DASA Pre-Workshop Assignment
Course Name /Section
Assignment 1: N.Y.S. Education Law
1) What is the main premise that makes this primarily an educational law issue and not a criminal law issue? Explain how this relates to all school mission statements
Unfortunately, Childhood bullying is still a part of many individual’s childhoods. As children advance in age, it is critical for them to learn about harassment and bullying in addition to being kind to one another. The main premise making this an educational law and not a criminal law issue is that bullying is necessarily not a criminal law issue. Learning institutions/Schools have mission statements asserting that they are to establish a safe learning environment, free of harassment, discrimination, and bullying.
2) In the case of gender or sexuality, why is the perception of gender or sexuality indicated as well as the actual gender or sexuality of the student?
The perception of a student’s sexuality or gender is indicated along with the student’s actual sexuality or gender because students can be bullied or harassed for either reason, which is unacceptable.
3) How does the law expand the schools ability to address cyber bullying when it happens in the privacy of a student’s home?
The law bestows more power to schools to intervene in cyber bullying cases that occur outside the school because cyber bullying can occur when a student is at home and not on school premises.
4) If a teacher became aware of harassment based on an issue not specifically enumerated in the law, would they have to report it? Explain why. Yes, even though the issue is not enumerated in the law, the teacher would have to report it. Harassment is intolerable. Should a teacher become aware of such an issue, he/she should act reasonably and in good faith report the issue to the assigned school officials.
5) How would you demonstrate compliance with part 2 of the above portion of section 12 in your classroom? Give at least 2 specific examples.
One, I can read a summary of the policies to my class. Two, I can write down the policies on Manila paper and pin them up for my class to read. And three, I can hand out copies of the age-appropriate code of conduct to my students.
6) What are the specific time frames for the two types of reports that must be filed under this law?
As stated in part (c) of § 13, the specific time frames are one and two school days. Once a school employee witnesses discrimination, harassment, or bullying, or receives a written or oral report of bullying, discrimination or harassment, he/she is to immediately orally notify the principal, superintendent, superintendent’s or principal’s designee not later than one school day after such an act has been witnessed. The employee should file a written report with the principal or superintendent not later than two school days after an oral report has been made.
7) Why are the time frames set to cause reporting as soon as the problem is identified? Indicate at least 3 possible negative outcomes for students if the reporting was not filed in a timely fashion.
The time frames are established to cause reporting immediately the problem is identified because such problems are serious and can result in school violence, and the earlier they are identified, the simpler it becomes to mitigate them. If such time frames are not set, negative outcomes could arise such as: Damage or vandalism of school property, Danger to the student’s well-being, and Danger to the school’s employees.
8) Give two examples of what the school might do in response to the report that would indicate they are in compliance with the word and spirit of this law?
One, the school can notify the appropriate law enforcement bodies in case a student is in physical danger. Two, the school can by itself conduct thorough investigations and mitigate the issue at the school level.
9) When does the school have a duty to report the incident to local police agencies?
As stated in part (i) of § 13, the law requires the superintendent, principal, superintendent’s or principal’s designee, to promptly inform the appropriate law enforcement bodies when such superintendent, principal, superintendent’s or principal’s designee, believes that any discrimination, bullying, or harassment constitutes criminal conduct.
10) Indicate at least three similarities/differences when comparing NYS Child Abuse Requirements and the mandates of the D.A.S.A law.
The similarities and differences when comparing NYS Child Abuse Requirements and the mandates of the D.A.S.A Law are: As teachers, we are obligated to promptly report cases of harassment, bullying, and discrimination. As mandated reporters, teachers are required to report occurrences of child abuse. Both mandates are aimed at detecting, preventing, and mitigating abusive situations.
Assignment 2: Cyber Bullying & Sexting
As a Kindergarten teacher, I will strive to instill beneficial information regarding the proper use of technology to my class. When I enforce routines, develop schedules, plan and implement lessons, and provide age-appropriate discipline and supervision for my ECD class, I will inform them about the diverse cultures and people who have significantly contributed to the progression of our society. A key theme in this lesson is to regard differences of race, gender, thought, sexuality, gender identity, religion, et cetera – because each individual has something to impart in the society.
Regarding cyber bullying, I will inform my students that at present, technology has a lasting memory, meaning, once information has been released onto the internet, it can be extremely difficult or nearly impossible to eliminate. Thus, students should never sext neither should they forward explicit images of others or themselves. Students should never be deceived into believing that the internet provides anonymity. I will stress the fact that real people can be affected by actions of cyber bullying, including children in Kindergarten; therefore, it should be avoided at all costs due to the damages it can cause.
As a Kindergarten teacher, I intend on utilizing every moment and transforming those moments into learning opportunities. I further intend on engaging my kindergarteners in a variety of activities that are developmentally appropriate and further encourage them to make their feelings known, and find solace in their teachers and parents should any form of abuse or discrimination arise.
Assignment 3: Interrupting the Cycle of Oppression
After reading Rev. Andrea’s article, I found two points that connect to my classroom and work experience. The first point is being an “Ally”. Rev. Andrea informs her readers how “Allied Behavior” is overt, consistent, intentional behavior that challenges prevalent patterns of oppression, makes privileges that are often invisible visible, and expedites the empowerment of individuals targeted by oppression.” This point connects to my classroom and work experience because as a teacher, I intend on displaying “Allied Behavior” which entails using my voice to advocate for students who would otherwise be disregarded or ignored by dominant groups. In addition to this, this point is relevant to my classroom and work experience because I intend on evoking change in places that oppressed individuals are unable to reach. Such places include individuals who have been structurally marginalized, harassed, discriminated against, and bullied.
The second point is providing positive role models. As a teacher, it is critical to be a positive role model because today, young student sorely need positive role models. In my classroom, I will offer my Kindergarteners who are male, white, and in other dominant categories a proactive, positive, and proud identity. Instead of feeling shameful, guilty, and immobilized as the “oppressor,” whites together with other dominant groups can assume the useful and important role of being social change agents. I believe in positively impacting my students to be change agents in our modern-world. It is nearly impossible for young individuals to mature and fight racism if they have never seen someone who does so. Therefore, being a positive impact is both relevant to my classroom and my work experience.
The sentence that was the most poignant to me was, “Ally cannot be a label that someone stamps onto you—or, god forbid, that you stamp on to yourself—so you can then go around claiming it as some kind of identity. This was important to me because it meant that as a teacher, I cannot simply claim a label that I do not practice. Exhibiting allied behavior for me means I must continually practice it, in big and small ways, everyday.
A. Consider a way or a time that you have been in a dominant group. What benefit(s) did you experience as a result of that position?
During the holiday, I checked into a hotel and upon arrival, the queue was surprisingly long. As the visitors waited in the lobby, I made my way to the front of the line to inquire about what was causing the hold up and in roughly five minutes, I was booked and checked into a room in the presidential suite – simply because I came from a dominant group.
b. Consider a way or time that you considered yourself in a targeted group. What disadvantage(s) did you experience as a result of that position? Did you have an ally?
A few years back, I wanted to join a basketball team but because my team members all belonged to a group that was known to flourish in this particular sport whereas I did not, I was denied a chance to join the team. In that circumstance, I saw myself as one belonging to a targeted group and as a result of that position, I lost an opportunity to play a sport that I loved. Unfortunately, I had no alley to intervene on my behalf so I experienced the full impact of being in a targeted group.
Assignment 4: Educating Your Students
1. Dignity Act Principles Addressed (check any/all that apply)
b. Tolerance ?
c. Personal responsibility
d. Observance of laws and rules ?
f. Dignity ?
g. Other traits: ____________________________________________
2. Title of Professional Development Session
Creating Awareness and Sensitivity to Bullying, Discrimination, and Harassment
The Dignity Act Principles and Issues that will be addressed are tolerance, observance of laws and rules, and dignity to incorporate: Awareness along with Sensitivity to Bullying, Harassment, and Discrimination in relation to individuals of different national origins, sexes, religious practices, and genders. These are critical issues and must be discussed so as to establish a safe learning environment, free of harassment, discrimination, and bullying.
4. Time Needed
5. Materials/Technology Needed
The objective of this session is to offer some insight on methods of looking at differentiated instructions. Furthermore, methods on how to appropriately handle instances of bullying, discrimination, harassment, and cyber bullying in the school setting are further discussed. Additionally, this session is aimed at integrating the Dignity Act principles (i.e., tolerance, dignity, observance of laws and rules) which can be infused into the standard learning setting.
7. Introduction (Hook)
Entailed in this professional development session is a vivid discussion on tolerance, observance of laws and rules, and dignity. Additionally, issues of Bullying, Harassment, and Discrimination will be vividly discussed in accordance to what the N.Y.S. Educational Law says about them. The session will be based on differentiated grounds particularly through practical application. Also, the collaboration of teachers and other school personnel to establish specific and consistent classroom and school rules against harassment and discrimination is emphasized.
Participants will apply principles derived from the Dignity Act, the N.Y.S. Education Law, and the D.A.S.A. Law combined with differentiated instructions by incorporating appropriate learning activities to lesson plans in order to reach diverse learners. Additionally, experts in the field of harassment prevention, cultural competency, hate crimes and bullying will be invited and I will utilize presentations that are designed to lead to action instead of just creating awareness
9. Activities/Guiding Questions
All the workshop participants will group up determined by drawing numbers (one and two, three and four, et cetera). Each pair will select a learning strategy and compose a learning strategy for that lesson using the selected strategy. The participants will then take the knowledge and information and apply the reviewed principles
10. Culminating Activity/Outcomes
Lesson plans that model respectful behavior. Application of various mentoring strategies to build staff connections for all students. Attend training and learn to recognize the signs displayed by students that might be bullied or harassed.
All participants will complete a Peer Assessment/Self Assessment on the activity. The assessment will entail a Rubric which will rate the extent of the learning.
12. Additional Resources for Teachers (provide web links)
(2018). P12.nysed.gov. Retrieved 10 April 2018, from http://www.p12.nysed.gov/dignityact/documents/DignityLaw.pdf
Clark, D. (2010). Retrieved from http://www.nwlink.com/~donclark/hrd/bloom.html
Siegle, D. (2010). Cyberbullying and sexting: Technology abuses of the 21st century. Gifted child today, 33(2), 14-65.