Hellisons Model for teaching Personal and Social Responsibility 0nderlying principles

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(Adapted by Maggie McClune to suit Room 4,

tai!a "alley School# Adapted from ideas in

Helllison, $ %&oals and strategies for teaching physical education('()*# and +eaching responsibility through physical acti,ity(-../# Responsibility model is relational1 +eacher2 student relationship is respectful, supporti,e, has a responsibility bases en,ironment2 treat !ids 3ith dignity, 3or! from their strengths, respect their indi,iduality1 Responsibility model shifts the emphasis from physical acti,ity to life s!ills and ,alues Responsibility model integrates responsibilities into the physical education lessons and into the general classroom programme1 Responsibility model gradually shifts po3er and decision ma!ing from teacher to students, choice and ,oice1

45"54 . 6rresponsibility

45"54 ' Respect

S C6A42M RA4 Attempts to counter socially destructi,e attitudes, ,alues and beha,iours1 6ntended to pro,ide a psychologically and physically safe en,ironment1 Contributes to the 3ellbeing of others 5ssential for a positi,e learning en,ironment

45"54 Participation

Personally responsible for o3n 3ellbeing $esigned to help students positi,ely e7perience programme content, counters self %defeating attitudes and beha,iours e1g1 8cruising

45"54/ Self direction

Personally responsible for o3n 3ellbeing

45"544 Caring

Contributes to the 3ellbeing of others

57tends the learning en,ironment

57tends the learning en,ironment +ransfers to outside Physical 5ducation

5ssential for a positi,e learning en,ironment Participation and effort Self2moti,ation 57ploration of effort and ne3 tas!s Courage to persist 3hen the going gets tough Self direction n tas! independence &oal setting progression Courage to resist peer pressure Helping others and leadership Caring and compassion Sensiti,ity and responsi,eness 6nner strength 9eing a role model

Main points for each level

Respect feelings

for the rights and of others Self control +he right to peaceful conflict resolution +he right to be included

:hat the le,els can loo! li!e generally 4e,el ; 6rresponsibility $isrupting 3or! and play of others "erbal and physical abuse <ame calling S3earing Ma!ing fun of others 9ullying 6ntimidation Hogging e=uipment or space 6nability to control ones temper 0nable to resol,e conflicts peacefully Ma!ing e7cuses 9laming others +al!ing to friends 3hen teacher is tal!ing +al!ing 3hen class mates are tal!ing $eny responsibility for 3hat they do or dont do 51g1 Mum forgot to put my P5 gear or s3imming gear in my bag1 Mum didnt get it ready Mum didnt put my home3or! boo! in my bag1 My little sister too! my boo!,

4e,el ';Self control Control your temper and your mouth Control selfish beha,iours( not controlled by others2resisting the urge to fight#

4e,el -;Self moti,ation Shifting small responsibilities to students in s!ill drills or fitness acti,ities

Right to peaceful conflict resolution 5ncourage negotiation Recognise differences of opinion +he right to be included 5,eryone deser,es turns and playing time May not participate in daily acti,ities or sho3 mastery or impro,ement but can control their beha,iour enough so they dont interfere 3ith other students or their right to learn1 +hey do this 3ithout teacher inter,ention or constant super,ision1

57ploration of effort and ne3 tas!s +ry it you might li!e it &i,e it a go :illing to participate Courage to persist 3hen the going gets tough +ry your best and dont gi,e up

Personal definition of success( gi,e a ,ariety of definitions, this 3ill help them de,elop or internalise their o3n# A tas! in,ol,ed person defines success in terms of participation, impro,ement and mastery in a particular tas!1 Success depends on ones o3n effort1

April 4, 2014 4e,el /; n tas! independence Sho3 respect and participation1 Able to 3or! 3ithout direct super,ision Can do learning centre acti,ities Can follo3 a reading rotation board Can 3or! o n fitness>P5 acti,ity cycle &oal setting progression 0nderstandings goals2 initially set goals for them , 3or! on understanding their o3n needs and setting o3n goals Realistic goals 4in!s in 3ith setting learning outcome> intentions2+eacher to model and reflect on these Ma!e a carry out a plan to impro,e ones self2 identify strengths, 3or! on 3ea!nesses Courage to resist peer pressure

4e,el 4; 6ncludes respect, participation, being self directed and moti,ated to e7tend their sense of responsibility beyond themsel,es by cooperating, gi,ing support, concern and helping others1 6nterpersonal s!ills of listening and responding 3ithout being ?udgemental or dogmatic, helping 3ithout being arrogant, helping only if the other person needs help2not being a rescuer 4earning to help resol,e disputes, differences, and conflict peacefully and democratically1 4eadership roles Ability to balance the tas! of gi,ing group direction 3ith facilitating their o3n needs and interests1 6nner strength 6n,ol,es the courage to resist

ripped my boo!1 4earned helplessness Mum hangs up the school bag1 Mum has to find the lost property Cant find clothing, hat, home3or!, togs Teacher interaction strategies Specfic lesson format +eacher tal!2 a3areness tal! Counselling time2 built in as needed &roup tal!2 built in as needed Modelling2 on going Reinforcement2 positi,e and specific reinforcement Reflection time2 Specific strategies for each le,el 0se of games sense approach2 +&@0 0se of cooperati,e games Ho3 the le,els can 3or! during physical education sessions +each le,el one to students 3ith e7amples Aeep o3n temper under control Praise students for being under control 3ith out prompts As! students ho3 the class can do a better ?ob of protecting e,eryones rights Rule modification 6nclusion +each le,el t3o 3ith e7amples &et in,ol,ed 3ith students2to model and reinforce s!ills and beha,iours As! them to reflect on the amount of their in,ol,ement As! them 3hat they 3ant to learn Modifying tas!s Self paced challenge Redefining success for each student +ries ne3 things 3ithout complaining $oesnt saying B6 cantC

9eing able to stand up for personal rights Ho3 to be appropriately asserti,e

peer pressure and ones o3n agenda to step up as a leader

+each le,el / 3ith e7amples Aeep your promises to your students Ac!no3ledge independent 3or! As! students to reflect upon their responsible self directed beha,iour Allo3 for choice for independent 3or! n tas! independence &oal setting Personal plan

+each le,el 4 3ith e7amples Helping others 4eadership roles Pursing group goals Coaching Social Contribution

Standing and 3atching but not ?oining in Cruises not putting in any

Puts e=uipment a3ay correctly and in right place1 $oesnt need to be as!ed to do ?obs

:illing to 3or! 3ith anyone Helping to ta!e care of ne3 children or

effort $oesnt disrupt class 9rings s3imming gear or cross country gear, sunhat &ets changed sensibly Practices but not all the time Reacts immediately 3hen 3histle blo3n A3are of safety rules in and around pool e1g1 :al!s in the pool area n time to class

4istens to instructions Helps 3ith e=uipment Puts e=uipment a3ay properly Doins in 3ith others &ets into pool and Bgi,es it a goC Can loo! after o3n possessions2 clothing named, in o3n bag, e,erything ta!en from pool area

Stays on tas! e,en 3hen teacher in,ol,ed 3ith other group 4istens to and follo3s instructions the appropriate time Set goals and 3or!s to3ards meeting them Ma!es sensible choices Ano3s 3hat to do in an emergency2 follo3s correct procedures(e1g1 child fitting, child had an accident#

younger children Sho3ing another child ho3 to carry out a tas! or s!ill or play a game 6n,iting others to ?oin in Accepting of others capabilities or lac! of them Supporting children 3ith disabilities in a sensiti,e 3ay if they re=uire assistance1 Able to support other childrens learning eg 1models and encourages safety rules in a non threatening manner Sharing e=uipment 4eading a group +eam3or! Ability to adapt games Can lead discussions and reflection sessions