Janine Quintino

Rational
Master Seminar

In this unit students will explore the social justice issue of bullying. Bullying is
very prevalent in schools, and many students suffer on a daily basis because of bullying.
Schools are supposed to be a safe place where students come to learn and grow. Bullying
can often times get in the way of a schools mission and purpose. Students will work
together to identify bullying that takes place in their school and community, they will
explore different topics related to bullying and the impact it has on students and the
school. Together students will create a plan to reduce and hopefully eliminate bullying in
their school, and act as activist in their community. Students have power to stop bullying,
and they will learn the necessary skills to do so.
Anti-bullying is something thats has been very important and close to me for years
now. In high school I was very involved in a club called increase the peace where I saw
first hand that having open and honest conversations about bullying can help solve the
problem. In this club the high school students would go into the elementary schools of the
school district I was apart of, Mineola. We would talk to 2nd through 6th graders about
bullying, what they were experiencing, what we can do about it, etc. Because it was
someone a little bit closer in age, and a peer to look up, rather than an authority figure
such as a teacher, students really seemed to take what we said to heart. The teachers
would contact us and tell us they saw a difference in the classroom. We would also train
them on how to help those who are being bullied. Talking about bullying is important,
pretending it doesnt happen, and brushing it under the rug makes us bystanders. As
educators we cannot be bystanders to bullying, and we should also know that students
being bullied, and bullies are not getting the best education that they should. It is not
something to be afraid to talk about, talking about it has proven to only make it better.

Now more than ever because of DASA and all the progress we have made with
bullying, teachers and students have a big responsibility. I believe that all schools should
address their bullying problems, and when peers work together to do it, it becomes a lot
more successful. In fact when I wrote my college essay to Adelphi, I wrote about my
commitment to anti-bullying and how I pledge to do whatever I can to stop and address
it, and as a future educator that is exactly what I will do. No one should come to school
and feel unsafe, upset, or threatened. School is supposed to be a safe, fun and comfortable
environment for student to learn in. Addressing bullying is a way to do that.
Working on a plan to stop bullying goes along well with many education theories that
I respect. A theorist that I believe really grounds my educational philosophy is Vygotsky,
in the sense that he believed children learn by social interactions. I believe that working
together, and doing things socially helps us learn. My project will mostly be social
learning. I also believe in Howard Gardners levels of intelligences and will allow
students to express themselves in different ways. Every student is different and learns
differently, as a teacher it is important to give every student opportunity to excel in which
they are comfortable. I am also very much so a constructivist versus a behaviorist in
teaching styles. I like to be the facilitator in the situation, and a guide that is there to help
and push student learning, but not to run and take over student learning.
In my project based learning unit I will have a lot of group work and discussion rich
actives. Students will have plenty of opportunity to discuss and share ideas with each
other. As I mentioned I believe you learn a lot through social interactions, and so I will
provide plenty of opportunities. Sharing stories, experiences and ideas help students learn
in a different way that a teacher cannot offer. Students relate to each other and understand

each other better. This allows time for students to learn and respect different students in
our classroom, which goes hand in hand with bullying.
I will also give student the opportunity to do activities that best suit themselves and
their learning styles and give them a chance to express themselves, and formulate their
own conclusions and opinions. There is no set way on how to do something. I will
provide my students will plenty of choices, and make sure that in my unit that there is
something a bit different everyday. Many of the lessons in my project based learning unit
have choices on how they would like to present their work, they even have choices on
how many people they would like to work with. Some of the options they have are to
write, create stories, perform, draw, etc. I hope to tap into many different intelligences
during this unit to support the philosophy I believe in of Howard Gardeners multiple
intelligences.
I will also be a facilitator during this process, I am here to help and guide students,
but I will not run this project for them. This is will be very student centered. This fits
hand in hand with project based learning because typically students often work together
to find solutions t the problem. It is not about handing out worksheets, and assigning busy
work. Project based learning will fit in perfectly with the type of learning I like to take
place in my classroom.
I am meeting the developmental needs of diverse learners by allowing them to discuss
their own ideas, and giving the opportunity to have some freedom on how they would
like to present their work. I also provided a many opportunities for differentiation, and
support for ELL learners. I will allow ELL learners to work with others for support, I
even have one of my lessons where I can say things in their native language, I provide

many visuals and videos to help introduce a concept. When we have writing pieces they
are allowed to work together with others for support, and often time there are other
options other than writing which can be helpful to ELL learners. I am also differentiated
by adding a lot of choices, adapting 321 exit cards, Frayer models, and menus into my
unit. There will be a lot of freedom to be creative during this unit and show what the
know I want them to feel successful and proud of their work.

Refrences

Vygotsky, L.S. (1978). Interaction between learning and development. Mind and Society.
(78-91)
Gardner, H., & Hatch, T. (1989). Multiple intelligences go to school: Educational
implications of the theory of multiple intelligences. Educational Researcher,
18(8), 4-9.