1 PUTTING THE BRAKES ON HARASSMENT 2010–11 Driver Trainer Inservice

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PUTTING THE BRAKES ON

HARASSMENT

2010–11 Driver Trainer Inservice

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Question # 1.

In what way might harassment rob a victim of his or her voice?


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ANSWER—In what ways might harassment rob a victim of his or her voice?

• Students see no point in reporting, because they don't think anything will be done about it.

• They fear retaliation.• They'll be called a "tattle-tale."• They think if they ignore the harassment, it

will just go away.• They already have low self-esteem, and

think they deserve it.2010–11 Driver Trainer Inservice

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Question #2

How does harassment interfere with a student’s readiness to learn?


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ANSWER—How does harassment interfere with a student's readiness to learn?

• They're distracted.

• It contributes to their not liking school in general.

• They don't feel capable, as a general matter.

• They don't want to draw further attention to themselves by getting good grades or participating in class.

• Can have a negative impact on school attendance.


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Question #3

• Have you seen harassing behavior on your bus? What did it look like?


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ANSWER—Have you seen harassing behavior

on you bus? What did it look like? • Students spreading rumors.• Students calling each other names–names that they

hear in their music and even in their homes.• Use of language that's a put-down or infused with sexual

overtones.• Language that targets a student's race or religions.• Graffiti or other so-called art work or drawings on the

bus, or on a student's books or papers.• Witness touching, pinching or restraint, and realize it's

unwelcome. • You may observe or hear conflicts between friends that

can lead quickly to sexual or racial name-calling.


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Question #4

Have you seen harassment on your bus? What did you do about it?


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ANSWER—You have seen harassment on your bus, what did you do about it?

• Know what the district policy says, and follow it.• Treat harassment as a serious form of

misconduct–because it is.• Respond promptly and reasonable. Use your

common sense.• Tell the offending student what they are doing and

why it could be considered harassment. Tell them to stop it.

• Explain the possible consequences of not stopping.


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Question #5

What can you say or do if a student comes to you at the end of the ride to report another student had been harassing him/her?


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ANSWER—What can you say or do if a student comes to you at the end of a ride to report that another student has been harassing him or her?

• Listen carefully to the student’s concerns.

• Ask "Who”, “What”, “Where”, “When”, and “How” questions.

• Document and report to your supervisor.


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Question #6

• How do you convey that you’re taking a student’s concern seriously?


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ANSWER—How do you convey to a student that you are taking them seriously?

• Don’t let students feel like you haven’t heard them.

• Never act like a student should learn to cope.

• Be fair, consistent, and clear.• Practice good student management

techniques to prevent and address harassment.

• Follow up with a student who has reported harassment. See if everything is ok.


Substitute House Bill 2801

• Establishes one designated person be identified in the district as the primary contact regarding the anti-harassment , intimidation, or bullying policy.

• Receive copies of all formal and informal complaints.

• Have responsibility for assuring the implementation of the policy and procedure,


Documents

1 PUTTING THE BRAKES ON HARASSMENT 2010–11 Driver Trainer Inservice