How banter can be hurtful
Sometimes, what’s intended to be banter could actually be hurtful to the other person. It isn’t always obvious, since many people might choose to ignore it or to laugh it off. This lesson asks students to consider what is appropriate and inappropriate banter.
Year level
9-12
Duration
60 minutes
Type
In class activity
Online learning
Take away activity
SEL Competencies
Self-awareness
Self-management
Social awareness
Relationship skills
Responsible decision-making
Learning intention
Students will understand what banter is and how it can affect those around them.
Key outcomes
By the end of the lesson, students will be able to:
explain what banter is
identify statements that could make others feel uncomfortable
understand the impact banter can have.
Materials needed
Access to the ReachOut.com video When does banter go too far?
Large space
Collaboration tools (A3 paper, sticky notes, digital brainstorm application)
Mapped to
Australian Curriculum: Health and Physical Education
Evaluate emotional responses in different situations to refine strategies for managing emotions (AC9HP10P06)
Plan, rehearse and evaluate strategies for managing situations where their own or others’ health, safety or wellbeing may be at risk (AC9HP10P08)
Australian Curriculum: General Capabilities
Personal and Social Capability:
Self-awareness
Self-management
Social awareness
Social management
NSW PDHPE Syllabus
Analyses factors and strategies that enhance inclusivity, equality and respectful relationships (PD5-3)
Critiques their ability to enact interpersonal skills to build and maintain respectful and inclusive relationships in a variety of groups or contexts (PD5-10)
Victorian Curriculum: Health and Physical Education
Evaluate factors that shape identities, and analyse how individuals impact the identities of others (VCHPEP142)
Examine the impact of changes and transitions on relationships (VCHPEP143)
Activity 1
Small-group brainstorm: What is banter?
15 minutes
Divide the class into small groups.
Provide each group with an A3 piece of paper or other space on which to collaborate (e.g. Google Docs, whiteboard, sticky notes).
Give students 5 minutes to write down anything they associate with ‘banter’.
If the students need prompts, they could consider:
definition
examples
where and when they might use banter
the impact of banter.
Discuss the brainstorm with students. Key ideas to include in this discussion:
Banter can be a fun part of being with friends. It is often described as ‘joking around’.
What you’d say to one person, you might not say to another. Therefore, it’s important to think about what’s appropriate.
It's common not to know what to do when you’re uncomfortable with something that’s been said, especially if it was said among friends.
Activity 2
Crossing the line: Banter statements
30 minutes
Ask students to form a straight line, facing the front.
Read out loud to the students each of the banter statements provided below.
After each statement, students step forward if they think the statement ‘crosses the line’. This means that they think the statement could offend someone or make them feel uncomfortable. Provide students with an opportunity to share their reasons for choosing either to step forward or to remain still.
Banter statements
Should’ve gone to Specsavers.
Don’t be a pussy.
Who invited you?
Remind me why I’m friends with you.
What is wrong with you?
Activity 3
Video: When does banter go too far?
15 minutes
Provide students with access to the ReachOut.com video When does banter go too far?
After they have watched the video, ask them:
Why can banter be difficult to interpret?
The next time you’re joking around with friends, will you think about how you could be making others feel?
What can you do if you feel uncomfortable?
How can we make sure we don’t cross the line with banter?
