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is an educational, entertaining show created with the goal of supplementing existing efforts to deal with issues of bullying, teasing, and violence.
Veteran teacher and performer Bill Ross creates a comfortable, relaxed, and fun atmosphere within which to explore difficult subject matter. Music, movement, juggling, storytelling, and poetry are some of the tools he employs. Bill can incorporate your school’s particular policies, such as definitions, language, consequences, pledges and resources into “Bully, Bully!”.
The show sets out by establishing a framework; an easily understood and usable definition.
Bullying is:
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Words or actions that hurt, humiliate, harass, embarrass, taunt, tease, terrorize, intimidate, threaten, or frighten |
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Intentional and deliberate |
| • | An isolated incident or part of a pattern of abuse |
| • | Telling "JOKES"or making comments that hurt someone's feelings |
| • | Talking about someone behind their back |
| • | Being disrespectful of other people's bodies, ideas or privacy occurring in schools, on playgrounds, at bus stops, etc. |
| • | A group activity, the actions of a ring leader, or the actions of a lone wolf.. |
“Bully, Bully!” Encourages thoughtful contemplation of the issues by asking relevant questions.
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Why do people act like bullies? |
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Were they once bullied themselves? |
| • | Are they currently being bullied? |
| • | Is bullying a way of getting attention or being popular? |
| • | Does bullying give some people the feeling that they have more control of their life? |
| • | More control of their anger or other feelings? |
| • | Can adults be bullies? |
“Bully, Bully!” Also offers simple, commonsensical, suggestions for dealing with bullying:
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Don't fight fire with fire |
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Walk away |
| • | Report bullying. |
| • | Get involved; don't turn your back and look the other way. If you see a kid in trouble, help them walk away from the situation. |
| • | Do not dismiss bullying behaviors as “just part of growing up.” |
| • | Establish a “bully-free zone”: teachers, parents, students, administrators, and staff should build a united front by instituting clear policies regarding what behaviors are expected and what behaviors are not tolerated. |
| • | In addition clear consequences for inappropriate behavior must also be drawn up. |
| • | Create clubs, posters, peer-mentoring, pledges, and other activities designed to reinforce and remind everyone of policies and consequences. |
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Students face different decisions every day. |
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Some choices are easy; some are difficult. |
| • | Challenges, changes and choices can be stressful. |
| • | Kids have many options for dealing with stress; |
| Some options are healthy: | |
| Talking to someone, physical activity, keeping a journal, art, music and dance | |
| Some options are unhealthy: | |
| Bottling up feelings, rage, violence, drugs, alcohol.. | |
| • | Making a decision might involve consulting a lot of people, a few people, or just yourself. |
| • | The decisions you make affect all the people in your life; the affect can be positive or negative. |
| • | Everyone makes mistakes. |
| • | It’s never too late to ask for help. |