When the going is tough. . .

We've all faced those moments when we think we have to give up, get out, go back; it's too much. And then, more times than not, we keep going anyway. Maybe we don't finish first or come out with the results we dreamed of, but by then, just having kept on going is first prize enough.

Working with kids, both my own and my students, I see those moments all the time. I want to celebrate the split second resolve(s) that keep kids going in the face of seemingly overwhelming odds. I hope as students look at their own moments when they found their resolve to keep going, they can get a deeper understanding of some of the struggles of kids who came before them and helped change the world against overwhelming odds.

I have read the story of Ruby Bridges to my classes year after year. I love that story and find her ability to wish for forgiveness for the hateful mob more inspiring each time. This year, I want to also share with them the story of Elizabeth Eckford and Hazel Bryan, pictured below in a photo that "went viral" in 1957.

The information I gathered came from several sources, but this Vanity Fair article by David Margolick, who has just released a book about Elizabeth and Hazel, was particularly helpful. (After a brief email correspondence with the author, I ordered the book! I love getting deeply into these stories!)

All her life, Elizabeth Eckford had worked hard in school and aimed to go to college. She had attended a good but segregated black high school in Little Rock when the city school board decided to admit a small number of black students to its best high school, Central High, beginning in September, 1957. Elizabeth was delighted to be accepted. Although she wouldn't be able to participate in after-school activities because the school board felt whites would not accept that, she believed in the importance of education and wanted to take courses that her own school didn't offer. Elizabeth's family didn't have a phone at the time, so she didn't know that the eight other black students were gathering at the home of the president of the local NAACP chapter and heading to school together. She went to school alone.

The bus dropped her off a few blocks from Central High and as Elizabeth walked the rest of the way, she noticed that there were more cars and commotion than usual. Then she saw the mobs of white people and the groups of National Guard soldiers outside the school. Assuming that they were there to help, she tried several times to enter the school, as she saw white students walking through the guards and being allowed admittance. However, as she soon discovered, the National Guard had been ordered by Arkansas governor Orval Faubus to keep the black students out. As the white mob yelled threats and insults, the National Guard did nothing to protect Elizabeth, but they did threaten to arrest a white reporter who had tried to comfort her and protect her from the mob when she sat at a bus stop and tearfully realized she could not go to school that day.

Nor was it easy to get away. While the crowd called out that she should be tied to a tree, the white reporter and a white woman hustled her to a store so they could call a cab. No go. The store closed up tight and refused to help. Finally the woman helped Elizabeth onto a bus and she was able to go to the school for blind and deaf Negroes where her mother worked in the laundry.

Elizabeth's picture, with Hazel in the background screaming for her to go home, was printed in papers all over the world. Interest in both girls was high. Newspaper articles near and far hailed Elizabeth as a quiet and dignified hero. In interviews outside the school in the coming days, reporters asked Hazel what she believed and she happily shared her strongly racist, segregationist views. The political embarrassment President Dwight Eisenhower felt finally propelled him to send in the 101st Airborne Division to carry out the law.

Unfortunately, this wasn't the end of the story. Although by September 25, the Little Rock Nine, including Elizabeth, made it into Central High and were able to start attending classes, the racial bigotry and bullying did not end. Elizabeth reported a fraction of the pushings, shovings, bottle throwings and continual taunts to the Vice-Principal, but nothing ever happened. She was made to sit alone at the back of her classes and no student dared befriend her. In the showers of the gym, white students would sprinkle broken glass on the floors and arrange to scald her by flushing all the toilets at the same time. The content of some her classes was also racist. She learned that "slavery actually civilized blacks, that the black officeholders during Reconstruction were "ignoramuses," that the Ku Klux Klan was founded to defend white womanhood. A stern woman with a pince-nez who had taught at Central since it opened, Miss Penton refused even to touch Elizabeth. When there was money to collect, she made her put the coins down on her desk."

Throughout her 11th grade year, she considered leaving Central High many times, but somehow, completed the year. She had no one to turn to for support, as her mother would have pulled her from school if she knew what was happening and her father downplayed the seriousness of it. She wasn't very close with the other black students and they didn't want to talk about it when they were together. However, somehow, on her own and against all odds, she finished the year and joined the other Little Rock Nine students on a trip to Washington, D.C. where she met her hero, Thurgood Marshall, the civil rights lawyer who successfully argued Brown vs. Board of Education to the Supreme Court in 1954.

Little Rock Board of Ed did not want another year like 1957, so they closed all the schools in 1958. Elizabeth got private tutoring and then moved to St. Louis to complete her high school and then college education. When she was 21, she returned to her home town and was surprised to get a phone call from someone she had never heard of: Hazel Bryan. Hazel introduced herself and apologized for screaming at Elizabeth and contributing to her misery at Central High School. Elizabeth accepted her apology.

It's remarkable to ponder it. Elizabeth not only persevered completely alone through more trials than any one person should ever face, but forgave one of her tormentors. The next 30 or more years were not easy for Elizabeth. While trying to work and raise her family, she was hounded by reporters and depression. Yet, in 1997, Counts, the same photographer whose picture of hatred and dignity had circled the globe so famously in 1957 asked to photograph the two women together. Here is is:

They forged a friendship that lasted a few years, offering the hope of reconciliation to many.

Many of us have never heard of Elizabeth Eckford and she probably wishes her name were not famous. Yet, while aiming only to obtain an education for herself, Elizabeth opened doors for millions of students, black and white, and taught millions more the lessons of perseverance, triumphing with dignity over difficulties and even offering forgiveness. I hope my students and I can learn her lessons well.

Service Lessons/Service Lessens?

Last night, I went with my daughter and some friends to see a local musical production of A Christmas Carol. Watching Ebenezer Scrooge humbug his way through numerous requests for charity and benevolence, I could almost understand his barking demand that the hordes all leave him alone.

We are bombarded by more information and more pleas for help than most of us can process. The 1% vs. the 99%. The unemployment rate that stays too close to 10%. The people with dead-end jobs. Children in at-risk homes. Women in abusive situations. Obese Americans. Animals in kill shelters. People experiencing violence every minute. People who don't vote. People who give up. People who don't have what they need to make choices about what they do in life. People with heartbreaking medical conditions. People with no access to medicine or clean water or safe homes.

A glance in my mailbox, virtual or real, shows overwhelming and overflowing need. From the NAACP, a reminder that Justice, Equality and Civil Rights need my attention. From Planned Parenthood, a warning that President Obama needs support to keep women's health issues within their control. From the local food pantries, a plea for staples: dried beans, rice, canned tomatoes, powdered milk. From a home for mentally ill children, a grim picture of institutional walls and children without family connections. From Amnesty International, reports of abuse of human rights. From Oxfam, Red Cross, Doctors Without Borders, World Wildlife Organization, the ASPCA, Heifer International, numerous organizations devoted to researching cures for particular cancers or other health issues, religious institutions, my own school's fundraising letters, we get the picture. There is enormous need out there.

The world would be a terrible place if we just told everyone to leave us alone.

With pounds and pounds of appeals, do we even open each one any more? With 77 new emails in the inbox, do we read them all? And how do we teach children about starting to make those decisions?

First, it helps to remember a whole lot of truisms that are actually true. Whether it's Mother Theresa, “If you can't feed a hundred people, then just feed one.” Or Annie Dillard, "The dedicated life is the life worth living. You must give with your whole heart." Albert Einstein,"A hundred times every day I remind myself that my inner and outer life depend on the labors of other men, living and dead, and that I must exert myself in order to give in the same measure as I have received and am still receiving" or the Talmud, "He gives little who gives with a frown; he gives much who gives little with a smile." We can understand that small things aren't small things, they're everything and we can try to do whatever small things we can.

As a classroom teacher, I want to give the children opportunities to participate in a way of life which considers the needs of others. This happens in many ways, within the classroom, with our younger buddies, as part of every meeting, every lesson of the social studies curriculum. In the past, through selling pizza every Friday at a slight markup and donating the profits, the children also gave generously outside our community. In addition, a tiny portion of this money was used to purchase bright red empty stockings from the dollar store. The children then purchased items to fill the stockings and we delivered the filled stockings to a nearby homeless shelter in time for Christmas. The children were asked to do extra chores at home as their contribution to the family's shopping endeavors and were excited to think about how someone would feel receiving these gifts.

This year, we're wondering if we can keep up that service project. We no longer fundraise through pizza sales. Our school is a non-sectarian, progressive, independent school. Many, but by no means all, of the children hang stockings by their own chimneys. No matter what their family traditions were, in the past, the students were excited to imagine the joy on the faces of the recipients of their stockings. They knew they were adding cheer to the lives of even a few in need. This year, the local shelter has at least 120 children in residence. At the same time, many in our own school community are facing tougher economic times.

While no one can agree on the number of homeless people, and while that number is always shifting, one study done by the National Law Center on Homelessness and Poverty states that approximately 3.5 million people, 1.35 million of them children, are likely to experience homelessness in a given year (National Law Center on Homelessness and Poverty, 2007)(Quoted from the National Coalition for the Homeless)

Is it right for a school to ask families to purchase stocking stuffers for 120 of these homeless children? Can the school leave this shelter in the lurch after 10 or 12 years of being there for them? What is the responsibility of the school? Most schools are facing such severe funding cuts that they can only offer the essentials. Are service lessons part of the essentials?

As Scrooge told the gloomy and silent dreadful Spirit of Christmas Yet to Come, "The night is waning fast, and it is precious time to me, I know. Lead on. . . "

I can only hope that in all the ways that we can we will teach caring. I hope we can learn Scrooge's lesson. "He became as good a friend, as good a master, and as good a man, as the good old city knew, or any other good old city, town, or borough, in the good old world." As much as we must teach our children math or science or reading or writing, we must teach them to give. We can't take care of all the problems of the world. But we can do what we can do.

Tucker Everlasting

By some divine sense of comedy and tragedy, we began to immerse ourselves at school in the book Tuck Everlasting by Natalie Babbitt at the same time that it appeared that Tucker, my English Cocker Spaniel and best friend, might not be everlasting.

When Tucker runs, his ears bounce around so much we like to say he is "bunny rabbiting." For eight and a half years, he has loved every opportunity to bunny rabbit off-leash both on (and off and on and off) paths through the many beautiful woods we are fortunate enough to live near. He gets better exercise that way and can sniff this bush or that stump for as long as he pleases while I get to keep walking at my pace. His typical stray is much less than 50 yards - not so far that I can't talk or sing to him while we walk, and he makes frequent passes back to me for a kiss or a treat. He has taught several puppies how to be great off-leash woods walkers.

Tucker, before his summer haircut. He's as beautiful inside as out.



On roads, he needs a leash. He is curious, friendly, and utterly without street sense. He thinks cars are friends to go up and sniff, even if they're moving. He's smarter in the woods. He knows not to bother bikers and joggers and, although he loves to chase deer, he soon gives up and comes back to his humans.

The fourth day of school, September 12, significant to so many people as the day after the tenth anniversary of 9-11, was a warm and sun-dappled gift. My daughter and her friend decided to walk the dogs in the nearby woods. Unusually, I decided not to go with them. About a half hour into the walk, I got a panicked phone call from my daughter.

"Tucker took off in the thick bushes barking. Then cried loudly in pain and then he was silent. We can't find him."

With several loving friends, we searched, calling and clapping, whistling and yelling, pushing through bushes and prickers, sludging through muddy bogs thick with mosquitoes and smelling strongly of rotting vegetation. Confident that Tucker would come back to us any moment, I was both calm and clueless about how to find him if he didn't come to us. Since he had never gone missing before, I had no tricks or strategies up my sleeve, but that was okay; I knew we'd find him.

After a long and mosquito-bite-filled evening, the others needed to get home. Dinners needed to be made and eaten, homework needed to be done. Lives needed to move on.

I stayed until it was too dark to see anything. By then, it had hit me. I was about to go home without Tucker for the first time in his life. Was he alive? Was he hurt? Was he still in the woods? Why didn't he whine or cry? Why couldn't I find him? How could this be happening to us? Not much sleep that night!

Over the next week and a half, my daughter and I asked countless joggers, walkers, bikers and bystanders if they had seen Tucker. We made flyers. We called the police and the pound. We kept searching and so did many friends and, amazingly and inspiringly, strangers. Countless people wished us well and tried to help us find our black-eared, four-legged gentle friend, but we have yet to find an explanation that works or even one clue.

For the first few days, I was always on the verge of tears. Not just tears, but sobs. Who knows what we ate. I certainly wasn't keeping up with cooking and chores. Keeping up with my work for school, at least a little, was both necessary to my ability to teach a lesson and also to my sanity. School was a reprieve from walking obsessively and repetitively in the woods, yelling and clapping and whistling for a dog who didn't show up.

For five minute snatches, I can sometimes forgot he's gone. Then I am hit with the realization all over again. It's a hole that can feel too deep to cross over. Our puppy, Mocha, lets me kiss her nose twice as often, which helps. Her antics are as funny as ever, and her need to be cuddled, held and noticed helps my daughter and me fill some of that furry quota. She reminds us to laugh and play tug-of-war and to live each moment in the present. When she shakes her toy and growls at it to remind us to throw it for her, she suggests that guilt and regrets are about as useful as excrement. Undeniably, she tells us minute by minute that life goes on. I believe her.

From an interview of Natalie Babbitt I learned that an ancient meaning of "tuck" is life. Tucker has been my life teacher these past eight years. I hope to have news of him to report one day on this blog. Meanwhile, my thoughts and love for Tucker are everlasting; I just have to learn not to flinch every time we use the word Tuck.

Do Animals Belong in our Classrooms?

When I was growing up in suburban New Jersey, keeping pets was considered "normal." We had two dogs, a cat, and, during my pre-teen years, a large number of gerbils and teddy bear hamsters. My older brothers had enjoyed the shorter term companionship of many ducks, chickens and rabbits, as well as a couple of parakeets, which somehow, by the time there were three children, were no longer part of the household census. We also rescued our share of baby squirrels and other creatures left motherless and in need. We had a goldfish pond and a fish tank filled with guppies and we contributed to conservation funds to preserve habitats. Consequently, I grew up knowing that I could and should take responsibility for the creatures and ecosystems around me and feeling particularly connected to my dog, Thistle.

As a mother, I tried to pass along those teachings through similar experiences: dogs, cats, mice, gerbils and hermit crabs have kept us company, demanded our help and care, taught us daily and weekly routines and responsibilities outside our own selves, and helped us keep our eyes and fingers on the love that guides our daily decisions. When a bat wandered uninvited into my bedroom, my daughters courageously and helpfully showed it to the window, returning it to the sky diving and hunting that must have been more interesting than the back of my bookshelf. When the cat brings in living prey, the girls leap to take of it; insects are trapped and escorted out of doors, dead animals are mourned and missed as the friends or strangers they were. Both girls are vegetarians and consequently, most of the food in our household is vegetarian, mostly in response to the inhumane and terrible conditions which are the reality of the lives of most animals raised by for food and sold in supermarkets.

As a teacher in elementary schools, I have to think hard about whether or not to include a classroom pet in our room. There are many positive lessons to be taught by living closely with, caring for, and observing other species. Yet, there are moral/ethical/philosophical dilemmas to consider when keeping animals in captivity or as domesticated creatures. If we are to keep animals in our classroom, we should certainly examine what we are teaching.

On the one hand, when we present our children with animals outside of their natural environment, we are presenting an altered animal, and one which had no say about the change. We are saying, however quietly, that having the ability to pluck them up from their burrows or dens or nests or hidey-holes under the rocks makes it acceptable that we exercise it. These caged animals typically do not meet any other of their kind for the rest of their lives; their desert environments are reproduced using theatrical approximations; the range of weather is nil; the hunt for food, which would usually use up most of an animal's day and calories, is non-existent. The quality and activities of the caged animal's life is very different from one which lives in nature.

On the other hand, "mankind" has been having this type of effect on the world for all of our time in it. We can chop or grow trees, plow and plant land, catch wild horses or cattle or fowl or dogs and raise them. More than any other animal, we not only can do these things, but we can think and talk about them, write books or movies or hold meetings and make laws about doing them. We have both the ability and the responsibility to do everything we do thoughtfully and deliberately, acknowledging that there is not one single act that we can carry out which doesn't have a whole range of consequences and repercussions.

We want to go see our cousins in Boston; we have to either take a few months off from school and walk there and back or we have to take our car and burn hydrocarbons and come back in time for school on Monday. We want to get new furniture because the old furniture didn't quite make the statement or serve the purpose that the new can do, but we don't have time to grow the trees and chop them down and carve them and grow the cotton and pick it and spin it and weave it, so we go to the store, which sits on land which 100 years ago held magnificent maple and oak trees but now is next to hundreds of other stores on a highway covered in asphalt, etc. etc. You get the picture. All of our actions have consequences. Nothing we do, and nothing we have done since the dawn of time, could really be called pure and simple. That's our curse and our blessing.

Back to pets in the classroom. We have classrooms filled with children who come for 6 or 7 hours a day to learn in an environment that presents literally zillions of opportunities to explore and wonder and grow. None of those opportunities is without its costs. We use paper and pencils - thoughtfully and resourcefully, but sometimes extra copies of papers are made by mistake. We turn on lights and computers and heat and air-conditioning - conscious of saving energy, but using it, nonetheless, and sometimes, the heat is too high or the air-conditioning is too low and we have just been a party to adding huge amounts of carbon to the atmosphere without meaning to. We buy new computers or furniture or buildings, mow the lawn, do the laundry, wash the dishes - - and always, there's the environmental cost. We serve snack and lunch and try introduce children to new tastes and textures; sometimes, in order to follow sanitary guidelines and give children the opportunity to try new things, some food gets wasted.

We try to teach lessons about taking care of our planet earth in all that we do, and we all aspire to do an even better job with this - but we live in a real world where budgets and time constraints and each person's individual preferences have a lot to say about the final decisions made about each and every use of resources in the school.

In the end, as with all decisions, we have to decide if the benefits outweigh the drawbacks. The cons of bringing a pet into the classroom are real: some children may have an allergy, some children may see animals in an unnatural surrounding and may not respect the importance of animals living in their own habitat or may think that animals in captivity is the best place for them to be, the animals may not be well cared for, the animals may be dangerous to the children.

The pros are also real: classroom animals give children the chance to live with an animal which many children do not have at home, children learn about and attend to the needs of a being outside their species, children observe the habits and behaviors of an animal which may be very different from the anthropomorphized beings they meet in stories and on tv, children take part in the life cycle of an animal, which is generally much shorter than the human life cycle, so there can be an increased familiarity with birth, death, maturity, etc. and children's emotional well-being may be positively influenced by spending time with an animal.

“Being around animals is extremely good for children”, says Dr. Harvey Markovitch, pediatrician and editor of The Archives of Disease in Childhood. “They’re good for morale, and teach children about relationships and about the needs of another living being – learning to care for a pet helps them to learn how to care for people.”

In classrooms, many children choose to spend time playing with the classroom pet at every free period. Choosing an animal, naming the animal, taking care of the animal, learning about the likes and dislikes of each animal, taking the animal home over school breaks are all important parts of the cooperative work we consider essential to our community.

I think we have to recognize and discuss with our students the possible negative lessons of having animals in cages in our classrooms, and we have to be super-vigilant about caring for the animals' needs in that setting, but the long-term and bigger picture benefits of having animals in our classrooms far exceed the possible negative lessons of caged animals. The companionship of animals has been central to every culture for thousands of years. I'm sure Thistle wouldn't have it any other way.

Summer: the furry realities of planning for September while raising a puppy

About half-way through summer vacation seems like a good time to take a moment to notice how much I've accomplished. A kind of progress report for a conscientious teacher.

In thinking about summer before it began, I enjoyed making lists and piles of all the things I would accomplish: make a quilt for my college-bound daughter, get a puppy for my tenth-grade-bound daughter and start to train it, clean up the piles of "stuff" all over the house, get the garden in shape, visit friends, take tons of long walks, make serious in-roads into planning the new curriculum for next year, get some rest, read oodles of books, organize the freezer, schedule appointments with dentists and doctors and eye doctors and hairdressers, file last year's unfiled papers. . .

You know the lists. . . I have begun most of those projects and finished few - - something must be wrong!

I think the smoothly silky adorably clumsy little girl named Moki might be a clue. Did I really think that raising a puppy could be just another item on my list, like cleaning the bathroom? Moki says no. While I try to read or take notes, she bounds across the floor, legs all moving at different paces in different directions, the hair that grows between the pads of her feet giving her absolutely no traction on my smooth hardwood kitchen floors. Skidding into the folded comforter that serves as a dog bed, she looks up to see if I'm ready to throw her a toy. I throw. She races off after it, going as fast as her six inch legs allow (which is a lot faster than my thirty inch legs allow!) grabs her toy, growls at it while biting and shaking it, and comes back empty-mouthed, ready for me to throw another. I throw. How much reading did I do while Moki sported? You guessed it. Zero. The same goes for all other tasks. If she can get her mouth around it, she will. If she can't (as in the case of the cement stoop outside the kitchen door, she'll try anyway. The only thing she won't put in her mouth on her own is her high quality, all natural puppy kibble. That she prefers to eat out of my hand, preferably with a bit of hard-boiled egg or plain boiled chicken mixed in. Are you rolling your eyes? If my eight year old English Cocker Spaniel could roll his, he would. Valiantly, he tries to help her join the clean-bowler club - - if only it were a team sport!

So, I guess it's time to scale back my vision of all I could accomplish, celebrate each page read rather than each tome. There's always next summer, right?

The Bully, the Bullied and the Bystander

Bullying is pervasive, persistent, ageless, boundary-less. It's in our schools, our homes, our jobs, our on-line networks. Even though we're increasingly aware of bullying, we know it's hard to stop it. The bully has the power to silence the bullied. A bully can silence one person,an entire family, a staff or even a community. Some kinds of bullying are officially discriminatory acts against someone due to their age, sex, race, sexual orientation, disability, class, job description, ethnicity, and so on. Some kinds feed on less obvious differences. But in every case, the bully has power over the bullied. It's often illegal and it's always unfair.

How do bullies get their power? How do they keep it?

Sometimes, the power difference is actual. The bully is older or bigger or has a higher status (teacher/student, boss/employee). Sometimes, the power difference is perceived. We see someone as being able to hurt us or take something away from us and we don't know how to stop them without coming out worse in the bargain.

Letting them bully us appears preferable to the alternative. Being labeled a tattle-tale. Being exposed as someone "different". Losing our jobs. Being alone.

I just read about four sixteen year-olds who formed a teen rock band called Radio Silence NYC which is touring to denounce bullying. They want to let kids know it's okay to be themselves. It's a great message, and I wish it were that easy. Many times, kids who are themselves are teased, taunted, shamed, even hurt until they conform or are too hurt to respond. As a country we try to say we are multi-cultural, we try to say we embrace differences, yet according to Stopbullying.gov:

+Eight in ten LGBT students had been verbally harassed at school
+Four in ten had been physically harassed at school
+Six in ten felt unsafe at school
+One in five had been the victim of a physical assault at school

And, according to The University of Wisconsin-Madison Law School’s Center for Problem-Oriented Policing’s director, Michael Scott,

+Bullying is widespread and perhaps the most underreported safety problem on American school campuses.
+Bullying occurs at all grade levels. It gets more subtle as kids get older.
+Boy-bullying tends to be more "direct" - physical aggression; girl-bullying relies more on "indirect" methods - teasing, exclusion, social isolation, rumor spreading.
+Bullies have little empathy for their victims.
+If there's no intervention, young bullies tend to grow up and continue bullying.
+Previously bullied students have been the attackers in at least two-thirds of recent school shootings.

In the classroom, we tell kids to come to a grown-up if they see or experience bullying. But victims worry that telling a grown-up won't help. By coming to us, they worry that they invite further bullying.

In the grown-up world, where can we go? In many cases, we stay silent because we (rightly) worry about the outcome of reporting. Blow the whistle, lose your job or your friends or your status. Get undesired attention. Be shunned.

Sometimes, it seems easier to put up with being bullied.

Interestingly, it turns out that being a bully is actually bad for the bully. According to girlshealth.gov,
+Childhood bullies are much more likely to commit a crime by age 24
+Often, childhood bullies are violent when they are older
+Childhood bullies may not change and may be bullies as adults
+Bullies are more likely to get into fights and steal, to drop out of school or to get bad grades.

Many anti-bullying programs in schools are ineffective because the bullies are clever enough to act when they are out of earshot of the adults. Fortunately, there's another ingredient in the bully mix: the bystander. The one who hears it, sees it, or hears about it. This might be another child in the school yard, a co-worker at the office, or another visitor to a Facebook page.

Ken Rigby has been researching bullying since the 1980s. He has found that while most children don't report bullies and bullying generally happens in front of peers, rather than in front of teachers, most children want it to stop.

Often, the bystander does nothing because:

+They felt it was none of their business.
+They feared consequences, including embarrassment, being branded as a “sissy,” and the bully turning on them.
+They felt the victims should take care of the situation and stand up for themselves. As students move into the teenage years, they tend to become less sympathetic toward victims of bullying.
+They felt helpless to stop the bullying – or feared that their intervention might make things worse.

Importantly, at least half the time when a bystander speaks up, the bullying stops. The bystander can take action, knowing that most kids don't like bullying and will support him/her. Also, bullies like an audience and when their audience doesn't approve, they change course.

Bystanders seem to have the most power in the bullying situation. Speak up. Talk about what is wrong. It's not risk-free, but it's worth the risk. As Edmund Burke identified it: ‘All that is necessary for the triumph of evil is for good men to do nothing.’”

Got a moment to read some students' work?

This week, I am writing end of the year reports, so I won't be posting anything of my own, although my fingers are busy on the keyboard! However, my kind daughter typed all the poems that my class was ready to share and I posted them on Jan's 4-5 Blog. Please visit, read, leave a comment if you have a moment.

Thanks so much!