Today we continued to explore bullying and its impact on bullies, victims and bystanders.
In our previous lesson we watched a deeply moving video that dramatizes a realistic situation involving a student (Trey) being cyberbullied. The video asked students to critically think about what happened to Trey and about what people (including the victim himself) could have done to not let the situation get to the dire points that it did.
Students created tableau's that represented who had the most amount of power (the bully, victim or bystanders) when certain steps were and weren't taken. For example, if the bystanders acted and told a responsible adult about the situation earlier, then the bystander is taking the power away from the bully and putting the power into the victim and bystander's hands.
Today I asked students to complete the following statements, with the way Trey felt in the video. For example, the words "I am" were written on a handout and students may have responded with the emotion that Trey felt the most. One student responded with "I am alone".
Tonight I am asking for students to complete one- half of the "Voice in the Head" Script template.
Students will decide to either represent the inner voice or public voice of either: a) Trey; b) the bully, c) a bystander.
The public voice represents what a person would say and how they would act when faced with bullying in public.
The inner voice represents what they are really thinking and how they really feel.
For example, Trey may say:
"I don't care that people are laughing at me" and act like bystanders laughing at him on the bus doesn't hurt him. This is his public voice.
Yet, on the inside, his inner voice may say, "Why are people being so mean? Why aren't people standing up for me?"
Students are to choose a role and complete either the inner or outer voice for that role. We will be turning these lines into a drama monologue tomorrow.
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