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Making appropriate right/wrong judgments is important in interpersonal communications to prevent cyber-bullying problems between children

Classroom Behavior Your behavior in class, or the manner in which you conduct yourself, is also an ethical choice. One of the most common set of rules for interactions within a technologically-enabled environment is called Netiquette, which is important because “the distance imposed by computer networks disrupts our interactions so that people may become more vocal (mostly a good thing), but also more careless.” What I’ve noticed during class discussions is that students may forget that their classmates are people and can read, interpret, and misinterpret what has been posted. That’s why I remind students to read their messages aloud before posting them and consider both the content and possible tone of the messages. I also encourage students to find specific elements of their peers’ responses to focus on when they are posting messages – in other words, keep it academic, not personal.  Another ethical choice to make, concerning your classroom behavior, is related to the issue of cyber safety, which involves how you behave or act towards others online. Cyber safety for students “includes the language they use and the things they say, how they treat others, respecting people's property (e.g. copyright) and visiting appropriate websites.” Also related to cyber safety is cyber bullying. Forms of cyber bullying can include: •    “Insulting: Posting or spreading false information about a person that will cause harm to that person or that person’s reputation. •    Targeting: Singling someone out and inviting others to attack or make fun of her or him. •    Excluding: Pressuring others to exclude someone from a community (either online or offline). •    Harassment: Repeatedly sending someone nasty, mean and insulting messages.” It is your responsibility as a student to act ethically in your class. Instructors know the importance of monitoring online interactions to ensure that students have a safe classroom environment to work in. For example, if I observe a message within the discussion board that may be perceived as threatening or hostile, I’ll address it right away with that student and should the problem continue I can file a Student Code of Conduct violation with the school.

The M-BOD scenarios sketched out above differ from those described in the EL section in that the former take seriously the role of desire in student learning. In the M-BOD scenarios, students resource their creative and dramatic selves to become their own guides in working out the meaning(s) of History, ethics, bullying, etc. This learning is “deep” because it involves the body in several ways: Sometimes bodies actually get up and move through space (i.e., the walking dance or doing field research) Students are prompted to respond to situations more than follow directions; these situations require them to “read” other people and multiple texts and contexts Students’ formal presentations (their strategic, other-directed productions) elicit actual responses from people, which (whether good or bad, or a mix) then require some expression and reflection Back to Discussion of "Situating M-BOD"       Preface One: Situating Embodied Learning Two: Case Study: Oliver Identity and Learning: “Follow What I Am Doing: Do The Rules That I’m Doing: It’s Very CoM-pli-cated” Improvisational/Feedback "1,2,3...16, 17,18, NineTEEN" Innovation: “I Can Look At Your Cards” Producelike Behavior: "Why Do The Make Queen Better Than Jack?" Conclusion: "The Bricolage, The Music, The Movement" Three: Implications for the Literacy Autobiography Assignment              

ne out of ten 13- to 17-year-olds have used some form of social media

68% of all teens say Facebook is their main social networking site

51% visit social networking sites daily

a student may suffer low self-esteem from the perceptionthat the method engages in ‘bullying

intimidating