How is T.C.C. fighting bullies?

In the bustling halls of Toledo Community College, a transformative movement is underway. Students and faculty have joined forces to tackle one of society’s most pressing issues: bullying. Through an innovative approach to competency-based learning, Toledo Community College is rewriting the narrative on preventing bullying. Sabreena Daly tells us more in this week’s Look on The Bright Side.

 

Jeremiah Logan, Student, Toledo Community College

“I believe a bully is someone who doesn’t love themselves to a certain extent that they want to hurt you. They want to make you feel bad about yourself. If you’re a bully, then you’re always going to try to do negative things. Sometimes people who are bullies are people who have low self esteem, who are being treated badly, probably at home, and they don’t know how to control themselves. So they go on, you know, they bully others to get that comfort.”

 

Jeremiah Logan is a proud member of this year’s graduating class at Toledo Community College. Known for his easygoing nature, he holds kindness and humility as core values. Ironically, these very qualities made him a target for bullies.

 

Jeremiah Logan

“Well, my experience is that, you know, um, because I’m a male, people would expect me to, as they say something to me, I would be a bit more rowdy with them, but I walk away. So, for these reasons People think I’m kind of soft, I’m weak, or so, but I try to, you know, be more, be more on the upper side and not to engage myself with any kind of conflict.”

 

A similar experience was shared by Lynel Arzu, also a member of this year’s graduating class. Bullies targeted her because of her skin color.

 

 

Lynel Arzu, Student, Toledo Community College

“My experience with bullying I would say is that I was a part of being discriminated against because of my skin color. It was something hard to deal with because there wasn’t much of my skin color where I used to live. So it was really hard fitting in. And I remember I used to try to go out of my way to make myself be seen or heard because no one really wanted to listen to me or hear my ideas, which were very brilliant. They would always say, Oh, you’re not smart. You’re black. You look like a monkey.”

 

T.C.C. has a population of over seven hundred students. Vice Principal Joanna Monk explains that while the wellness center and counselors educate students on STIs, teenage pregnancy, bullying, and mental health, she collaborates with parents to address significant student issues.

 

Joanna Monk, Vice Principal, Student Affairs, Toledo Community College

“They come to me when we have, you know, much larger issues that we need to address so we have to reach out to our parents, to solve difficulties that students are having, so we work hand in hand. Now, the Wellness Centre, our counselors, they also do a lot of education on pertinent social issues affecting teenagers; STIs, teenage pregnancy, bullying, you know, mental health awareness, all those things that they are also responsible for engaging students in. I’ve noticed that it’s a post-pandemic issue, particularly the amount of online cyber bullying has increased substantially since the pandemic. I think it was always, if you’re, if you’re my age, you always remember that there was somebody who was trying to steal your money or shove you around, and that was the bullying that we dealt with. But this is very different because this is saying horrible things about people, derogatory things. that really have an impact on people’s mental health.”

 

The Ministry of Education, through its competency-based curriculum, champions innovative approaches to education, promising a more impactful learning experience. Althea Sanchez is an English teacher who challenges her students to confront bullying.

 

Althea Sanchez, English Teacher, Toledo Community College
“We were discussing a new topic, persuasive writing, and we were talking about the three appeals, Ethos, Pathos, and Logos, and I wanted a project that highlighted the students’ creativity, and also highlighted a social issue that many of our students were facing. And at the time, a lot of bullying videos were coming about, and other scenarios were coming about, and other situations, and I thought we needed something to highlight that issue, especially with our students because they experience it. I said it would be a perfect time to actually showcase that. And send a message out to the school population that bullying is not okay.”

 

These three persuasive appeals are often used together to create compelling arguments and effectively influence the audience’s beliefs, attitudes, and behaviors.

Jeremiah Logan

“We did ethos, pathos, and logos, whereby the ethos is based upon your character, the pathos is based upon your emotions, and the logos is based upon facts and data.Based upon someone’s character that causes you to want to bully them and your emotions is how you respond to the bullying if you’re aggressive towards it if you’re passive or so and the logos is based upon the facts like if you go and start a problem, some people you would say they fight fire with fire and then they have some whereby they would just walk away. So the outcome of our video was that the person got sent to the principal’s office where they got either expelled or suspended. And then they have in the other videos where the outcome of the bullying was death or suicide or depression or so.”

 

The assignment proved effective, as the students understood the concept being shared. But what Sanchez did not expect was how moved she would be by the message.

 

Althea Sanchez

“They were very emotional for me when I watched them. I myself was a student of T.C.C. and I was bullied also. So to see them actually highlighting different aspects of bullying and the fact that they themselves were victims of it really resonated with me and the fact that they and the teachers threw themselves into this project, and they did so excellent, Iit was emotional. It was captivating, and you can see the message being important. I brought it to the attention of our VPSS, Ms. Joanna Monk, the idea I had, and I told her that since we have a Facebook page, I would love if we can showcase the students projects on our Facebook page, to show it on social media, to have the wider population view it and see that you’re not alone when it comes to bullying, and everyone experiences bullying at some level, and there’s ways that you can actually mitigate that.”

 

Joanna Monk
“When I saw the videos, I was so impressed that they really, there was one of them that actually gave me shivers when I saw it. That these are issues that are actually impacting students. And that it’s something we have to absolutely address. We have to identify where students are being bullied, how they’re being bullied, and how we address it.”

 

The activity provided an opportunity for students to simulate bullying, as well as its effects on victims. The students feel that they’ve created a lasting legacy for generations to come.

 

 

Sabreena Daly

“What do you think will be the impact of this project that they carried out?”

 

 

 

Althea Sancez

“I think it links back to the competency base that we’re doing now with the new curriculum. And it’s all about authentic, realistic, showing the kids that you can go beyond the classroom. And that’s what I wanted to showcase with our kids that shows your competency. You have collaboration, you have digital literacy, you have communication, and all of that, I think it works perfectly with what the ministry has aligned for us.”

 

Sabreena Daly

“So now that you are graduating from the school, a school that has sent a strong message against bullying, how do you feel?”

Lynel Arzu

“I’m so, I’m filled with joy. I actually am because  bullying is nothing nice.”

 

Jeremiah Logan

“Hopefully this helps someone. Hopefully this changes someone’s mentality towards someone else. So I believe we left a great impact and hopefully there’s better to come.”

 

 

 

Looking on the Bright Side, I’m Sabreena Daly.