A simple classroom activity that promotes awareness of bullying and prepares targeted students for real-life situations is role playing. Choose a volunteer to act as the "target." The teacher or other adult then acts like a bully, allowing the student to practice methods for responding. For example, one strategy is for the target student to stand tall, look the bully in the eye, and, using a firm voice without yelling, give the bully an "I" message, such as "I feel sad that you are treating me this way, and I want you to go away." This activity helps targeted students to find a voice, and the practice will build confidence to use that voice in a real-life situation. After the role play, the rest of the class can discuss the responses.
The hand illustration is a classroom aid to help students remember how to respond to a bully. The teacher asks each student to make a fist. Instead of using their fists in violence, students are taught to uncurl their hands, finger by finger. Each finger represents a step that the students recite out loud. Thumb: Ignore, don't react to the bully. Pointer finger: Walk away. Middle finger: Ask him to stop. (This should be done using an "I" message, such as "I feel" or "I want.") Ring finger: Ask a friend to help. Pinkie: Get help from an adult.
Many books can be helpful in illustrating ways to deal with a bully. These books can be read aloud and discussed in class. In "Simon's Hook: A Story About Teases and Put Downs," by Karen Gedig Burnett, a boy is teased for his bad haircut. His grandmother tells him a story about fishing and different ways to not "take the hook" when children put him down. Read the story to the students and discuss with them its implications in a real-life situation, then have the students practice not showing emotion to a bully.
If a single student in a classroom has been bullied, a classroom activity can help her confront the bully. Ask the student to write the bully a letter. Young targets may need help finding the words to tell the bully how they felt. The letter should communicate clearly to the bully how his actions affected the target and should also ask the bully to stop. Either the adult or the student can then read the letter to the bully; sometimes it's easier for the target to read rather than just tell the bully her feelings.