Curriculum, Policies and Procedures Implemented to Support Educators against Bullying
Council on Education, Employment, Training and Youth Affairs (MCEETYA), (2008) outlines a specific educational goal for young child, which states “All young Australians become successful learners, confident and creative individuals, and active and informed citizens” (MCEETYA, 2008). The elaborations reflecting this goal speak of individuals, a) having a sense of self-worth, awareness and personal identity enabling students to manage their emotional, mental, spiritual and physical well being, b) obtaining an optimistic view of their lives and future, c) developing personal values and attributes reflecting honesty, empathy and respect for those around them, d) making responsible decisions, e) successfully handling the challenges presented in today’s complex society and; f) forming and maintaining healthy relationships with others (MCEETYA, 2008; Kids Matter, 2012; The State of Queensland, 2012). Once reached, these goals can present as skills which individuals can embody to assist in making positive decisions, used to counter against bullying, peer pressure and high-risk negative behavior which can involve drugs, sex, alcohol and partaking in violence, all of which can have the potential to threaten a child’s well-being (The State of Queensland, 2012).
Throughout this assignment I have reflected on this goal and believe that as a pre-service educator dealing with such behaviors as bullying, it is critical that I and all teachers, utilize certain curriculum's, policies and procedures to assist in meeting this educational goal, supporting children to combat bullying and deter others from behaving negatively. To create an environment for children which is nurturing, safe and supporting their individual development, physically and emotionally it is crucial for teachers to the knowledge and a deep understanding of the school policies. These include, National Safe Schools Framework (2011) and the Code of Ethics (2008) to ensure that all students are treated equally and fairly if involved in a bullying incident. The Code of Ethics (Queensland College of Teachers, 2008) details the expectations of teachers when dealing with students, families, staff as well as the entire school community when addressing bullying, as a measure to protect educators own professional interests. As a teacher I also need to come familiar with the schools individual approach to bullying and make sure that they have a deep knowledge of the anti-bullying policy and the National Safe Schools Framework (Education Services Australia, 2011). Also assisting in achieving this goal, stated in MCEETYA (2008) is the implications of the school in providing teachers with curriculum's, teaching and learning strategies and whole school approaches to combat negative behaviours, such as bullying. Schools can play a major role in providing students with the opportunity to retain in depth knowledge, skills to be socially and emotionally aware as well as practicing interpersonal skills as they develop.
Social and Emotional Learning
Throughout my research, I came across a teaching and Learning strategy, developed by The State of Queensland (2012), called Social and Emotional Learning (SEL), that I adopt into my practice, designed to assist teachers in educating students about dealing with negative behaviours and enhancing these skills. SEL is designed to help support teachers to engage students in developing an understanding, a range of strategies and skills that support a positive sense of self, promote respectful relationships and build student capacity to recognise and manage their own emotions and make responsible decisions (The State of Queensland, 2012; Eutopia, 2013; Elias et al, 1997; Elias & Zins, 2003). It is the process for learning life skills, incorporating, how to deal with oneself, others and relationships in an effective manner (CASEL, 2011b).
The State of Queensland (2012) details how SEL is able to be taught within the classroom under the five main objectives:
Council on Education, Employment, Training and Youth Affairs (MCEETYA), (2008) outlines a specific educational goal for young child, which states “All young Australians become successful learners, confident and creative individuals, and active and informed citizens” (MCEETYA, 2008). The elaborations reflecting this goal speak of individuals, a) having a sense of self-worth, awareness and personal identity enabling students to manage their emotional, mental, spiritual and physical well being, b) obtaining an optimistic view of their lives and future, c) developing personal values and attributes reflecting honesty, empathy and respect for those around them, d) making responsible decisions, e) successfully handling the challenges presented in today’s complex society and; f) forming and maintaining healthy relationships with others (MCEETYA, 2008; Kids Matter, 2012; The State of Queensland, 2012). Once reached, these goals can present as skills which individuals can embody to assist in making positive decisions, used to counter against bullying, peer pressure and high-risk negative behavior which can involve drugs, sex, alcohol and partaking in violence, all of which can have the potential to threaten a child’s well-being (The State of Queensland, 2012).
Throughout this assignment I have reflected on this goal and believe that as a pre-service educator dealing with such behaviors as bullying, it is critical that I and all teachers, utilize certain curriculum's, policies and procedures to assist in meeting this educational goal, supporting children to combat bullying and deter others from behaving negatively. To create an environment for children which is nurturing, safe and supporting their individual development, physically and emotionally it is crucial for teachers to the knowledge and a deep understanding of the school policies. These include, National Safe Schools Framework (2011) and the Code of Ethics (2008) to ensure that all students are treated equally and fairly if involved in a bullying incident. The Code of Ethics (Queensland College of Teachers, 2008) details the expectations of teachers when dealing with students, families, staff as well as the entire school community when addressing bullying, as a measure to protect educators own professional interests. As a teacher I also need to come familiar with the schools individual approach to bullying and make sure that they have a deep knowledge of the anti-bullying policy and the National Safe Schools Framework (Education Services Australia, 2011). Also assisting in achieving this goal, stated in MCEETYA (2008) is the implications of the school in providing teachers with curriculum's, teaching and learning strategies and whole school approaches to combat negative behaviours, such as bullying. Schools can play a major role in providing students with the opportunity to retain in depth knowledge, skills to be socially and emotionally aware as well as practicing interpersonal skills as they develop.
Social and Emotional Learning
Throughout my research, I came across a teaching and Learning strategy, developed by The State of Queensland (2012), called Social and Emotional Learning (SEL), that I adopt into my practice, designed to assist teachers in educating students about dealing with negative behaviours and enhancing these skills. SEL is designed to help support teachers to engage students in developing an understanding, a range of strategies and skills that support a positive sense of self, promote respectful relationships and build student capacity to recognise and manage their own emotions and make responsible decisions (The State of Queensland, 2012; Eutopia, 2013; Elias et al, 1997; Elias & Zins, 2003). It is the process for learning life skills, incorporating, how to deal with oneself, others and relationships in an effective manner (CASEL, 2011b).
The State of Queensland (2012) details how SEL is able to be taught within the classroom under the five main objectives:
- Self-awareness: identifying and recognising ones emotions; personal interests and strengths, building up an individuals confidence.
- Self-management: regulating students emotions to handle stress, control impulses as well as motivating oneself to overcome difficulties, setting them up for achievement of personal and academic goals; and appropriate displays of emotion.
- Social awareness: having the tools to take on board and understand the perspective and empathy of another; recognising and appreciating individual and group similarities and differences.
- Relationship skills: establishing and maintaining healthy relationships or friendships founded on respect, cooperation and an ability to combat inappropriate social pressures, managing, and positively resolving conflict with others; seeking help when needed.
- Responsible decision-making: making conclusions based upon all considerations of relevant factors, including applicable ethical standards, safety concerns, and social norms.