The answer is, of course, simple: yes! And within that entire school year, there are a few moments when extra attention is particularly important. What was it again?
The Golden Weeks are the best period in the school year for creating a positive and inclusive group atmosphere. These are the first weeks of school after the summer holidays. The group goes through a number of stages of group formation, which you can positively influence. Students come together for the first time—or return to one another—and explore the group: ‘Where do I stand in relation to the others?’ In every group, people take up a position; the classroom is no different. If you first decide together with the class, ‘How do we want to treat one another?’ before students work out their positions among themselves, this can prevent a great deal of trouble. In other words: building the norm together leads to less ‘storm’.
Why the Silver Weeks are so important
However impactful the Golden Weeks can be, continued attention is needed to prevent and stop bullying. The best time for an extra boost is the period immediately after the Christmas holidays: the Silver Weeks. When the class comes together again, the group once again tends to sort out among themselves who stands where; after all, most students have not seen one another for some time. This is a great moment to make a good new start together and put the Anti-Bullying Week theme in the spotlight once more.
Just Kidding! Surely That’s Allowed?!
The theme ‘Just Kidding’ was, of course, not chosen at random. If you ask students which teachers they like, they usually mention teachers with a good sense of humour. That is understandable, because an occasional funny joke can create a good atmosphere in the classroom. But naturally, it depends on what kind of humour is used in the classroom. Jokes that the whole class can laugh about have a positive effect. But jokes at someone’s expense can have serious negative consequences.
The pitfall of humour is that it can create an atmosphere in which anything goes, even when something is hurtful.
A joke immediately forces students to take a position: you either laugh or you don’t. Those who cannot laugh at a (hurtful) joke often receive the response: “You simply have no sense of humour” or “Why are you being so serious?” These kinds of reactions can make it very difficult to respond appropriately when a hurtful joke is made.
In this way, a hurtful joke can pave the way for racist, sexist or other negative expressions about the group that the joke targets. Jokes stretch the norm a little, so to speak. Hearing a racist joke does not immediately make you think more racially prejudiced. But if you are already racist and hear a racist joke, you are subsequently more inclined to express yourself in a more racist way. What you certainly do not want is to allow negative stereotyping to become more acceptable in the classroom.
The important role of teachers
Schools often have a culture in which joking is considered acceptable, which can make it difficult for teachers to explain to students when something is no longer funny. When does a joke cross the line, and what does that mean for someone else? According to teacher and researcher Tessa Kaufman, teachers should not underestimate their role in this. They have a major impact and continue to be important role models for students when it comes to setting boundaries and providing support.
Lennart van de Meulen, primary school Teacher of the Year, is someone who is only too aware of how important teachers’ role is when it comes to jokes: “My way of teaching ensures that students understand what is a joke and what is not.”
In the NPO Radio 1 broadcast, he explains why he thinks there is less bullying in his classroom. Active teaching methods and humour play an important role in his lessons. In addition, his students have to work and consult with one another extensively, which teaches them to respect one another’s answers.
A simple trick
During the Golden Weeks, a good start has already been made by making agreements and establishing norms with the class. But because bullying is a major and, unfortunately, common problem, it remains important to discuss it in the classroom. The Silver Weeks can be used effectively for this.
Look back on the Golden Weeks, including Anti-Bullying Week. What did they learn from the theme? Ask the class what they appreciated about the way they interacted with one another over the past few months, whether the agreements still hold and whether they are being followed, both physically at school and online. What can we do better together so that everyone feels included? A boy who appeared on the Dutch Youth News programme during Anti-Bullying Week could not have put it better: “It’s a very simple trick: how do you want to be treated? Treat someone else that way too.”