when does inappropriate online behavior cross the line into cyberbullying, and what can you do about it? My name is Amy Withers, and I teach at Amistad Dual Language School in Manhattan. Sometimes we joke with each other, and that’s fine. Today’s lesson is about cyberbullying, focusing on when teasing online crosses the line to become something more serious.
There are different forms of cyberbullying that we will discuss today. For example, does anyone know what “harassing” might mean? It can involve pressuring someone to do something, but it generally refers to repeating negative messages over and over using digital media.
In today’s lesson, we will look at the various forms of cyberbullying. The students will engage in discussions, sharing ideas with the whole class and then breaking into smaller groups to explore topics they might not all agree on. They will need to support their opinions with evidence and then share highlights from their discussions with the rest of the class.
First, we will watch a video about a teenager involved in a cyberbullying incident. Her friend saw a comment about her boyfriend and thought something was going on, which made her mad. Then her friends started harassing her online. She recalls telling her mom, who suggested she report it to the school, but the girl felt that would only make things worse.
After watching the video, we will discuss Stacey’s situation. Do you think reporting it to the school would have made things worse? Why or why not? Take a moment to discuss this at your tables.
Some students believe that if she reports it, the other girls will get mad and continue the harassment. Others think that reporting it could help resolve the issue. It’s important to consider both perspectives.
This topic is emotional because many students can relate to the feelings expressed in the video. The curriculum we are using is vital because it emphasizes the positive aspects of the Internet while also addressing the serious issue of cyberbullying.
Next, we will look at two different case studies involving girls in different situations who experienced cyberbullying. As you read, think about all the perspectives involved—not just the victim, but also the bully, their families, and friends. When giving your opinions, make sure to back them up with evidence.
I’ve asked each group to share one key point from their discussions. Some students expressed that impersonating someone online is unfair and dishonest. They discussed how one girl posted a picture of another in a derogatory way, which led to further conflict.
This lesson is critical because students often communicate online and may not realize when their behavior crosses the line into cyberbullying. Understanding this topic is essential so that if they find themselves in a similar situation, they know how to respond appropriately.
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This version removes any inappropriate language and clarifies the content while maintaining the essence of the original transcript.
Cyberbullying – The use of electronic communication to bully a person, typically by sending messages of an intimidating or threatening nature. – Example sentence: Schools are implementing programs to educate students about the harmful effects of cyberbullying and how to prevent it.
Behavior – The way in which one acts or conducts oneself, especially towards others. – Example sentence: Positive behavior in the classroom can lead to a more productive learning environment for everyone.
Discussions – The action or process of talking about something in order to reach a decision or to exchange ideas. – Example sentence: Open discussions about historical events help students understand different viewpoints and the impact on society.
Perspectives – A particular attitude toward or way of regarding something; a point of view. – Example sentence: Learning about different cultural perspectives can enhance students’ understanding of global issues.
Reporting – The act of presenting a detailed account or statement about an event or situation. – Example sentence: Accurate reporting of historical facts is crucial for students to learn about past events objectively.
Evidence – The available body of facts or information indicating whether a belief or proposition is true or valid. – Example sentence: In social studies, students learn to evaluate evidence to form well-supported conclusions about historical events.
Communication – The imparting or exchanging of information or news. – Example sentence: Effective communication skills are essential for students to express their ideas clearly and collaborate with others.
Situations – A set of circumstances in which one finds oneself; a state of affairs. – Example sentence: Role-playing different situations in class can help students develop empathy and problem-solving skills.
Curriculum – The subjects comprising a course of study in a school or college. – Example sentence: The social studies curriculum includes lessons on government, history, and geography to provide a comprehensive understanding of the world.
Emotions – Intense feelings that are directed at someone or something. – Example sentence: Understanding emotions is an important part of character education, helping students to manage their feelings and interactions with others.
