AMELIE SATTERLEE
Hi, I am a ten-year-old girl in fifth
grade. I have noticed that school boys have tried to make girls feel weaker
than them and make girls feel bad. I want to tell you some ways to ignore it
and to stop it from happening.
One thing I have experienced myself is
having what kids like to call “frenemies”. It means that they pretend to make
fun of you and you pretend to make fun of them. Now that is not really being a
bully because you are actually friends just pretending to be enemies, but
sometimes it can still hurt people’s feelings.
It is best to stop being mean to each other because sometimes people
will not know if it is a joke or not. And even if it’s a joke it can still hurt
so it is best to not play that game.
Common bullying in school is like if
someone laughs at you, says mean things like you look dumb, and stuff like
that. Boys sometimes try to make girls feel weaker by making fun of them or
saying that the girls are bad at things or that they are stupid. One way to
make it stop is to just say “thank you.” If you do that you will get the
bullies very disappointed because they wanted to make you sad and you showed
them that it didn't work. Another way to
ignore it is to simply walk past them. That will get the bully thinking a bunch
of questions in his head and not give them what they wanted, which was some
kind of reaction. Finally, a good thing to do is to tell them to stop.
Sometimes kids don’t even know that what they’re doing is hurtful unless you
tell them.
Maybe they have been bullied so much that
they don’t even realize its wrong, and you need to tell them.
So that’s how you can ignore common
bulling. Now there is one more thing I want to say, if you are getting punched
or really hurt or something there is only one thing to do and that is to tell
someone like a parent or a teacher and they will do something about it. You
have to get help. Also, stick up for others if you see them being made fun of.
It will make you stronger to help others and you will help someone have a
better day.
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