# data[].attributes.headline
                                                                                                            What is my persona? assignment and discussion 

# data[].attributes.subject
                                                                                                            What is my persona? assignment and discussion 

# data[].attributes.body
One part of this teaching experience should feature a critical thinking activity that engages the students in introspective thought. Grade 9 students are becoming more independent and want to be treated differently, compared to their younger counterparts. They are entering adolescence, though at different rates, and they are gaining more skills relating to critical thinking and abstract thinking. A more 'student centered' activity that gets them to think bigger is a great tool, and one that can bring a personal touch to the class. As a primer to this assignment, students need to be taught about digital citizenship. This could be done through the police presentation, by the teacher, or through a student-centered activity where students are given the types of digital citizenship, and need to research them to come up with definitions that fit each.

This activity could be a writing assignment about what image they believe they put into the digital world, which would be completed prior to the Thunder Bay Police Services visit. What are the implications of that image? How would they describe their own digital citizenship? The focus of these assignments would be to get them thinking, NOT to judge students or get students in trouble if they recognize negative or disrespectful behaviors in their own citizenship. This activity gets the students to think critically about digital literacy and examine a side they might not have thought about yet. The teacher can preface this assignment by showing pictures of posts (Facebook, Instagram, Twitter) that would portray negative or positive persona. The students can discuss what image they link the post puts into the world, and what the implications are of that post. Something that would make this assignment more impactful for the students, and thus make it more likely to stick with them into adulthood, is to clearly outline the purpose of the assignment. As an educator, I know why each assignment I give is important, but the students might make make that assumption. If I can articulate why this introspection is important and what the assignment accomplishes, it will give the students more understanding and thus more appreciation. Outlining the motivations and goals behind it will give them more motivation to complete the assignment thoughtfully, and thus gain more from it.

Students can share with the class what persona they believe they have built, if no students volunteer the teacher can have prepared cases that prompt discussion. These cases can be examined and broken down with the class to see how the digital citizenship is lacking and what the scenario holder could do to improve it. They can be presented to the class as a paragraph read aloud and then discussed. When a student shares or when a case is presented that has some form of negativity, the situation should be approached respectfully, but the students can offer up suggestions on how that student or example can improve their persona. Suggestions should not be shallow ones, but ones that follow the principles of digital citizenship. Again, there needs to be a safe and comfortable environment in place for this discussion to work.

The hope is that after hearing about other students have to say about their identities and personas, and with the examination of the different cases, students will walk away continuing to think about their own persona. They will be forced to think about it in class as well, and key into that 'crisis' happening in the adolescent stage of life where teens are trying to discover their own identity, or create an identity for themselves. If we can have these conversations and provoke the deeper, critical thinking in grade 9, we might reach students before their identities are closer to being solidified. This factor could be huge in ensuring that the ideas talked about with the police officer and with the class will be carried with them through life. The hope is that students will learn about digital citizenship and persona, and work that into their identity building as they progress through adolescence into adulthood.

# data[].attributes.headline
                                                                                                                                         Persona

# data[].attributes.subject
                                                                                                                                         Persona

# data[].attributes.body
Persona relates to how we display ourselves in the digital world, how we participate in it, and how we maintain an image in those spaces. As relating to critical digital literacy, this category is important to students because grade 9s are so caught up in the social aspects of their lives, and they rely a lot on their peer groups for assurance and self-esteem. At this age they are starting to enter that identity crisis where they are trying to figure out exactly who they are and what they like or don't like. Their experimentation might carry on into the digital world, as they are digital natives, and this could have implications in the persona category. They can use this space to build their identity as well, and change it frequently as they see fit. The participation aspect of persona involves student communication in online spaces, as well as the communities they are part of, and the implications of those things. There are a lot of choices here that the student is required to make which will establish who they are and how they live as a digital citizen. In the identity building category there is also a huge amount of choice; students can chose what they post, say, or create in online spaces, and thus there persona will change based on those choices. Students here can decide what they put into the digital world and who their audience for that content is. There is a distinction between the real world and online world, and with the massive role that social media plays in their lives, there really is a divide between the two.

Students, through their interaction with the digital world, develop a persona. Social media allows students to pick and choose, down to the smallest detail, what they decide to display of themselves and their life. Although social media is not what makes up a digital persona, it plays a huge role. The persona also takes into account their participation in different groups, and comments they might make. Even a 'like' on a picture or article can say a lot about someone. Students need to understand the impact that their actions have on their persona, and really engrain the idea that what they out out into the digital world is permanent and can affect them for their entire lives. When a student posts something negative or hurtful, that will remain in the digital world forever, and can negatively effect their persona for years, despite any personal growth that might occur external to it. Despite all their knowledge on the digital world, young teens don't always realize how much of an impact having poor digital citizenship can have on their life and the lives of others. By following the three types of digital citizenship listed above, students will inherently build a positive persona, and will limit the negative experiences they have within digital spaces.

# data[].attributes.headline
                How do educators bring digital citizenship into the grade 9 classroom and engrain it into their student's lives?

# data[].attributes.subject
                How do educators bring digital citizenship into the grade 9 classroom and engrain it into their student's lives?

# data[].attributes.headline
                            What is the link to critical digital literacy?  

# data[].attributes.subject
                            What is the link to critical digital literacy?  

# data[].attributes.headline
                          Digital etiquette

# data[].attributes.subject
                          Digital etiquette

# data[].attributes.body
Digital etiquette is a basic set of rules that ensure digital spaces are safe and positive for yourself and others. It involves self-management and a responsibility for your own actions and words. When it comes to teaching this to grade nine students, we want to focus on qualities such as truth, respect, safety, and appropriateness. These students are maturing, but are going to be varied in this process. We want to make sure the basics are covered, but we are still getting them thinking about their future and their actions, and how this affects others. While they are digitally literate on how to navigate, use, and create in digital spaces, they should be learning how to be respectful and responsible, and how to put an image into the digital world that is appropriate and kind. We want to establish a set of norms that exist within digital spaces, similar to the manners and rules that students follow in the real world.

# data[].attributes.headline
          Digital rights and responsibilities 

# data[].attributes.subject
          Digital rights and responsibilities 

# data[].attributes.body
Digital rights and responsibilities are the privileges and freedoms extended to all digital technology users (and the right to use the technology) and the expectations that come with them. Here again we see the idea of what is acceptable and appropriate behavior. By recognizing what fits into that category, we can establish what responsibility we have to act in certain ways. Another aspect is respecting others and others respecting yourself; students are taught about respect from a young age, but they seem to forgot that it also applies to the digital world. Middle school is a time when bullying increases, and high school brings so many new challenges. Grade 9 students need to focus on respect and appropriateness. We also need to teach students that their actions have consequences, and that they have a responsibility to take ownership of these actions, regardless of consequence. Finally, we want students to understand that in the digital world and in the real world, they have a responsibility to stand up for others.

# data[].attributes.headline
                             Digital Law

# data[].attributes.subject
                             Digital Law

# data[].attributes.body
Digital law can be defined as the legal rights, restrictions, and ethics governing technology and digital environments. In the world we live in today, this category is especially important. These students are approaching adulthood, but are still children. They need to understand how their age plays into the law when it comes to their online actions. We also need to focus on what is appropriate and inappropriate use, privacy, and intention. A huge piece here is to get students to understand that online actions, whether anonymous or not, can have legal implications that impact their real life. It's well known that students feel that the anonymity  and distance of the online world protects them, but that is a misconception. An uncomfortable topic, but a realistic one, is to address sexting and sending nude photos, which by law would be considered child pornography.  Grade 9 students are entering relationships that may or may not be sexual, and they need to be safe in many ways, but being safe online might not occur to them.

# data[].attributes.headline
                                                      What is digital citizenship? 

# data[].attributes.subject
                                                      What is digital citizenship? 

# data[].attributes.body
The three types of digital citizenship that I want to introduce and engrain in grade 9 students are as follows:

# data[].attributes.headline
                                                                                                Thunder Bay Police Service

# data[].attributes.subject
                                                                                                Thunder Bay Police Service

# data[].attributes.body
A presentation by the Thunder Bay police to just the class gives a better environment for taking in the material. The fact that it is in the safe and comfortable classroom environment, with just the peer group formed in that class creates a more intimate and low steaks presentation than an assembly presented to an entire grade. This gives more opportunity for students to engage in the learning, as opposed to checking out, and leaves more comfortability for students to ask questions. Many schools will bring officers in for large assemblies on various topics, I myself witnessed a presentation on online safety in this last placement. I believe, however, that establishing a more personal connection to the officer, and having a smaller presentation that feels more like a conversation will be more impactful to the students, and the information will stick with them longer.  The caveat here is that we need to be conscious, as educators, that some groups of students might be uncomfortable and uneasy around law enforcement. We need to make sure that the presentation is informative and inspires positive action, without making students uneasy.

From the past presentation I've seen, I know that the officers are able to bring a more serious note to the issue of digital citizenship and how it impacts the lives of students. The officers have access to information on past cases the police have had to be involved with that touch on several of the issues presented when a student has poor digital citizenship. By presenting these cases, from a law enforcement official, the students can hear about REAL students who created REAL problems that has consequences. As well, because Thunder Bay Police officers consistently enter schools in the area, and have a connection to the community, the officers will be bale to gauge their presentation and conversations around the age of the students. While grade 9 students are in the peak of adolescence, they are still children and any information given to them needs to be realistic, but in-line with expectations of school boards and parents. The Thunder Bay Police Service is the most appropriate body to talk with the students about digital law, and especially law related to sending things that would be considered child pornography. As this body has, unfortunately, had to deal with the legal implication when these situation arise from high school students, they will have the most accurate and appropriate information for the students. This was a subject brought up in the assembly I witnessed, and many students were shocked to hear of cases that reached the police involving, for example, photos sent around the school that were meant only for a significant other. Hearing real life situations and the full effect of them will give the students a lasting impression of the weight their actions carry.

# data[].attributes.attachment_link.readable_text
DEFINITION: " Bullying is a pattern of repeated aggressive behaviour, with negative intent, directed from one person to another where there is a power imbalance" -- Dr. Dan Olweus. 1993.

A specific behaviour is bullying when it is?

Repeated over time

Is intended to hurt

Involves a power imbalance

Forms of Bullying are as follows, but not limited to

Physical Aggression

Pushing, Shoving, Spitting

Threatening with a weapon

Kicking, Hitting

Defecating on Property

Giving dirty look

Stealing

Written/Verbal Aggression

Mocking

Name Calling

Teasing

Giving Dirty looks

Intimidating telephone calls or electronic communications

Racist, sexist or homophobic taunting

Daring another to do something dangerous

Verbal or written threats against property

Verbal or written threats of violence or inflicting bodily harm

Coercion

Extortion

Social Alienation

Gossiping

Embarrassing a student

Setting up a student to look foolish

Spreading rumours

Excluding from a group

Inciting hatred

Setting a student up to take blame

Public humiliation

Spreading malicious rumours

RESPONSIBILITIES

School Staff

Teach and model social skills and provide opportunities for practicing these skills

Take all reported instances of bullying seriously

Investigate all reported incidents of bullying

Take appropriate action, or refer matter to administration

Ensure that all students are aware of what bullying is, that it will be taken seriously and will not be tolerated

Create open, caring and safe learning environments where students feel comfortable reporting bullying

Document the incident and when necessary report it to parents and administration

Develop classroom rules and expectations with students

Be vigilant in the classroom and observe the social relationships between students

Involve police as per section 7 of protocol

Provide parents with strategies and support in helping their children deal with conflict

Raise awareness of bullying through curriculum opportunities

Victim

Remove yourself from the situation as quickly as possible

Report the incident to a person in a position of authority

Be firm and clear with the bully that you want the bullying to stop

Do not blame yourself

Bystander

Report the incident to a person in a position of authority

Refuse to join in

Be firm and clear that you want the bullying to stop

Parent/Guardian

Become educated on the issue of bullying and victimization

Create opportunities for your child to talk about bullying

Reinforce with your child the need to resolve conflict in a non-aggressive way

Model with your child non-aggressive conflict

Teach your child strategies in dealing with bullies

Take your child's complaints of bullying seriously

Inform the school immediately if you think your child is being bullied or is demonstrating bullying behaviour

Teach your child to avoid children with bullying behaviours

Support the school on anti-bullying issues and concerns

Police

Provide bullying presentations to all students from elementary to secondary level on a minimum two-year rotation basis

Work closely with school staff to develop preventative and appropriate intervention as stated in section 20 of the Ontario North East Region Police and School Protocol

All other involvement as described in the Ontario North East Region Police and School Protocol

Attend parent forums when requested

School Council

Support anti-bullying initiatives and parental education

IF YOUR CHILD IS THE BULLY

Your first response will be to get defensive but don't!

Investigate what happened between your child and his/her victims.

Talk to school administrators, your child, the victims and their parents.

Make it clear to your child that the family does not tolerate this type of behaviour.

Monitor your child's behaviour and watch their activities. Enforce the rules if they start to bully again and reward them if they stop their habit.

HOW TO PREVENT FURTHER BULLYING

Create opportunities for your child to talk to you. Encourage your child to report bullying incidents to you.

Let your child know you will be there for them and that they are not alone.

Reassure your child that the bullying is not their fault and they do not deserve to be bullied.

Teach a bully-proofing strategy, for example, assertiveness.

Help your child find at least one supportive, loyal friend. Welcome your child's friends into your home.

Step in if the situation seems dangerous or if your child continues to suffer.

Find out what policies and procedures exist at the school for dealing with bullying situations.

Ask about our Bullying Mediation Program.

Our Bulling Mediation Program is available to all schools and parents. For more information on the Bullying Mediation Program call the Thunder Bay Police Service School Resource Unit at 807-684-1279 or 807-684-1280.

COPING WITH A CHILD'S ANGER

It can be alarming or even disappointing to find out that you child has reacted with anger or aggression to a situation. When you see your child responds with anger or aggression, TALK to your child about it.

Consistently reinforce the message "People are not for hitting/biting/kicking".

Suggest Alternatives for their anger like counting to ten, walking away and asking an adult for help.

Practice a situation and see how they will react to the problem.

Isolate the situation which likely led to the problem. Very often confrontation happens when children first start to learn a social skill like joining in or sharing.

Name calling should never be taken lightly as it may lead to a situation involving violence.

Discuss "Bullying" with your children and ask them to tell you whenever there are problems with a bully.

Bullying often involves violent behaviour and emotional abuse.

Bullying is spread by silence and fears don't let it go unnoticed.

Start early! Teach your children not to hit or verbally attack from an early age. The earlier they learn that this is not the way to react to situations when they do not get their own way, the more likely they will not use this tactics when they are older.

# data[].attributes.attachment_link.description
DEFINITION: " Bullying is a pattern of repeated aggressive behaviour, with negative intent, directed from one person to another where there is a power imbalance" -- Dr. Dan Olweus. 1993. A specific behaviour is bullying when it is?

# data[].attributes.attachment_link.description
In this section we will be posting information that parents and teachers may find useful when discussing safety issues with children. Information in this section include: Bullying Cyberbullying Street Proofing Your Child More information coming soon!

# data[].attributes.attachment_link.readable_text
As a police service, we are always concerned about the safety of our youth! We hope that these safety tips will keep our children safe and knowledgeable in handling challenging situations.
This section will cover:

# data[].attributes.attachment_link.description
As a police service, we are always concerned about the safety of our youth! We hope that these safety tips will keep our children safe and knowledgeable in handling challenging situations. This section will cover: Children's Bicycle Safety Being Home Alone Internet Safety Walking Safety

# data[].attributes.attachment_link.readable_text
The Thunder Bay Police Service supports this awareness campaign spearheaded by Thunder Bay District Crime Stoppers.﻿

Hate motivated crimes and incidents are activities that cause or threaten harm to the security, property, or dignity of an identifiable group or someone perceived to be a member of that group. Persons targeted by hate motivated crimes and incidents are deeply affected, sometimes for life. Targeting a person or group's identity can strike fear into an entire community of people.

The Thunder Bay Hate Crimes Awareness Committee (TBHCAC) formed in 2013 as a grassroots response from citizens concerned about hate motivated crimes and incidents in our city. The TBHCAC is working to:

raise awareness of hate motivated crimes and incidents,

encourage reporting of hate motivated crimes and incidents to the Police and Crime Stoppers,

prevent hate motivated crimes and incidents by working together to make discriminatory attitudes and actions unacceptable.

Hate motivated crimes and incidents are underreported in Canada. It is estimated that only 1 in 10 are brought to the attention of police. In part this is because no uniform definition or tracking mechanisms exists among police forces. There is also a lack of clarity about what constitutes a hate motivated crime. These factors make it difficult to understand the scope and extent of the problem and what the community, including police, can do to help.

The Thunder Bay Police Service recognizes the need for a more unified approach to strengthen the community trust. The Service has adopted definitions of hate motivated crimes and incidents recommended by the Hate Crimes Working Group of Ontario:

Hate Motivated Crime - Definition

A criminal offence committed against a person or property, that is perceived to be motivated and/or is motivated, in whole or in part by the suspect's hate, bias or prejudice based on real or perceived race, national or ethnic origin, language, colour, religion, sex, age, mental or physical disability, sexual orientation or any other similar factor.
The Thunder Bay Police are enhancing officers' investigating and reporting capacity to identify hate crimes and incidents and will continue work on behalf of those impacted by bringing evidence to the Crown for consideration during sentencing.
H ate or Rascism motivated crimes linked to actual criminal conduct e.g. Assault, mischief or threats. Hate motivated crimes will require something said or inferred through words, gestures or actions. Hate related information provided through victims and witnesses lead at trial will be considered by Judge at time of sentencing.

Not Criminal in Nature

statements describing racist comments, tones or bias towards a visible minority or indigenous person. May be based upon hate or hate motivated but not a crime. Services refused or negative general attitude towards others. The receiver is made to feel poorly or lessor than the sender.

Learn more at the Lakehead Social Planning Council page here.

Have your voice heard; please consider taking this online survey.

Encourage Reporting

Another reason individuals and groups targeted by hate motivated crimes and incidents do not report to police is out of feelings of humiliation, fear, and/or a desire to deal with the issue internally. Raising awareness of hate motivated crimes and incidents means building our capacity to address this issue together.

We encourage those impacted to report these to the police.

Together, we will develop a more complete understanding.

Together, we will be able better advocate for more resources.

Together, we can make hateful attitudes and actions unacceptable.

The Thunder Bay Police Service has an officer designated to monitor hate motivated crimes and incidents. We encourage impacted individuals and groups to call Constable Simon at 684-1200.

If you've been impacted by a hate motivated crime or incident Thunder Bay and Area Victim Services will connect you to the supports available to you in our community: 807-684-1051

Silence = Acceptance

It takes more than police to tackle this issue, especially when those harmed feel vulnerable, isolated and alone. If you witnessed an incident or have information, call Crime Stoppers. You do not have to reveal your identity: 1-800-222- 8477 or tipsubmit.com
Crime Stoppers is always anonymous and Tipsters will never have to testify in court! And you may receive a cash reward of up to $2,000 for information that leads to arrest.

# data[].attributes.attachment_link.description
Hate Divides A Community - We're Better Than This! The Thunder Bay Police Service supports this awareness campaign spearheaded by Thunder Bay District Crime Stoppers.﻿ What is Hate Awareness? Hate motivated crimes and incidents are activities that cause or threaten harm to the security, property

# data[].attributes.headline
                                                    Thunder Bay Police Service 

# data[].attributes.subject
                                                    Thunder Bay Police Service 

# data[].attributes.body
The Thunder Bay Police Service has a variety of resources that can aid in helping grade 9 students understand the severity of not acting within digital citizenship, and how a negative portrayal of this can affect their persona for life. These resources can show students that what you do digitally can affect your online presence, but also can have serious implications for the real world. The following links contain (or will soon contain) information that teachers can use in their classrooms to teach students about their actions, with a digital spin.