MS. DIXON: ...our state-wide science exam next week. These are some sophisticated questions, and I want you all to be prepared. Let's take a look at the questions in your book.
MS. DIXON: Gabriel, why don't you read the first problem.
GABRIEL: (heavy Spanish accent) B-bacterial genes are found on one keer... keer-yu…
VICTORIA: Circular! It's "circular." Stupid illegal doesn't even know how to read.
JACKIE (voiceover): If this were your class, what would you do?
MS. DIXON: Let's stay focused on the lesson, shall we, Victoria?
VICTORIA: Hey, that's what I'm tryin' to do. I can't learn if I can't understand what he's sayin'.
MS. DIXON: (to Gabriel) Gabriel, keep reading. (to Victoria) No more interruptions.
VICTORIA: (under her breath) Loser.
GABRIEL THOUGHT: That's it? You're just letting her say that stuff?
BOY STUDENT THOUGHT: Wow, I thought Vic was really gonna catch it. I guess we can say whatever we want in this class.
FEEDBACK: Be careful. By reacting only to the fact that Victoria interrupted the lesson, you're framing the disruption as the problem, instead of the biased language. It's important to let everyone know that using ethnic slurs is not acceptable.
MS. DIXON: I need everyone to behave right now. You all know how important this exam is.
VICTORIA: (to Gabriel) Yeah, so you better stop slowing us down, moron!
GABRIEL THOUGHT: I didn't do anything wrong!
BOY STUDENT THOUGHT: Yeah, we all have to take this test. We’re not here to help Gabe learn to read…
FEEDBACK: Be careful. High-stakes testing can be stressful for you and your students. But allowing biased language to pass unremarked can create a stressful environment that can actually harm your students' performance on exams. Make sure you let the class know this is a safe place to learn.
MS. DIXON: You know who says things like that? A bully. You're acting like a bully.
VICTORIA: Hey, it's not like I, like, beat his face and stole his lunch money.
MS. DIXON: Whether you use your fists or your words, you are still a bully when you try to make another student feel unsafe.
VICTORIA: (to Gabriel) Aww... Do you not feel safe? Did your widdle feelings get hurt?
GABRIEL THOUGHT: Shut up. Shut up!
SHUT UP! GIRL STUDENT THOUGHT: Man! Vic is not foolin' around! I hope she doesn't look at me.
FEEDBACK: Nice job pointing out that not all bullying is physical. But be careful to label Victoria's behavior, not Victoria herself. Behavior is something she can change. But if you label Victoria a bully, it can affect how you see her for the rest of the year, and how she sees herself forever.
MS. DIXON: (indicating poster with community agreements) You all signed our community agreements at the beginning of the year. Remember, number three is "We treat everyone with kindness and respect." That's your signature right there, Victoria. VICTORIA: Hey, you made me write that.
MS. DIXON: We are all part of this community, and it's everyone's responsibility to help make it a safe place for all of us to learn.
VICTORIA: (exaggeratedly insincere) Okay, fine. Sorry. (Then, to her seatmate, under her breath) Little bitch looks like he's gonna cry.
GABRIEL THOUGHT: I'm not gonna look at her. Looking's only gonna make it worse…
BOY STUDENT THOUGHT: That agreements thing was kinda cheesy... but I'm glad it's there.
FEEDBACK: Good! Ms. Dixon took the smart step of having community agreements that she set up at the beginning of the school year. If you had asked a classmate to remind Victoria about the agreements, instead of doing it yourself, that might have been even more effective and encouraged more upstander behavior.
MS. DIXON: How do you think you made Gabriel feel, saying things like that?
VICTORIA: I don't know. Maybe guilty he jumped the border?
GABRIEL: (mutters, eyes tearing) Perra estupida...
GABRIEL THOUGHT: Please, just stop talking about me...
OTHER STUDENT THOUGHT: Day-um. I better keep my mouth shut.
FEEDBACK: You were trying to help Victoria see how her words hurt Gabriel. But this is not an appropriate question to ask if you suspect bullying. If you want to have this discussion with Victoria, first talk to Gabriel and others to find out if this is part of an ongoing pattern.
MS. DIXON: Victoria, I have had it up to here with you. You'll see me after class.
VICTORIA: But Ms. D...!
MS. DIXON: You can see me tomorrow afternoon, too.
FEEDBACK: Be careful not to let your frustration with Victoria's behavior make her feel that you dislike her as a person. Focus your response on her words and actions and make it clear that you know she can change and improve. If she feels you have written her off, her behavior will never improve.
FEEDBACK: Unfortunately, the choices you've selected don't seem to be working, and it's too late to re-engage the class's attention. Let's take a look at your Dashboard to see what happened and what some alternatives might be. Then you can try to replay this conversation for a better result.