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F O R  S T U D E N T S

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“Breaktime” can be used in various ways in teacher education, but also with the teaching staff or students in schools. Below, we suggest two ways student teachers can work with the resources in workshops. The workshops can be organized in collaboration between for example pedagogy, social studies, L1 learning and a schoolteacher. Before and/or after the workshops, we recommend that the students work with the Education Act and relevant research about social environment and students learning.

Undervisningsopplegg 1

LESSON PLAN 1

Time frame: 5-6 teaching hours

UNDERVISNINGSOPPLEGG 2

1. 

Plenary

Watch the videos sequentially with students (synchronically, but individually if online teaching). Write observation notes.

Discuss:

What did you observe?

  • Did you notice the same things or did your observations differ? 

  • How would you describe the social environment? 

  • Can you see any indicators of bullying? Explain.

Explore the teacher’s documents about the class and individual students and discuss:

  • Do the documents expand or challenge your impression of the class environment or of particular students? If so, what did you detect?  

2.

Groups

Draft an action plan for how you as teachers would work with the class environment. Feel free to look into other school’s action plans and relevant research to get ideas. Examples can be found here.

3.

Across groups

Present the action plan for another group who gives feedback.

4.

Groups

Use the feedback to revise the plan and share it with the teacher/class (could potentially be handed in and assessed).

5.

Plenary

Summary and discussion:

  • How could "Breaktime" be used with students in school?

  • How would you describe your learning outcome from using “Breaktime”?

Undervisningsopplegg 2

LESSON PLAN 2

Time frame: 4 teaching hours

UNDERVISNINGSOPPLEGG 2

UNDERVISNINGSOPPLEGG 2

1. 

Plenary

Joint start with introduction and presentation of the assignment.

2.

Groups

The class is split into minimum three groups, preferably more if it’s a large class. Each group watch a given collection of films. (Films that are appropriate to watch together are colour coded: Chloe, Ina & Kine, Anna, Vilde, Peter, Annika, Karl Morten, Markus, Lucas, Sindre, Jannike, Birk, John, Kaia, Susann & Leonard.

Watch the films and write observation notes.

Choose a chair and discuss: 

  • What did you observe? How does the students seem to be doing as part of the class?

  • Did you notice the same things or different things? 

  • How would you describe the class environment from the perspectives of the given students? 

Explore the teacher’s documents and discuss: 

  • Did you find any new information that strengthen your understanding of how the students in the films are doing?

  • How do you think the sociogram would look if it was made today?

3.

Plenary

The chair from each group report from the groups’ work. Discuss:  

  • Based on what the groups combined have observed, what characterize the classroom environment?

4.

Groups

Draft an action plan for how you as teachers would work with the class environment in the forthcoming time. Use this bullet list. Focus primarily on the problems addressed in the groups’ films. Feel free to look into other school’s action plans and relevant research to get ideas. Examples can be found here.

5.

Across groups

Present the action plan for another group who gives feedback.

6.

Use the feedback to revise the plan and share it with the teacher/class (could potentially be handed in and assessed). If time, watch the other films. Discuss if they expand/challenge your previous impression of the class environment. 

Groups

7.

Plenary

Summary and discussion:  

  • How could you use "Breaktime" with students in school?

  • How would you describe your learning outcome from using "Breaktime"? 

Hadlingsplan

ADVICES WHEN DEVELOPING ACTION PLANS

Many municipalities create joint action plans for how they work to prevent bullying and improve the psychosocial learning environment for all schools in the municipality. Some schools have their own routines for how they work with the psychosocial learning environment at their school. Contact teachers for a class (homeroom teachers) also create their own plans for how they work with the class or with one or more individual students. 

In this task, you are to create an action plan for class 9c at Stavnaker Lower Secondary School. The plan may include measures for the whole class and possibly individual students. Highlight the challenges you want to address, who is involved, which actions you have considered, who is responsible, and deadlines for future work. 

If you observe something you believe is bullying or indicates a poor school environment, it is necessary to fill out a notification form and create a corresponding “activity plan.” Most municipalities have standard forms they use when matters are concerning the duty to act regarding Section 12 of the Education Act.

 

You decide how the plan(s) for class 9c should look and how detailed it should be, but we recommend including the following points: 

  1. Description of the situation/conditions, who the case concerns and sequence of events. 

  2. Action, for example: 

    • Gathering information through mapping and conversations 

    • Academic actions 

    • Social actions 

    • Material actions 

    • Structural/organizational actions 

  3. Responsible person(s) 

  4. Deadlines: follow-up work and evaluation 

Eksempler
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SOME RELEVANT SOURCES:


Macaulay, P. J., Betts, L. R., Stiller, J., & Kellezi, B. (2018). Perceptions and responses towards cyberbullying: A systematic review of teachers in the education system. Aggression and violent behavior, 43, 1-12.

The Norwegian Media Authority: BARN OG MEDIER 2020 En kartlegging av 9–18-åringers digitale medievaner. https://www.medietilsynet.no/globalassets/publikasjoner/barn-og-medier-undersokelser/2020/201015-barn-og-medier-2020-hovedrapport-med-engelsk-summary.pdf

The government about learning environment and bullying (2020): https://www.regjeringen.no/no/tema/utdanning/grunnopplaring/artikler/laringsmiljo-og-mobbing/id2353806/ 

Thorvaldsen, S., Westgren, B. B., Egeberg, G., & Rønning, J. A. (2018). Mobbing, digital mobbing og psykisk helse hos barn og unge i Tromsø. Tidsskriftet Norges Barnevern, 95(02-03), 128-142.

Norwegian Directorate for Education and Training (2019). Mobbing og misstrivsel - hva skal skolen gjøre? Steg i aktivitetsplikten. Norwegian Directorate for Education and Training. Retrieved 10.02.2021 from https://www.udir.no/laring-og-trivsel/skolemiljo/aktivitetsplikt/  
 

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