Hello, welcome to the screen reader for the simulation Bullying Prevention for Educators and Staff.
In this simulation, you will learn how teachers should respond to bullying incidents. You’ll watch teachers practice effective conversation techniques to address biased language in the classroom, reach out when they suspect signs of bullying, and reinforce staff responsibilities in reporting bullying behavior.
Pic 0: The title “Bullying Prevention for Educators and Staff” appears on screen before fading to black. Then a woman with a medium brown skin tone appears in front of a white background.
Jackie: Hi. I'm Jackie Torres and I’ve worked in school mental health for over 15 years. I'm sure you're aware of the problem of bullying and biased language in our schools. But have you practiced how to respond when something happens right in front of you?
Today, you’ll watch two different teachers practice how best to address three different bullying situations.
Pic 1: The screen transitions to one of a medium light skinned woman in a classroom in front of a chalkboard. A text box appears next to her which reads “Ms. Dixon, science teacher, eighth grade.”
Jackie: First, you’ll watch Ms. Dixon, an eighth grade science teacher who is trying to prepare her class for a big state wide test.
Pic 2: The screen returns to Jackie. A text box appears next to her. It is titled “Her Goals” and the list underneath reads “One, keep the class engaged and focused. Two, communicate acceptable behavior.”
Jackie: You’ll watch her practice how she can keep her class engaged and focused, while still drawing a clear line for acceptable classroom behavior. I’ll be offering guidance and feedback on her choices.
Pic 0: The screen transitions to one with Ms. Dixon standing in a classroom in front of a chalkboard.
Ms. Dixon: The state wide exam is next week. These are some tricky questions, and I want you all to be prepared. So, let's take a look at the questions in your book.
Pic 1: The visual changes to one facing the students sitting at their lab tables.
Ms. Dixon: Uh, Gabriel, I don't think we've had you read yet. Why don't you read the first one?
Pic 2: The screen zooms in on a small portion of the classroom. A young brown skinned boy sits at the first table, and a girl with light skin sits behind him.
Gabriel: Yeah.
Victoria: Oh, you don't want to call on him, Ms. D. He's from Brook Central. They're not known for their reading skills. I'll read it and save him the embarrassment.
Pic 3: Gabriel looks down and hunches over self consciously when Victoria speaks.
Pic 4: The screen returns to the wider view of the classroom. At the bottom of the screen is a grey meter labeled engagement. It is currently one third filled.
Coach: Ms. Dixon decides to stay focused and chooses the following dialogue option:
Ms. Dixon: Go ahead and read, Gabriel. “The addition of a water to a solution.”
Gabriel: Um, “to a solution containing a concentrated acid“
(Victoria chuckles)
Gabriel: I, um, you know, you can ask someone else.
Coach: Never let biased or insulting language pass without comment. By ignoring Victoria, Ms. Dixon teaches the class that talk like that is something they can ignore and tolerate, or even say themselves. This is not an effective learning environment. Let's go back and see a different approach.
Ms. Dixon decides to stay focused and chooses the following dialogue option:
Ms. Dixon: Let’s stay focused on the lesson, okay, Victoria?
Victoria: That’s all I’m trying to do.
Ms. Dixon: Gabriel, go on and read. No more interruptions.
Victoria: (muttered) Loser.
Gabriel’s thought: That’s it? You’re just letting her say that stuff?
Another boy student’s thought: Wow, I thought Victoria was really going to get it. I guess Ms. Dixon doesn’t care what we say in class.
Coach: Ms. Dixon should be careful. By reacting only to the fact that Victoria interrupted the lesson, she’s framing the disruption as the problem, instead of the biased language. It’s important to let everyone know that using hurtful language is not acceptable.
The engagement meter reduces a significant amount.
Ms. Dixon decides to stay focused and chooses the following dialogue option:
Ms. Dixon: I need everyone to behave right now. You all know how important this exam is.
Victoria: Yeah, so you better not slow us down, Crook Central!
Coach: Unfortunately, the choices Ms. Dixon made don’t seem to be working, and it’s too late to re engage the class’s attention. Let’s take a look at the dashboard to see what happened and what some alternatives might be.