Digital Learning

Cyber bullying of teachers – a growing problem for schools?

There has been a great deal of press coverage about the problems associated with social networking websites and increasing technological sophistication amongst children. One prominent issue is 'cyber bullying'

There has been a great deal of press coverage over recent weeks about the problems associated with the growth of social networking websites and increasing technological sophistication amongst children. One prominent issue is ‘cyber bullying’: the use of text messages, emails and websites to hurt, upset or embarrass another person.

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      string(5785) "or suggest that they’re ‘annoying’. They might hate the way others make fun of their clothes or voice or the way they learn. How they feel when that happens matters – and it will affect their learning unless it is tackled quickly and effectively.That allowing a culture of popular versus unpopular children feeds an imbalance of power where bullying can thrive and cause some children who are confident and popular to cross the line and become mean and manipulative. There is a fine line between ‘you can’t play’ and ‘you can’t play because everyone hates you’ which is easily crossed if children aren’t taught the boundaries of acceptable behaviour. This problem can be prevented by creating a culture where there is more balance and greater understanding between students.That children can bully for all sorts of reasons. They might feel insecure about their friendships so not want to share them (and so exclude others).  They might feel lonely, or even be on the end of bullying behaviour themselves. Or they might not have been taught to understand differences between them and their peers, so don’t realise just how damaging their comments can be. They might not realise how much they are missing out on, and how much their lives could be enriched by a more inclusive friendship group. Bullies need help too, otherwise they’ll go through school feeling they can progress by being powerful and manipulative rather than learning how to deal with failure and success or understanding more healthy interactions between themselves and others.That teachers need to demonstrate the values and attitudes they expect in others, and to understand how that builds character and resilience.  There is a whole range of strategies that can help here. For example, we ask teachers to think about children who get left out in class sessions or team play or on school trips and have to be manipulated into a group by the teacher. And we ask the same teachers to consider a new policy of choosing groups and partners with an unquestioning expectation that every pupil works with every other pupil in a way that builds new friendships and diversity and tolerance.The growing problem of cyberbullyingNearly all children have access to the internet at home or school and there is an increasing number who use smart phones or tablets to share messages and photographs as a tool to build friendship. As more young people do it, so the need grows in all children to belong to those same online social circles. While technology brings huge benefits – it facilitates new learning and access to knowledge and can, indeed, build friendships in schools – it is has also created a new platform for bullying and an increasingly challenging one. Bullying is no longer something children can escape from when they go home or are away from their peers. It follows them on to the bus and into their home. What’s more – protected by distance and often anonymity – young people send messages on line they might not say face to face, and see no impact of their aggressive or mean behaviour. Sometimes methods to imply a joke – using emoticons such as a classic smiley face ironically – can only add to a victim’s feelings they are being attacked and laughed at. While there has been an enormous amount of media attention given to the damage done to adults by cyberbullies, studies on its impact on students in schools and college are still in their infancy. It is enough to know that it is understood to be a contributory factor in self harm and teenage suicides.Cyberbullying behaviour to be aware of… Harassment: Content that includes threats of harm or is highly intimidating. Denigration: Put downs or ‘trolling’, involving sending or posting harmful, untrue or cruel statements about a person to other people.Masquerade: Sending or posting content pretending to be someone else. Outing and trickery: Involves engaging in tricks to solicit sensitive or embarrassing information or images that are then made public by sending the material to others or posting it online.Flaming: Sending angry messages directed at a person online. Exclusion: Actions that intentionally exclude a person from an online group. *Blumenfeld & Cooper (2010) and Norman & Connolly (2011) Putting homophobic bullying on your agendaWe are seeing a shocking rise in homophobic bullying in school. According to one survey reported by the charity Diversity Role Models 66 per cent of lesbian, gay, bisexual and transgender students suffer bullying at school and half of them skip classes as a result.This kind of bullying can start with ‘banter’ (the ‘you’re so gay’ line) but can be hurtful and isolating if children have gay parents, think they might be gay, or to anyone when the term is used to mock them or their looks or hobbies. It’s also promoting discrimination by suggesting being gay is rubbish or weird. Anti-bullying policies need to address this issue and give teachers the skills and tools so they have a clear response to gay banter and can challenge children to think about the impact of their words, and so they can think about policies that can prevent the rise of this kind of abuse. Diversity Role Models who work in schools around the UK know a lot of gay bullying develops from established gender stereotypes so, for example, boys who don’t like football but like to dance, or girls who like football but not fashion become targets. But they say when this subject is aired and discussed staff and students recognise that"
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Behaviour

Bullying: Time for us to make a change

13 Mar 2017

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      string(5837) "Management SpotlightCOMPUTER & INTERNET SECURITY24InteracTive September/October 2005Technology has become such aneveryday part of life that most of us would behard pressed to do without our various forms ofcommunications gadgetry. For many children,however, the computers they use at home andschool and their increasingly sophisticated mobilephones have provided a fast connection to fear.These children are among the rising number ofyoung technology users who have fallen victim toa growing new culture: cyber-bullying.Bullies have always been cowards, but neverhas it been so easy for the perpetrators to spreadtheir venom with such accuracy and impact froma safe distance. Emailing, internet chatrooms,websites and texting provide a rich choice ofconduits for the bully to utilise, often from thecomfort of their own homes. And as technologybecomes ever more sophisticated, so the job getseasier. The recent flurry of ‘happy slapping’ attacks,where a physical assault is recorded on mobilephone cameras before being circulated by emailand even on the Internet, is a cruelly efficient wayof hitting the victims both physically and mentally.Earlier this year, children’s charity NCH revealedthat 16 per cent of 11-19 year olds have beenthreatened or harassed by text messages, five percent have been bullied in internet chatrooms andFightinglikewithlikeHow technology canhelp schools and theirpupils to beat thegrowing and disturbingtrend of cyber-bullying.a further four per cent admit to having beentargeted by bullies via email. But many believethis is only the tip of the proverbial iceberg. In2002 the children’s helpline, Childline, reportedthat 87 per cent of young people were tooembarrassed to speak out about bullying, and two-thirds feared getting into trouble if they spokeout. Despite this, the charity reports a 42 per centrise in the number of children counselled onbullying last year.Taking it seriouslyThe Government is well aware of cyber-bullyingand encourages schools to act on complaints ofmalicious texting and emailing. Advice forteachers, posted on the TeacherNet website,encourages teachers to warn children to be carefulwho they give their phone number to, to keep arecord of the date and time of any offensivemessages they receive and to let a member of staffsee these. It goes on to say: ‘When pupils reportbullying text messages the school needs to takethe complaint seriously and the child’s familymight also need to contact the police. The samealso applies to malicious emails sent by otherpupils.’But this advice relies on young people havingthe courage to report incidents to their teachers inthe first place. They must be confident that theirtime-poor teachers will routinely be both accessibleand sympathetic. So what can schools do to ensuretheir students can enjoy the obvious benefits ofthe latest technology without putting themselvesat risk from the misery of the cyber-bullies?Ironically, technology itself provides some of themost innovative solutions to this problem. Ground-breaking technology companies such as TruancyCall Ltd and Securus Software Limited have comeup with products that beat the cyber-bullieswithout interfering with the functionality ofcomputers or mobile phones.25September/October 2005 InteracTiveManagement SpotlightCOMPUTER & INTERNET SECURITYText SomeoneFor example, school communication specialistsTruancy Call Ltd have developed a service calledText Someone, which allows children to reportincidents of bullying, theft, crime or any antisocialbehaviour directly to schools via text message,voice message or email. The system encourageschildren to report incidents, as it offers them acommunication tool which they are comfortablewith without the need for them to speak directlyto another person in the first instance. They cansimply leave their message by phone, text or email.Once the incident has been reported to TextSomeone, students will be reassured that theschool is aware and that their problem will befollowed up.Schools are given a dedicated mobile phonenumber, a local rate phone number and emailaddress for Text Someone, which can be promotedto pupils via posters and through the issuing of a‘Text Someone Card’ to each pupil containing allthe details they need. Whenever a pupil sends amessage to the service, it will automatically appearon the Text Someone system in the school and areply sent to the pupil to let them know theirmessage has been received. A member of schoolstaff can securely log onto the system to see allvoice, text and email messages reported by pupils.The system can even send a text or email alertingschool staff to a new message from pupils.The system helps tackle cyber-bullying becauseit provides the evidence that schools and parentsneed to take things further. Pupils can forwardoffending calls, texts, emails and web page linksto the system, where they are recorded and stored.Growing concernsStephen Clarke, managing director of Truancy CallLtd, says Text Someone was developed in responseto growing concerns about the misuse of mobilephones and computers – most children now haveaccess to computers at school if not at home.Currently 41 per cent of girls and 30 per cent ofboys aged between 5-18 in full-time educationown a mobile phone, and the numbers are growing.He explains: “With bullies using mobile phones,email and the Internet, there is no place for thevictim to hide. 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Digital Learning

Fighting like with like

1 Nov 2006

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      string(346) "... man as a group of school children in an ICT class. However, it is not only interaction with strangers online that pupils need to consider. Bullying is always a problem – but the threat of cyber- bullying is growing and is more Repeating the project All teachers could use this model ..."
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      string(5689) "learning tools. It’s frightening how useful the phones are – to some information-addicted users, they are a life support device. They allow not just students, but everyone in the world, to pursue personalised learning 24 hours a day – and they’ve changed life as we know it. Steve Levinson is an education and ICT writer.    e-learning reports 43Volume 1.1 n Creative Teaching & Learning Faking Facebook! Now that there’s a GCSE in ‘Digital Communications’, teachers need social networking sites as learning resources. ICT teacher Russell Webley reports on his project which uses imaginary Facebook profiles to uncover the damages of online information. T h e g r o w t h o f s o c i a l networking sites – even in the last five years – has been phenomenal. Today, you will be hard pressed to find a teenager who has never used a social networking site. But not all teachers are as keen – not only are they not as confident using Bebo, they know total freedom of information can be dangerous. Facebook is currently the biggest social networking site – with more than 350 million users worldwide of all ages. Too some young people, it’s as indispensible to their social life as their mobile phone. This level of engagement offers teachers a great opportunity in any curriculum subject – not just ICT lessons. Schools across the country are missing out on this opportunity by banning social networking on school computers. While it’s easy to see why social networks can be a distraction in lessons, this is an enemy that has to be embraced. Simply banning social networking is not going to keep young people safe – they can access them freely at home. Ignoring social networks doesn’t help young people at all – you can’t stop them going online. It is therefore vital that we teach young people how to safely make the most of new media. Giving a lecture on e-safety isn’t going to interest anyone, though. Teachers need to engage their students – by getting them to see how the issues affect them. The project At Southbank international school, we run a project with ‘grade nine’ (year 10) on online safety every year. It explores preventing identity theft, the dangers of virtual relationships and cyber-bullying. Working in groups, students use digital cameras to take pictures of each other to upload. Using Photoshop, each group is then asked to invent a ‘new student’ – a composite of the images of themselves. We then ask the students to come up with a name, background and identity for the new student. At our school, we have students from all over the world – so my students often enjoy choosing an exotic nationality. But in a non-international school this is still a good opportunity to get pupils researching cultures and locations on Wikipedia and Google maps. Each group then sets up a Facebook profile for their new student – filling in the ‘info’ section and uploading the composite photo as a profile picture. It is important that the pupils have free reign over what they upload and how they use Facebook’s privacy settings. We create a group for the ‘new students’ to chat. As these are fictional characters, many groups get carried away with what they share. After the groups have interacted with each other, there is a perfect opportunity to discuss some of the issues that could have arisen were the ‘new students’ real. Through this fictional profile, we can look at real- world examples of situations that arise when using social networking sites – without having to use students’ personal experiences. First we look at what information the groups have included on their profile, what they have said in conversation and whether they considered using the secur ity    e-learning reports 44 Creative Teaching & Learning n Volume 1.1 settings. Even giving away basic information like your date of birth, school or holiday plans can be dangerous if shared with the wrong people. We then discuss the fact that these ‘students’ are completely fictitious – which emphasises that it is difficult to tell who is really behind a profile. A 14 year old girl could as easily turn out to be a 40 year old man as a group of school children in an ICT class. However, it is not only interaction with strangers online that pupils need to consider. Bullying is always a problem – but the threat of cyber- bullying is growing and is more Repeating the project All teachers could use this model to discuss internet safety. Facebook is free to sign up to, and you can create as many profiles as you like. If your school does not have access to digital cameras or Photoshop, you could use a stock photo from Google Images. By creating an engaging, and, h o p e f u l l y , f u n a c t i v i t y w h i c h brings privacy issues to life, I hope my students will remember our discussions whenever they use social networks and digital media. Russell Webley is the director of ICT at Southbank international school. Roméo! Roméo! How classtime video conferencing made studying Romeo and Juliet – in French! – easy. M any schools use ICT to build international l inks. But Ricards Lodge high school for girls, in south west London, has gone one step further. Key stage four pupils at the school are collaborating with a Parisian school to rehearse plays by Shakespeare and Moliere via web cam and Skype. The students will perform their plays in London and Paris in June. How did it happen? The project came about through the school ’s partnership with College Colette in"
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Creative Teaching & Learning

Technology and learning

5 Apr 2010

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      string(4181) "six months after completing the programme.) “It has helped me to sort things not in a rude way. To act politely and to be assertive.”“It has helped me to solve arguments without adults, to be more assertive rather than to be angry.”“I’m taking part in more things. PACS helps you to grow more skills like co-operating and doing the right thing.”The staff members in the participating schools were very positive about the impact of the programme:“It’s given our pupils self-esteem and ways of working things out without being aggressive. They’ve worked through various scenarios and learnt different ways of responding to others. They are stepping back, thinking before acting and using their judgement. They really enjoyed the role plays. They are now less likely to take offence when someone says something to them.”Over and above the delivery of programmes which equip children and young people with vital life skills, Kidscape promotes the importance of developing an effective anti-bullying ethos in schools and other organisations that work with children. The implementation of a strong anti-bullying policy is a key factor. This should be continually reinforced and supported by all staff members, pupils, parents and other stakeholders. It should cover all aspects of bullying including cyber, racist, homophobic and take account of all protected characteristics. Importantly it should be recognised that the different types of bullying don’t work in isolation. A child who is threatened physically is also very likely to suffer from psychological effects and the aftermath of the verbal abuse that often accompanies such attacks. There should therefore be a variety of resources and strategies for teachers and staff to refer to so that individual situations and any special educational needs can be catered for. Many schools strive to create an ethos which emphasises that the welfare of all children and staff is paramount and provide an active listening ear in the form of face-to face peer support systems as well as online versions. Unfortunately too many parents still tell us that their child’s school is in denial about bullying issues. Some institutions are concerned about reputational damage and prefer to place a great burden of proof on victims, and to label the target as the problem. Even when this is done inadvertently it is very destructive and perpetuates anti-social behaviour, which affects the climate of the whole school.  The acknowledgement that there is bullying in every school and having a clear and concerted determination to challenge it vigorously in a consistent manner are vital ingredients in the creation of a safe environment for both pupils and staff. A bully-proof school is one that has cultivated in the minds of its pupils an understanding that there are always consequences to actions and one that has developed effective sanctions that address specific issues, lead to new understandings, and prevent the repetition of hurtful behaviour. A sensitive and consistent discipline regime also works for the good of the bullies. Many studies show that children who bully others have a high chance of growing up as adults who engage in anti-social behaviour, and certainly bullying behaviour is symptomatic of dysfunctions in crucial areas of life. There are so many opportunities for schools to encourage the development of empathy, self-awareness and the learning of how to use power in positive ways. Most importantly schools have an obligation to provide a safe place to learn, and a child who is being intimidated or threatened is neither safe nor learning. The effective teaching and use of the Kidscape tools do much to break cycles of harmful behaviour. We have seen many successful outcomes, children who are safe, families working together, schools and communities united. Bullying is a timeless problem, but there are many creative solutions. Claude Knights is the CEO of Kidscape.https://www.kidscape.org.uk/"
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Behaviour

"I will not be bullied!"

13 Mar 2017