Warm-Up: What Does 'Fun' Feel Like?

Before we start our main discussion, let's think about positive feelings!

Think about a time you were playing with friends and having a lot of fun. What is ONE WORD that describes how that fun felt?

It could be a feeling, a sound, or even a color!

Spanish: Antes de empezar nuestra discusión principal, pensemos en sentimientos positivos.

Piensa en una vez que estabas jugando con amigos y divirtiéndote mucho. ¿Qué es UNA PALABRA que describe cómo se sintió esa diversión?
Podría ser un sentimiento, un sonido o incluso un color!

Arabic: قبل أن نبدأ نقاشنا الرئيسي، دعونا نفكر في المشاعر الإيجابية!
فكر في وقت كنت تلعب فيه مع الأصدقاء وتستمتع كثيرًا. ما هي كلمة واحدة تصف كيف شعرت تلك المتعة؟
يمكن أن يكون شعورًا أو صوتًا أو حتى لونًا!

Pashto: مخکې لدې چې زموږ اصلي بحث پیل کړو، راځئ چې مثبتو احساساتو ته فکر وکړو!
د هغه وخت په اړه فکر وکړئ کله چې تاسو د ملګرو سره لوبې کولې او ډیره ساتیري مو درلوده. یوه کلمه څه ده چې د دې ساتیرۍ احساس څنګه و؟
دا یو احساس، یو غږ، یا حتی یو رنګ کیدی شي!

Cool-Down: One Takeaway

To wrap up our discussion today, I want each of you to think about one new idea, strategy, or feeling you learned about teasing, bullying, or setting boundaries. What is one important takeaway you will remember?

Spanish: Para terminar nuestra discusión de hoy, quiero que cada uno de ustedes piense en una nueva idea, estrategia o sentimiento que aprendieron sobre las bromas, el acoso o el establecimiento de límites. ¿Cuál es una conclusión importante que recordarán?

Arabic: لإنهاء نقاشنا اليوم، أريد من كل واحد منكم أن يفكر في فكرة جديدة أو استراتيجية أو شعور تعلمته اليوم حول المزاح أو التنمر أو وضع الحدود. ما هي الفائدة المهمة التي ستتذكرونها؟

Pashto: د نن ورځې بحث پای ته رسولو لپاره، زه غواړم چې هر یو د یوې نوې مفکورې، ستراتیژۍ، یا احساس په اړه فکر وکړئ چې تاسو د ټوکو، ځورونې، یا حدودو ټاکلو په اړه زده کړې. کوم یو مهم درس دی چې تاسو به یې په یاد ولرئ؟

Discussion Guide: Where's the Line?

Use these scenarios to guide the conversation. Encourage students to explain why they think a situation is teasing or bullying, and to discuss the impact on feelings.

Scenario 1: The Nickname

• Situation: Maya calls her friend Leo "Lion King" because he has big, curly hair. Leo usually laughs, but today, he asked her to stop because some other kids were making fun of him using the same name. Maya laughed and kept calling him "Lion King."
• Questions:
  • Is this teasing or bullying? Why?
  • How might Leo be feeling?
  • What should Maya do?

Spanish: Maya llama a su amigo Leo "Rey León" porque tiene el pelo grande y rizado. Leo normalmente se ríe, pero hoy, le pidió que parara porque otros niños se estaban burlando de él usando el mismo nombre. Maya se rio y siguió llamándolo "Rey León".

Preguntas: ¿Es esto una broma o acoso? ¿Por qué? ¿Cómo podría sentirse Leo? ¿Qué debería hacer Maya?

Arabic: مايا تنادي صديقها ليو "ملك الأسد" لأن شعره كبير ومجعد. عادة ما يضحك ليو، ولكن اليوم، طلب منها التوقف لأن بعض الأطفال الآخرين كانوا يسخرون منه باستخدام نفس الاسم. ضحكت مايا واستمرت في مناداته "ملك الأسد".

أسئلة: هل هذا مزاح أم تنمر؟ لماذا؟ كيف قد يشعر ليو؟ ماذا يجب أن تفعل مايا؟

Pashto: مایا خپل ملګري لیو ته "شیر پاچا" وایي ځکه چې هغه لوی، تاویدلي ویښتان لري. لیو معمولا خاندي، مګر نن یې له هغې وغوښتل چې ودریږي ځکه چې ځینې نور ماشومان ورته نوم په کارولو سره پرې خندل. مایا وخندل او لیو ته یې "شیر پاچا" ویل پاتې شول.

پوښتنې: ایا دا ټوکو وهل دي که ځورونه؟ ولې؟ لیو به څنګه احساس کوي؟ مایا باید څه وکړي؟

Scenario 2: The Trip

• Situation: During gym class, Marco accidentally trips David, and David drops the ball. Marco immediately says, "Oh no, I'm so sorry! Are you okay?" David says, "Yeah, I'm fine, just clumsy!" and they both laugh.
• Questions:
  • Is this teasing or bullying? Why?
  • How did Marco's actions show he wasn't trying to hurt David?
  • What if Marco had tripped David on purpose and then laughed at him?

Spanish: Durante la clase de gimnasia, Marco tropieza accidentalmente con David, y David deja caer la pelota. Marco inmediatamente dice: "¡Oh no, lo siento mucho! ¿Estás bien?" David dice: "Sí, estoy bien, ¡solo soy torpe!" y ambos se ríen.

Preguntas: ¿Es esto una broma o acoso? ¿Por qué? ¿Cómo mostraron las acciones de Marco que no intentaba lastimar a David? ¿Qué pasaría si Marco hubiera hecho tropezar a David a propósito y luego se hubiera reído de él?

Arabic: خلال حصة الرياضة، تعثر ماركو بديفيد عن طريق الخطأ، وأسقط ديفيد الكرة. قال ماركو على الفور، "أوه لا، أنا آسف جدًا! هل أنت بخير؟" قال ديفيد، "نعم، أنا بخير، مجرد أحمق!" وضحكا كلاهما.

أسئلة: هل هذا مزاح أم تنمر؟ لماذا؟ كيف أظهرت تصرفات ماركو أنه لم يكن يحاول إيذاء ديفيد؟ ماذا لو تعثر ماركو بديفيد عن قصد ثم ضحك عليه؟

Pashto: د جمناستیک ټولګي پر مهال، مارکو په ناڅاپي ډول ډیویډ ته ټکر وکړ، او ډیویډ توپ وغورځاوه. مارکو سمدستي وویل: "اوه نه، زه ډیر بخښنه غواړم! ایا ته ښه یې؟" ډیویډ وویل: "هو، زه ښه یم، یوازې بې پروا یم!" او دواړو وخندل.

پوښتنې: ایا دا ټوکو وهل دي که ځورونه؟ ولې؟ د مارکو کړنو څنګه وښودله چې هغه د ډیویډ د زیان رسولو هڅه نه کوله؟ څه به کیږي که مارکو په قصدي ډول ډیویډ ته ټکر ورکړی وای او بیا پرې خندلي وای؟

Scenario 3: The Group Chat

• Situation: A group of students has a messaging group where they share jokes and talk about school. One day, they started making fun of a new student, Sara, saying she dresses strangely and doesn't understand anything. They added Sara to the group, but everyone ignored her messages and continued to talk about her.
• Questions:
  • Is this teasing or bullying? Why?
  • How might Sara feel in this situation?
  • What could someone in the group chat do to help Sara?
  • What are some good rules for online communication?

Spanish: Un grupo de estudiantes tiene un grupo de mensajería donde comparten chistes y hablan sobre la escuela. Un día, comenzaron a burlarse de una nueva estudiante, Sara, diciendo que se viste de forma extraña y no entiende nada. Añadieron a Sara al grupo, pero todos ignoraron sus mensajes y continuaron hablando de ella.

Preguntas: ¿Es esto una broma o acoso? ¿Por qué? ¿Cómo podría sentirse Sara en esta situación? ¿Qué podría hacer alguien en el grupo de chat para ayudar a Sara? ¿Cuáles son algunas buenas reglas para la comunicación en línea?

Arabic: مجموعة من الطلاب لديهم مجموعة رسائل حيث يشاركون النكات ويتحدثون عن المدرسة. في أحد الأيام، بدأوا يسخرون من طالبة جديدة، سارة، قائلين إنها ترتدي ملابس غريبة ولا تفهم شيئًا. أضافوا سارة إلى المجموعة، لكن الجميع تجاهل رسائلها واستمروا في الحديث عنها.

أسئلة: هل هذا مزاح أم تنمر؟ لماذا؟ كيف قد تشعر سارة في هذا الموقف؟ ماذا يمكن لشخص في مجموعة الدردشة فعله لمساعدة سارة؟ ما هي بعض القواعد الجيدة للتواصل عبر الإنترنت؟

Pashto: د زده کوونکو یوې ډلې د پیغامونو یوه ډله لري چې په کې ټوکې شریکوي او د ښوونځي په اړه خبرې کوي. یوه ورځ، دوی د یوې نوې زده کوونکې، سارا، مسخره کول پیل کړل، ویې ویل چې هغه عجیبې جامې اغوندي او هیڅ نه پوهیږي. دوی سارا ډلې ته اضافه کړه، خو ټولو یې پیغامونه له پامه وغورځول او په هغې یې خبرې کول دوام ورکړ.

پوښتنې: ایا دا ټوکو وهل دي که ځورونه؟ ولې؟ سارا به په دې وضعیت کې څنګه احساس کوي؟ په ډله ایز چیټ کې یو څوک د سارا سره د مرستې لپاره څه کولی شي؟ د آنلاین مخابراتو لپاره ځینې ښه اصول څه دي؟

Teacher Script: Teasing vs. Bullying: Where’s the Line?

Warm-Up: What Does ‘Fun’ Feel Like? (5 minutes)

"Good morning, everyone! Today, we're going to talk about something really important that affects all of us at school and in our friendships: the difference between playing around and something that hurts. But first, let's do a quick warm-up."

"Think about a time you were playing with friends, maybe laughing or doing something fun. How did that 'fun' feel? Give me one word. For example, maybe it felt 'joyful,' 'exciting,' or 'light.' Let's share some words!"

Listen to student responses and write a few on the board. Acknowledge and affirm their contributions.

"Great words! It sounds like when we're having fun, we feel good, right? Keep these feelings in mind as we go through our discussion today."

Introduction: Teasing vs. Bullying (Slides 1-3) (5 minutes)

Display Teasing vs. Bullying Slide Deck - Slide 1: 'Teasing vs. Bullying: Where’s the Line?'

"Today, we're going to explore something many of us experience: teasing and playing around. Sometimes, it's all in good fun, but other times, it can cross a line and become something hurtful. Our goal today is to understand where that line is, so we can all feel safe and respected here at school."

Display Slide 2: 'What is Teasing (Jugar)?'

"Let's start with teasing. When we talk about friendly teasing, we mean something that is lighthearted and fun. Both people involved think it's funny, and everyone is enjoying it. Most importantly, if someone says 'stop,' it stops right away. It doesn't make anyone feel sad, angry, or scared. In Spanish, you might think of it as 'broma' or 'juego ligero.' In Arabic, 'مزاح' or 'دعابة خفيفة.' And in Pashto, 'ټوکو وهل' or 'سپکه ټوکه.' Does this make sense?"

Allow for a quick check for understanding.

Display Slide 3: 'What is Bullying (Acoso)?'

"Now, let's talk about bullying. This is very different. Bullying has the purpose to harm; the goal is to make someone feel bad. It's often repeated, meaning it happens more than once. There's usually a power imbalance, where one person feels they have more power over another. It's always unwanted and hurtful, making someone feel sad, angry, scared, or unsafe. And a key difference from teasing: it doesn't stop when asked. In Spanish, you might hear 'acoso' or 'intimidación.' In Arabic, 'تنمر' or 'مضايقة.' And in Pashto, 'ځورول' or 'ځورونه.' This is never okay."

"The biggest difference is intent – why someone is doing it – and impact – how it makes the other person feel. It's also about respect and boundaries."

Guided Discussion & Scenarios (Slides 4-6, Discussion Guide) (15 minutes)

Display Slide 4: 'Let’s Discuss: Where’s the Line?'

"Now, we're going to look at some situations. I want you to tell me if you think it's teasing or bullying, and most importantly, why. Think about how the people feel, if it's fair, and if it stops when someone asks. There are no wrong answers here, just thoughtful discussion. Let's use our Discussion Guide: Where’s the Line?."

Use the scenarios from the Discussion Guide: Where’s the Line?. For each scenario, read it aloud (or have a student volunteer read, if comfortable) and then ask the accompanying questions. Encourage students to elaborate on their answers. Guide the discussion back to the definitions of teasing and bullying.

Key guiding questions:

• "How do you think [character name] feels in this situation?"
• "What tells you this is teasing/bullying?"
• "What could be done differently?"
• "What would you do if you were [character name] or saw this happening?"

After discussing a few scenarios, transition to the next slides.

Display Slide 5: 'Setting Boundaries (Límites / حدود)'

"It's really important to know that you have the right to feel safe and respected. That means setting boundaries. What are some ways you can tell someone to stop or that you don't like something?"

Listen to student ideas, then present the points on the slide.

"You can say 'Stop.' You can say 'No.' You can walk away. And if it keeps happening, or if you feel unsafe, it's always okay, and important, to tell an adult – a teacher, a counselor, a parent. These are your 'límites' or 'حدود,' or in Pashto, 'حدود.'"

Display Slide 6: 'What To Do?'

"So, what should you do if this happens to you or if you see it happening to someone else?"

Review the bullet points on the slide. Emphasize that being an upstander (someone who helps) is powerful.

"Remember, your words have power. And helping others is a very strong and kind thing to do."

Cool-Down: One Takeaway (5 minutes)

"We've had a really important discussion today. To finish up, I want everyone to share just one new idea, strategy, or feeling they learned today. It could be about teasing, bullying, or setting boundaries. What is one important takeaway you will remember from our talk?"

Go around the room, allowing each student to share their takeaway. Affirm and thank them for their participation.

"Thank you all for being so brave and thoughtful today. Remember, we all want to create a school where everyone feels respected and safe. If you ever have questions or need to talk, please come speak to me, or any trusted adult at school. Thank you!"