Nicole Iorio

YAAP Rationale
I researched and did my Young Adolescent Advocacy Project on
Cyberbullying. I made a website that addresses victims of
cyberbullying, cyberbullies, parents of both types of students,
students, and teachers. The resources I present allow any person to
look at my website and feel like they are being addressed in some way.
My project fulfills Standards 1, 2 and 5 in the Middle Grades
Preparation Standards and is developmentally responsive to young
adolescents.
The first standard addresses Young Adolescent Development
meaning the middle level teacher candidates understand and apply the
major concepts; principles, theories and research related to young
adolescent development that supports student development and
learning. The biggest way my project addresses Standard 1 is that it
helps establish mutually respectful relationships with young
adolescents, which supports their intellectual, ethical, and social
growth and acts as an advocate for individuals and groups of students.
Fostering adult relationships is a huge part of overcoming
cyberbullying, and often times a student will feel like they do not have
an adult advocate. The resources I present teachers will allow them to
develop students trust and respect in them. Students will understand
that teachers are coming from a place of caring, and will be more likely
to confide in them if they are dealing with something like
cyberbullying. I am also proficient in using developmentally responsive
instructional strategies. The lesson I use as an example for teachers
gives teachers the opportunity to present bullying in a more direct and
effective way. Letting students take a quiz that informs them of their
online behavior and then leading a discussion will make learning more
personal for students and let them take more away from the topic. The

information I provided students with about cyberbullying engages

young adolescents in activities related to their interpersonal,
community and societal responsibilities. I encourage students to take
preventative messages for cyberbullying into their own hands by
discussing possible school-wide anti-bullying programs with their
principal. I also present students with state laws and policies about
bullying and harassing, and try to engage them in their community by
brainstorming if the preventative measures in place are currently
working, and if they arent, trying to find a solution. My website
collaborates with other teachers, families and community partners for
the benefit of young adolescents by asking anyone who witnesses,
hears about or experiences cyberbullying to stand up for what is right.
This encourages young adolescents to trust the adults around them for
help when they are dealing with something challenging. My website
efficiently applied to Standard 1 of the Middle Grades Teaching
Preparation Standards.
Standard 2 states that Middle level teacher candidates
understand and apply the philosophical foundations of
developmentally responsive middle level programs and schools and
the organizational structures that support young adolescent
development. I demonstrate and advocate for examples for school
organizational features that promote young adolescent health and
wellness, by encouraging students to be in touch with their principal
and counselor. I express that students should research ways to
incorporate anti-bullying programs into their day by talking with
administration. If a student does not feel safe at school, they will not
be set up to succeed. My ideas for more anti-bullying programs aligns
with ideas for an advisory program that applies the major concepts,
principles, theories and research that reflect the philosophical
foundations of developmentally responsive middle level programs. If
schools implanted the anti-bullying programs I advocated for on my

website, students would understand that this is major problem that

needs fixing. My project also addresses advocating for
developmentally responsive organization structures that foster socially
equitable educational practices. I express that learning about
cyberbullying is not just about empathizing for the victim, though that
is a part of it. I provide a multitude of steps students can take to
eradicate the bullying situation, offering options to fit every students
needs. I also prompt that the bully needs just as much help as the
victim and offer clear and diverse instructions to help a bully and a
parent overcome this obstacle in their life. The strategies and
instructional practices I use in my Young Adolescent Advocacy Project
align with Standard 2.
Standard 5 expresses that middle grades teacher
candidates understand the complexity of teaching young adolescents
and engage in practices and behaviors that develop their competence
as professionals and leaders in the field of middle grades education
within a global community. One thing my project does very well is
demonstrate my knowledge and fluency in technology systems and the
transfer of current knowledge through collaboration and
communication with students, peers, parents and community members
and using a variety of digital-age media formats to support student
success and innovation. By using an easily accessible website, all
members of the community can be involved in learning about
cyberbullying. It is easy to use, but also engaging and offers many
modes of receiving information about cyberbullying. My Cyberbullying
website is easy to share with parents, administration in a school and
students quickly. Anyone involved or uninvolved in a cyberbullying
situation is addressed and given information specific to them on the
website, so no party is left out. I engage students, peers, parents and
community members to become involved in cyberbullying and do
everything in their power to fix things from where they stand. One

thing I stress to parents and teachers is to establish respectful,

productive and collaborative relationships with one another to improve
student learning and well being including effective communication and
advocacy. Teachers and parents need to work together to help a
student through a situation like cyberbullying because chances are
they are the people the student trusts the most. Teachers have more
influence over teachers than they know, and by keeping a steady
connection between themselves and parents, students will know they
care about them as person and not just a student. My websites urges
teachers to serve as a role model through engaging in professional
responsibilities such as serving as an advisor, serving on committees
and in parent, community and professional organizations and act as a
positive role model for youth in interaction, affiliations, and
negotiations with others beyond the classroom. Teachers need to let
students know they care about them in and out of the classroom and
learning. By being attempting to start anti-bullying programs within
their school, they are expressing their compassion for their students
well-being and affairs. My website provides teachers with many lesson
plan sources that will serve them in teaching their students about
cyberbullying. My website and message to teachers demonstrates that
I have represented Standard 5 with this project.
I have demonstrated my understanding of Standards 1, 2 and 5
with my Cyberbullying website. It not only provides information and
facts about cyberbullying, but offers steps and guidance for victims,
bullies, parents of victims and bullies, students and teachers. This
project allows students to grow in the knowledge they learn in the
classroom, but also the knowledge they attain from the world around
them.