Teaching Personal And Social Responsibility through Physical Activity

1. Teaching Personal And Social Responsibility through Physical Activity A workshop based on the work of Professor Don Hellison Presented By Richard Jones

2. Setting Goals

3. It’s all about “me”! “Better than a thousand days of diligent study is one day with a great teacher” Japanese Proverb

5. Learning doesnot happen by osmosis Social skills, as with other learning competencies, must be taught, modeled, reinforced and self-evaluatedregularly and consistently, if we are intent on making a positive difference in the lives of children. Richard Jones

6. The aims of Today’s Experience • Introduction to the TPSR(Responsibility Model) • Experience what it feels like • Explore the “Why” • Look at the model- Robust version • Explore possibilities for your own practice

7. Your Commitment Free your mind and your ass will follow

8. S.U.R.

9. What’s the reality for some? What difference can we make to the lives of our children?

11. Don Hellison • Professor of Kinesiology, University of Illinois,Chicago,USA • Underserved Youth Programmes • 30 years of development • NCEA Physical Education 1.5 AS90071 • “Born out of a need, to survive teaching these kids who were unmotivated and hostile.” Hellison

12. Purpose • To take responsibility for your own well being and for contributing to the well being of others

13. Themes • Integration-Teaching life skills and values must be integrated with the physical activity subject matter rather than be taught separately • TransferLessons learnt in P.E must be taught for transfer into other aspects of their lives. • EmpowermentInstructional strategies based on a gradual shift of responsibility from the programme leader to the participants • Teacher-Student Relationship

14. Values • Respect the rights and feelings of others • Effort (participation) • Self - Direction • Caring and leadership

15. Principles • “What I learned in my early years of teaching was that although I could not change the experience of poverty, racism, and violence that my students brought to the gym, I could, through activity experiences and discussions, help them to be more reflective about the personal and social-moral decisions they were making. I gradually came to understand that teaching personal and social responsibility in physical education meant helping children and youth become more socially and morally responsible for contributing to the well-being of others” Hellison Focus questions • What difference did he think he could make? • How did he think he could do this?

16. Conflict Resolution Strategies • NBA Time out • Sport Court • Talking Bench • Self officiating • Making New Rules We will explore these later in the day

17. The Cumulative Levels • Level 5: Outside world • Level 4: Caring • Level 3: Self Direction • Level 2:Participation (Effort) • Level 1: Respect • Level 0: Irresponsibility • Activity- match behaviours with levels

18. Why Goals? • “Cumulative levels are particularly popular with teachers because they provide a shortcut in dealing with large classes and large numbers of kids every day. The disadvantage is that students don't conform well to the concept of cumulative levels. A student may show some helping and leadership and later laugh at someone who made a mistake or decided not to participate for a while. As a result they probably work better as goals towards which kids can work”- Hellison

19. Outcomes • Physical + Education • Behaviour Management strategies • Frees the teacher to focus on small groups and teach! • Promotes thinking skills • Empowersstudents to take responsibility personally and socially • Child Centered vs. Teacher Directed • Creates a responsible school culture • Authentic problem solving strategies • Authentic goal setting • Ultimate- PE - Self paced challenges • Inquiry- Planning and implementing own inquiry

20. Results. • The children treated each other with more respect. • New children coming into the class soon adapted their behaviours to fit our classes expectation of behaviours. • Children began to take more responsibility and could lead group activities. • They became more reflective. • We all enjoyed our lessons and could target our learning. • The behaviours targeted in Physical education transferred into the classroom and the playground. • I used the model in other areas such as maths, where we use lots of equipment, do hands on activities and group and individual work. • Other teachers decided to incorporate Hellison’s model into their classrooms. • It was included in our school policy and procedure file and is now being adopted school wide! Maggie McClune Otaika School- New Entrant Class

21. Why I am hooked

22. Let’s do it!

23. Competitive ChoiceE:\TPSR Lessons\Eden ball.mov

24. Conflict Resolution Strategies • NBA Time out • Sport Court • Talking Bench • Self officiating • Making New Rules

25. http://responsibilitymodel.wikispaces.com/

26. TPSR Resources

27. S.U.R.

28. Why?

29. This is what we do

30. “I have come to the frightening conclusion that I am the decisive element in the classroom. It is my personal approach that creates the climate. It is my daily mood that makes the weather. As a teacher I posses the tremendous power to make a child’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humour, hurt or heal. In all situations it is myresponse which decides whether a crisis will be escalated or de-escalated, and a child humanised or de-humanised.” • Hiam G Ginott, Teacher and Child: A Guide for Parents and Teachers

31. “I gave them a task and they all sat in a group and watched one person draw the title.”Classroom Teacher - Northland

32. Drucker suggests that.. Responsibilityis… ….Choicethatmatters

33. Personal Growth We move through these levels throughout the day. The trick is to recognise, reassess and self adjust. It is our responsibility to do so no matter what level we are on. Level 5 - Benefiting self and others outside of school Interdependent Hellison Covey Level 3 Self Managing Independent Degree of differentiation Level 1Teacher Directed Dependent Empowerment

34. S.U.R.

35. What?

36. Too much standing around --- not enough learning Acknowledgement: Belka, David E “Teaching Children Games: Becoming a Master Teacher. Lynley Stewart Waikato School Support Services

37. Hellison Lesson • Counseling Time ( pre or post lesson ) • Awareness talk-Review of the goals - One liners (“Its nobody’s fault its all of responsibility” “waiting is wasting!”) • Activity Lesson(integrated with responsibility) • Group meeting • Reflection Time • Note: By using simple kinesthetic strategies these Discussion Times can be quickly and easily managed. As the students become more proficient they become self managing and/ or peer led.

38. The Activity Lesson • Warm up- you choose * intensity scale • Goal Setting • Self paced + inclusion skills practice • Skills stations • Competitive choices * intensity scale

39. Group Meetings • Rules • Express how what others did affected them • Say what they liked or disliked about the class • Give the students practice in the decision making process • How could I improve? (A show of hands is a quick alternative when pushed for time)

40. Rules • No disrespect or blaming others • Inclusion of everyone in the discussion • Peaceful conflict resolution

41. Reflection Time • Self-evaluation of their responsibilities that day • Who didn’t cause anyone a problem today? • How hard did you try today? • How was your self control during class today? • How self directed have you been today? • Did you help anybody learn something at school/outside school • Who has tried something that they need to improve (or have been learning at home?)

42. Discipline is not a matter of keeping things under control by making choices for students;it is a matter of helping students to make good choices and to be responsible for those choices” Peggy Pastor Principal

43. Maggie’s Model Using a specific Physical Education lesson format that includes • Teacher introduction and awareness talk prior to leaving classroom- specific behaviours targeted and quick discussion about expectations using wall display and laminated cards. General learning intentions also covered • Counseling time built into lesson • Positive and specific reinforcement of behaviors • Modeling of behaviours- ongoing • Specific strategies for each level • Reflection time

44. Can we teach responsibility to juniors in particular? • Early intervention can promote positive outcomes for potentially difficult children.(Pica, 1993) • Many attitudes and values are established by the age of twelve. (Bloom, 1964 ) • Rae Pica(1993)Yes, through our curriculum content and teaching methods and by the examples we set • Linda Masser(1990)Using Hellison’s levels elementary children understand their own and other’s behaviour.

45. Introduction through Aquatics Perfect area to focus behaviours- lots of opportunities Level 1 Respect • controlling own behaviour – in and out of the pool • Including everyone Level 2 Participation • Give it a go, willing to try something new • Courage to persist • Try your best • Working in pairs, groups, with whole class( making whirlpools, waves or playing a game) Level 3 Self direction • Resisting peer pressure • Setting goals, identifying strengths and weaknesses • Working in groups without direct supervision, keeping on task • Reflecting on own and other’s behaviours and goals Level 4 Caring • Helps others when they need help • Taking leadership roles • Not being judgemental • Helping resolve disputes fairly • Giving a group direction • Pursing group goals Maggie McClune - Otaika School

46. 10 Strategies For Specific Problems • Teacher self- reflection • Solutions Bank • Individual discipline plans • Accordion Principle • Sit out progression • Grandmas’ Law • Teacher directed group • 5 clean days • Teaching by invitation • Resisting peer pressure

47. Let’s do it!

48. Assessment • Self- assessment sheets • Goal setting • T Station • Feedback @ meeting times • Rubrics • Self-grading report card based on goals • It must be immediate

49. S.U.R.

50. Kai Time