Discussion guidelines

Guiding discussion and formulating questions about bullying, harassment and violence requires teaching about thinking strategies and careful scaffolding, taking into account the developmental stages of students and their level of maturity.

The classroom environment, indeed the whole school environment, must be a safe and trusting place - co-operative and non-confrontational - so that diverse and often strongly held views can be discussed and scrutinised. Be sensitive to exposing the behaviour or experience of particular children and the possibility of a strong emotional reaction for some, and be prepared to address this.

Questions asked in relation to stories and issues will help to draw out learnings about relationships, conflict, and resolution, and the implications and consequences of behaviour. There are countless opportunities within the everyday curriculum, as well as in designated programs, for reflection on concepts which expose prejudice, and to examine and overturn the negative attitudes which underlie many bullying and violent behaviours. Equally there are many opportunities to reflect on and foster positive, inclusive and proactive attitudes and practices.

An inquiry approach seeks opportunities to challenge opinions and attitudes which are held uncritically and unreflectively e.g. “The better fighter you are, the better person you are” or “their problem is nothing to do with me”, and to strengthen good judgement. The community of inquiry challenges conceptions of “other” and provides the conditions for formation of relationships of respect, tolerance, care and even friendship. The inquiry approach, importantly, means that students are scaffolded and supported to develop and express their own questions and ideas for reflection and response within the group. Learning this process is an important part of developing skills for independent thinking and collaborative investigation and problem solving. Ultimately the teacher will be an observer or an equal participant – only intervening in the group discussion process when support is required.

Questioning

What do you think character X or Y might have been thinking / feeling? (include peripheral characters for their perspectives)
Can we recognise beliefs and values held by the characters?
On what qualities is value placed?
Who/what are the influences that shape the story characters’, your and others’ ideas, attitudes, opinions and values? E.g. parents, friends, family, culture, media
Have you experienced a similar situation?
What did you do?
Have you witnessed or been aware of a similar situation?
What did you do?
What was the outcome?
What other choices could have been made?
What are the possible outcomes for alternative choices?
What are the constraints for particular choices?
How might these constraints be addressed?
What are the meanings of terms and concepts such as identity, beliefs, social hierarchy, power, freedom, choice, justice, respect, tolerance, acceptance, diversity and inclusion?
Ask for examples of concepts and language used from others’ experience.

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