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

Setting Goals

Its all about me!Better than a thousand days of diligent study is one day with a great teacher Japanese Proverb

Learning does not happen by osmosisSocial skills, as with other learning competencies, must be taught, modeled, reinforced and self-evaluated regularly and consistently, if we are intent on making a positive difference in the lives of children.Richard Jones

The aims of Todays ExperienceIntroduction to the TPSR (Responsibility Model)Experience what it feels likeExplore the WhyLook at the model- Robust version Explore possibilities for your own practice

Your Commitment

Free your mind and your ass will follow

S.U.R.

Whats the reality for some?What difference can we make to the lives of our children?

Don HellisonProfessor of Kinesiology, University of Illinois,Chicago,USAUnderserved Youth Programmes30 years of developmentNCEA Physical Education 1.5 AS90071Born out of a need, to survive teaching these kids who were unmotivated and hostile. Hellison

PurposeTo take responsibility for your own well being and for contributing to the well being of others

ThemesIntegration-Teaching life skills and values must be integrated with the physical activity subject matter rather than be taught separatelyTransfer Lessons learnt in P.E must be taught for transfer into other aspects of their lives. Empowerment Instructional strategies based on a gradual shift of responsibility from the programme leader to the participantsTeacher-Student Relationship

ValuesRespect the rights and feelings of othersEffort (participation)Self - DirectionCaring and leadership

PrinciplesWhat 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 HellisonFocus questions What difference did he think he could make? How did he think he could do this?

Conflict Resolution StrategiesNBA Time outSport CourtTalking BenchSelf officiatingMaking New Rules

We will explore these later in the day

The Cumulative LevelsLevel 5: Outside worldLevel 4: CaringLevel 3: Self DirectionLevel 2: Participation (Effort) Level 1: RespectLevel 0: IrresponsibilityActivity- match behaviours with levels

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

OutcomesPhysical + EducationBehaviour Management strategiesFrees the teacher to focus on small groups and teach!Promotes thinking skillsEmpowers students to take responsibility personally and sociallyChild Centered vs. Teacher DirectedCreates a responsible school cultureAuthentic problem solving strategiesAuthentic goal settingUltimate- PE - Self paced challengesInquiry- Planning and implementing own inquiry

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 Hellisons 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

Why I am hooked

Lets do it!

Competitive Choice E:\TPSR Lessons\Eden ball.mov

Conflict Resolution StrategiesNBA Time outSport CourtTalking BenchSelf officiatingMaking New Rules

http://responsibilitymodel.wikispaces.com/

TPSR Resources

S.U.R.

Why?

This is what we do

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 childs 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 my response 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

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

Drucker suggests that.. Responsibility is .Choice that matters

Personal GrowthHellisonCoveyLevel 1Teacher DirectedLevel 3 Self ManagingLevel 5 - Benefiting self and others outside of schoolDependentIndependentInterdependentWe 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.

EmpowermentDegree of differentiation

S.U.R.

What?

Too much standing around--- not enough learning

Acknowledgement: Belka, David E Teaching Children Games: Becoming a Master Teacher.Lynley StewartWaikato School Support Services

Hellison LessonCounseling Time ( pre or post lesson )

Awareness talk- Review of the goals - One liners (Its nobodys 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.

The Activity LessonWarm up- you choose * intensity scaleGoal SettingSelf paced + inclusion skills practiceSkills stationsCompetitive choices * intensity scale

Group MeetingsRules Express how what others did affected themSay what they liked or disliked about the class Give the students practice in the decision making processHow could I improve? (A show of hands is a quick alternative when pushed for time)

RulesNo disrespect or blaming othersInclusion of everyone in the discussionPeaceful conflict resolution

Reflection TimeSelf-evaluation of their responsibilities that dayWho didnt 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 schoolWho has tried something that they need to improve (or have been learning at home?)

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 choicesPeggy PastorPrincipal

Maggies ModelUsing a specific Physical Education lesson format that includesTeacher 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 coveredCounseling time built into lessonPositive and specific reinforcement of behaviorsModeling of behaviours- ongoingSpecific strategies for each level Reflection time

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 setLinda Masser(1990)Using Hellisons levels elementary children understand their own and others behaviour.

Introduction through AquaticsPerfect area to focus behaviours- lots of opportunitiesLevel 1 Respect controlling own behaviour in and out of the poolIncluding everyoneLevel 2 ParticipationGive it a go, willing to try something newCourage to persistTry your best Working in pairs, groups, with whole class( making whirlpools, waves or playing a game)Level 3 Self direction Resisting peer pressureSetting goals, identifying strengths and weaknessesWorking in groups without direct supervision, keeping on taskReflecting on own and others behaviours and goalsLevel 4 CaringHelps others when they need helpTaking leadership rolesNot being judgementalHelping resolve disputes fairlyGiving a group directionPursing group goals

Maggie McClune - Otaika School

10 Strategies For Specific ProblemsTeacher self- reflectionSolutions BankIndividual discipline plansAccordion PrincipleSit out progressionGrandmas LawTeacher directed group5 clean daysTeaching by invitationResisting peer pressure

Lets do it!

AssessmentSelf- assessment sheetsGoal settingT StationFeedback @ meeting timesRubricsSelf-grading report card based on goalsIt must be immediate

S.U.R.

Kai Time

How?Transfer

Across the day Photos- visual goalsImmediate goals and recognition through out the dayUsing shared book and guided reading- to analyse characters make a retrieval chartBrainstorm praise phrasesUsing a power point and sound files students hyperlink their goals to their photo imageSound files of levels and goals at each level- hyper link videos examples etc.Certificates with the levels and behaviours

Goal Setting

Goal Setting

Have A GoCooperative learning activityGroups of fourUse a simple Hellison format Choose one or two strategies you could applyAwareness talk- What will you ask?- (1-2 questions)Activity lesson- Apply two strategies you have explored or read todayGroup meetingReflection

Goal SettingExampleWatch the time

Goal Writing

Empowerment

Self ReflectionSJ: Pt3 No1 2004

Transfer

Transfer

The Levels in Action

Where to next?Wonderings/Wanderings

What could you change, adapt, modify in your current situation?

What does it take to be a double goal teacher?Sense of purposeLeading and caringGenuiness and vulnerabilityIntuition and self-reflectionA sense of humour and playful spiritBe Luke not Darth

It wont happen overnight but it will happen- Rachel HunterThis may not be your bag baby Modify your situation in some small wayLess is moreReflect continuously Have the courage to outlast the critics

Door PassSomething Id like to know more about is..Something I enjoyed about today was..Something I need to improve on isSomething I think important to learn isSomething I now understand isSomething

The important thing is not so much that every child should be taught, as that every child be given the wish to learn.John Lubbock

*Partner Close Introduce Intensity Scale. 0-5O= no effort 5 = all outHow I intend to apply my self to the physical aspects of today's workshopsHow am I feeling?**Teacher questionnaireTodd Whitaker reading**What do I hang my hat on?*Look at the model as a robust version. You will scale back from this- starting small**Throughout stages of the day we will stop and so you can reflect on what you have experienced so far***2.Born out of a need, to survive teaching these kids who were unmotivated and hostile **Integration- -Authentic contextBoys issuesCoaching commentsTransfer- Primary Teachers have a great opportunity here! Transfer in P.E. lessons does not happen automatically. Read NZ Health Curriculum Document Aims Page 7Empowerment-.This is a challenge for traditional teachers, it takes a real shift in their thinking and challenges many of their beliefs. However, using the accordion principle and the idea that less is more it can be manage in a non threaten way. It starts with the wantTeacher- Student Relationship- Ginott quote I have come to the frightening conclusionor any of these convictions to be successful the teacher must recognise and respect the students Strengths and successes bot just weaknesses,individuality,opinions ( they have important thoughts and feelings) capacity to make wise decisions

*

2 values based on personal responsibility2 on social responsibilityHad to exclude other values to keep it simple and memorable

*What difference did he think he could make? How did he think he could do this?*Sport Court - Three students that have been elected to make a decision that the group can not decide on.Self Officiating - This is a little more difficult. The child has to pull themselves up if they break a rule in the game. The teacher pulls them up and sin bins them for a short period for not calling their own violation. This leaves the team short handed.Making new rules. Bump how can we make it so that every body gets to run? All Touch Room5 created bump/Block by putting hands on your head if you have been bumped crates a block for the other runners making it more difficult to be safe*Activity- Match Goals with Levels cut and paste jigsaw activity from kauri 2004Hand out copies of Maggie's adapted model*****Awareness talk- Inclusion/ Respect- How can we show these in our session today?Warm up- Self paced Stretching- Teaching by invitation- Student to volunteer or teacher to empowerActivity Lesson teaching by invitation- corner spryEden ballCompetitive choiceGroup meeting- Rules-No DisrespectInclusion of allPeaceful Conflict resolution

Express how what others did affected themSay what they liked or disliked about the class Give the students practice in the decision making processHow could I improve?Reflection where would you place yourself on the levels?Have you used any levels outside the class/school this week?How well did you contribute to the group?**Sport Court - Three students that have been elected to make a decision that the group can not decide on.Self Officiating - This is a little more difficult. The child has to pull themselves up if they break a rule in the game. The teacher pulls them up and sin bins them for a short period for not calling their own violation. This leaves the team short handed.Making new rules. Bump how can we make it so that every body gets to run? All Touch Room5 created bump/Block by putting hands on your head if you have been bumped crates a block for the other runners making it more difficult to be safe***Throughout stages of the day we will stop and so you can reflect on what you have experienced so far**Cat herding 56sec*Curriculum in Action-Creating a Positive Classroom Environment (Year 4-6) ***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*Throughout stages of the day we will stop and so you can reflect on what you have experienced so far***Counseling Time - connecting one on one with each individual during the lesson ( day)This is crucial to making TPSR workNeed to convey to each student that they Have strengths as well as things to work onAre unique individualsHave a voice and that it mattersHave the capacity to make decisionsAwareness talksBring the group together - briefly teach the 5 responsibilities (quality not quantity!) Read the body languagePost the levels on the wall for reference(Most teachers biggest mistake is that their only method of teaching TPSR is referring to the levels for behaviour management - A slogan without meaningDevelop One Liners- explain these essence of the levels Room 5 - Its no-ones fault, its all our responsibility. Waiting is wasting Youre hearing but your not listening Level 2 is where you need to start - The two below are unhappy levelsHow do you want to be treated? Devise group rulesDiscuss the Dynamics of teamwork and leadershipWhat are their goals?*

Activity- Lesson Refer to the strategies in handout.

Quicktime- Time outCompetitive choice

*RulesNo disrespect or blaming othersInclusion of everyone in the discussionPeaceful resolution of conflictShow of hands is a quick alternative when pushed for time

**Thunmbometer - treat the levels separately show of thumbs with leveled questions. Task - participants to match the statements to the levelsWho didnt 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 schoolWho has tried something that they need to improve (or have been learning at home?)*Kinesthetic BreakChoice - Stretch for a minute or Ill teach you a quick game to play with a partner APME- like paper rock scissors

Think / Pair /Share/ HitchhikeDraw a quick mindmap or spidergram. Central image- TPSRMain branches = What is it?, why teach it?, perceived outcomes****Self Reflection What matters most? Reflection in action What will make the difference at this moment?Solutions Bank- What if? Pre -planning see notesSit Out Progression Similar to Assertive DisciplineSit out or get under controlSit out - return when ready to put level 1 into practiceSit out until you and the student can negotiate a planRenegotiating a different planReferring the student for special helpGrandmas Law- You cant have any pudding until youve eaten your greens!If we can do this without griping then well have a game of volleyball5 Clean Days The student must work at level 1-2 for five days before they can devised a self paced planInvitation Try a couple of sit ups or just walk Try it my way for three daysPeer Pressure- If the way you go is to go with your friends, thats ok but as long as you understand that you are not making your own choice

*Octopus with noodles- self officiating. Or space invaderbump change rules**Throughout stages of the day we will stop and so you canreflect on what you have experienced so far********Big groupsPlan in pairs or three a quick Hellison lesson usingGFU , Kiwifundamentals or a lesson you are familiar with one small group plan togetherTeach your lesson to another group

****

Pt 3 No 1 2003Pt 3 No1 2004******

Task- What qualities do you think you might need?Be transparent - admit when things are going wrongTender heartedness is not the same as soft heartednessYouve got a problems I am here to help you fix them.Dont submit to the dark side*Modify - Introduce beginning levelsAdd reflection timeAdd group meetingsAdd other levelsAdd self assessmentShare your ideas with a friendShow video of students reflections

NCEA Physical Education 1.5 AS 90071*How does this apply to your situation?Unmotivated achievers*