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Anti-Bullying & Conflict Resolution


Title:General Bullying / Conflict            

Duration: 1 hour          

Lesson Aim: To developing an awareness and definition of bullying and conflict, identify types of bullying and exploring the roles of victims, bullies and bystanders.

Learning objectives:

  • To define bullying and conflict and understand the difference.
  • To identify types of bullying.
  • To develop an awareness of feelings in ourselves and others.
  • To explore the role of victims, bullies and bystanders.
  • To contribute to class and group discussions.

Resources: flip chart paper, pens, Bullying Label Cards, Bystander Labels, Conflict Labels

Vocabulary: bullying, conflict, feeling, emotion, physical, emotional, verbal, feelings words, e.g. angry, happy, relaxed, frightened, anxious, worried, joyful, types of bullying vocabulary.

Activity 1: Bullying and Conflict 15 mins

Briefly discuss if bullying is happening in school. If so, where and when?

Brainstorm the term ‘bullying’ on the board, listing associated words, feelings, etc.

Ask pupils how often they see bullying occurring in school.

Ask the children how often they see people falling out, arguing, fighting or not getting along in school? Are these things different to bullying?

Brainstorm the term ‘conflict’ (linking this term to the above) on the board, listing associated words, feelings, etc.

Are bullying and conflict different? How? (Discuss element of bullying being repeated, deliberate, imbalance of power; draw out of pupils when does it stop being conflict, ‘having a laugh’ or messing around and become bullying?) [The Bullying v’s Relational Conflict sheet might assist you here].

Activity 2 – Types of Bullying 15 mins

Using the Bullying Label cards ask pupils to work in groups to place the cards in order from what they think might be the worst or most serious type of bullying to the least serious. Discuss as a class how you might feel if you were experiencing any of those types of bullying.

Ask pupils what would be the difference of someone doing one of those things to them, and it being a type of bullying? (I.e. it is repeated, deliberate, power imbalance [you don’t do it back to them]).

Discuss with pupils if they now feel whether bullying is occurring in school, or conflict, or both. Highlight where it is occurring and when in school. (This should show the class that actually most of what they perceive is bullying is actually conflict).

Activity 4 – Reacting to Bullying 15 mins

Working in small groups, use the Bystander labels and ask pupils to put the labels in order from what they would be most likely to do if bullied, to least likely. Discuss if groups came up with similar answers and explore whether their answers are realistic and appropriate. Discuss consequences of taking those actions.

Activity 5 – Reacting to Conflict 15 mins

Repeat the above activity, using the Conflict labels. Highlight the different approaches from the previous activity – i.e. you would deal with conflict differently than bullying. Again, explore if answers are realistic and appropriate.

Extension / Alternative Activity


Activity 6 – Agree / Disagree 15 mins

Make some space in the classroom and inform pupils that you will be reading out a number of statements and they have to decide whether they agree with the statement, disagree or are not sure. Stress that there are no right or wrong answers.

If they agree they need to stand at one end of the classroom, disagree at the other end and if they’re not sure they stand in the middle. Read the statements allowed giving time for pupils to decide and ask a few pupils from each group (agree; disagree; not sure) why they chose to stand there.

‘If I were bullied I would tell a teacher’

‘Hitting someone back isn’t bullying’

‘If someone called me a name, the best thing to do is to call them one back’

‘If I had an argument with someone the best thing to do is to talk it out with them’

‘I should ignore someone who is bullying me’

‘If I saw someone being bullied I wouldn’t do anything about it’


Conclusion 5 mins

Ask pupils to recap on what bullying is, what conflict is and what they could do about it.

Opportunity for assessment: Most pupils should be able to:

  • Understand the difference between bullying and conflict.
  • Identify different types of bullying and conflict.
  • Identify methods to respond to bullying and conflict.
  • Contribute to class and group discussions, verbalising thoughts and feelings.

Opublikowano: wtorek, 05, styczeń 2016 18:13
Szkolno-Przedszkolny Nr 4
Porzeczkowa 11
15-815 Białystok

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