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Standing Up to Bullying

Stimulus-based conversation practice · 3 questions · about 10 minutes

Standing Up to Bullying — PSLE oral stimulus picture
Let your child look at the picture for 30 seconds before the first question.

The questions

Ask these in order. Wait five full seconds after each one before helping — the silence is where the thinking happens.

Q1 Describe the stimulus

Look at the picture. Describe the situation and explain who is doing the right thing.

Look, name, and explain what you see — then add one detail nobody else would notice.

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Model answer

In the picture, one student is being picked on by a group while another student is stepping in to stop it. The student being bullied has his belongings scattered on the floor and is looking down, while the group around him appears to be laughing. The one doing the right thing is the student who is speaking up and helping him pick up his things. What I also noticed is that a few students in the background are watching without doing anything, which is also part of the problem.

Why it scores

Answers the 'who is doing the right thing' part directly, then adds a sharp observation about the bystanders.

Show the answer frame instead
  1. Point to what you see"In the picture, I can see…" — name two or three specific things, not just one.
  2. Explain what is happening"It looks like… because…" — link what you see to why it is happening.
  3. Add one closer detail"What I also noticed is…" — this is what lifts a plain answer into a strong one.
Q2 Relate it to yourself

Tell me about a time you saw someone being treated unfairly. What did you do?

Give a real example from your own life. Say what happened, then how you felt.

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Model answer

This reminds me of a time in Primary 4 when a boy in my class kept hiding another boy's shoes after PE. Everyone thought it was funny at first, but the boy started coming to class late and looking upset. One day I found the shoes behind the cupboard and gave them back to him, and afterwards I told my form teacher what had been happening. I was worried about being called a busybody, but the teasing stopped, and I would do the same again.

Why it scores

Honest about the fear of getting involved, and shows the outcome — proving that speaking up actually worked.

Show the answer frame instead
  1. Set the scene"This reminds me of the time when…" — say when and where in one line.
  2. Say what you did"What I did was…" — one clear action, not a list.
  3. Say how it felt or what you learnt"After that, I felt… because…" — examiners are listening for this part.
Q3 Give your opinion

Some students are afraid to tell a teacher about a bully in case they are called a snitch. What do you think they should do? Why?

Take a clear stand, give a reason, acknowledge the other side, then close.

0:00
Model answer

I feel they should still tell a teacher. Being called a snitch is unpleasant, but it lasts a short while, whereas bullying that nobody reports can go on for months and really hurt someone. If a student is worried, they can speak to the teacher privately or write a note, so that nobody sees them doing it. Most importantly, telling a teacher is not the same as tattling for fun — tattling is to get someone into trouble, but reporting bullying is to get someone out of trouble.

Why it scores

Confronts the objection head-on, offers a practical workaround, and closes with a distinction the child can remember.

Show the answer frame instead
  1. Take a clear stand"I feel that… / I agree that…" — never start with "maybe".
  2. Give your strongest reason"This is because…" — one solid reason beats three weak ones.
  3. Show you see the other side"I understand why some people feel that…, however…" — this shows maturity.
  4. Close it"That is why I believe…" — a proper ending, not a trailing off.

Useful phrases for this topic

Frames your child can use while answering these questions. Tap any phrase to copy it.

  • In the picture, the student is…
  • This often happens in school when…
  • In my own experience…
  • What I would do differently is…
  • A better way would be to…
  • It teaches us that…
  • What I also noticed is…
  • This reminds me of the time when…
  • I understand why some people feel that way, however…
  • That is why I believe…

Common mistakes on this kind of question

Blaming someoneAnswers that point fingers score lower than ones that suggest what could be done.
A story with no consequenceSay what happened afterwards — that is where the learning shows.
Answering as an adultSpeak as a student. Your own school experience is exactly what is being asked for.
Answering in one line"Yes, I would." A full answer needs a reason and an example — aim for three or four sentences.
No reason givenEvery opinion needs a "because". Without it, the answer sounds like a guess.

Parent script — how to run this in 10 minutes

  1. Show the picture. Say nothing for 30 seconds.
  2. Ask Q1 exactly as written. Count to five in your head before you help.
  3. After the answer, ask "why?" once more. That single word usually doubles the answer.
  4. Repeat for the remaining questions.
  5. Finish with one thing that was good and one thing to try next time. Only one of each.
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