Reflections on Behavioral Reflections on Behavioral Peer TeachingPeer Teaching

• Utilize activities, avoid drills• Novel/fun activities• Become aware of problems • Watch back to wall• Improve activity time (wait time eventually

translates to off task time)• Directions must be clear, concise, and

encompassing of activity• Use a variety of strategies, not just one on

one conversations.

Chapter 7Chapter 7Humanistic ApproachHumanistic Approach

Humanistic ApproachHumanistic Approach• Definition – focuses on the

development of self-concept, interpersonal relationships, intrinsic motivation, improved thought patterns, personal and social responsibility, and other qualities of good character. – Also called the psychoeducational

approach

Framing Q’s• Why do you think humanistic

strategies are necessary in PE.• What might be some of the benefits?• Is it appropriate to teach about

character or responsibility? Isn’t that the job of parents!

Model #1 - Hellison’s ModelModel #1 - Hellison’s Modelof Social Responsibilityof Social Responsibility

• Sequential so students can compare and move-up the levels over time

• Two Parts:– Personal Wellbeing

• Effort• Self direction

– Social Wellbeing• Respecting oneself & others• Caring for others• Roles and responsibilities of citizenry

Model #2 - Hellison’s ModelModel #2 - Hellison’s Modelof Social Responsibilityof Social Responsibility

• Hellison in-action– Examples: 1, 2– How do you think this

model can be implemented in a classroom?

– Modified Hellison

Study on Benefits of Hellison’s Model

Practical StrategiesPractical Strategies• Post Hellison’s model on the wall or just the

level 5 behaviors (age appropriate). • Use exit questions related to personal and

social responsibility (thumbs up/down, touch answer on wall, 1 question quizzes)– Ask questions:

• Did someone help some today?• Who said something that encouraged someone?• How would a level one person get equipment?

• Daily Hellison’s model grade– Farmington example (wonderful!)

Practical StrategiesPractical Strategies• Role model appropriate behavior

– Have students demo level 5 behavior

• Students write reflections on their level of prosocial behavior or level of social responsibility (Hellison)

• Have students complete a personal responsibility goal sheet

• State affective goals related to Hellison’s Model in the initiation and review in the closure.

Practical StrategiesPractical Strategies• Reflection time

– Self evaluations

• Group meetings– Open forum

• Awareness talk - Monitor classroom dynamics and discuss problems you see arising with the whole class. – Speak positively about students, activities, &

performances and show a genuine concern

• Teach students how to give feedback• Line leader for “sport of the day”

Understanding HellisonUnderstanding Hellison• A student complains about another

student calling her a name. I ask the student what level the culprit was displaying. The offended student quickly identified level 0. I explained how level 0 students might try and pull higher level students down to their level. I ask the student if she would like to be a level 0 also. She says no and leaves feeling good about herself.

Understanding HellisonUnderstanding Hellison• A student is misbehaving in class,

keeping others from learning. I have the student sit out for a few moments and ask her why she was behaving at a level 0. I ask her what can be done so she moves to a higher level, at least a level 1. When she assures me she can, I allow her to join the class (Saskatchewan Dept of Ed).

Model #2 - Character Model #2 - Character EducationEducation

• Definition - involves teaching children about positive character traits (I would suggest not using the word values). The goal is to raise children to become morally responsible, self-disciplined citizens. – Honesty, self-discipline, compassion (kindness),

responsibility, friendship, work, courage, perseverance, loyalty, citizenship, and respect

– Example from SSW

• Websites:– www.cortland.edu/c4n5rs– www.character.org

Character Ed in ActionCharacter Ed in Action• Catch students being good (pinpointing)

– Point out a student who demonstrates character to their peers.

– Post examples of good character on the wall with the student’s name.

• Emphasize a different character trait each month.

• Create a ritual at the beginning or end of each class (who can share a story?)

• The strength of character education is based upon an educators belief that it is their responsibility to form character rather than remain indifferent to their student's moral development (Phil Delta Kappan)

Responsibility ModelsResponsibility ModelsModel #3 - Becoming ResponsibleModel #3 - Becoming Responsible

• Types of responsibility– 1) Personal - involves being able to:

• Be responsible (own up) to one’s actions• Set goals and create ways to achieve them• Accept consequences of personal choices• Acknowledge personal accomplishments

Responsibility ModelsResponsibility ModelsModel #3 - Becoming ResponsibleModel #3 - Becoming Responsible

– 2) Social – involves being able to• Communicate with others in a way that empowers

them rather than demeans them• Honors others’ rights, dignity, and worth• Work together toward common goals• Negotiate problems and conflicts successfully• Create opportunities for others

– 3) Environmental – involves being able to• Respect property and take care of equipment, the

classroom, the school, and the larger community.• Recognize the importance of taking care of the

environment as well as influencing others to take care of the environment.

Becoming Responsible Becoming Responsible Practical SuggestionsPractical Suggestions

• Awareness of language and behavior• Both teachers and students

• Teacher Talk– Provide an example of sending a

positive nonverbal message to a student that would enhance self value…

– Provide an example of sending a negative nonverbal message to a student.

Becoming Responsible Becoming Responsible Practical SuggestionsPractical Suggestions

• Student Talk– Students who blame others and do not

accept consequences are not developing personal responsibility…

– Provide an example of how you would respond to a student who is becoming angry during your class and explains to you, “George makes me mad!”

Becoming Responsible Becoming Responsible Practical SuggestionsPractical Suggestions

• Teacher and Student Actions– Create and embrace “teachable

moments”• What might be an example?

– Ask questions to encourage students to develop self-awareness of their thoughts and feelings• “What did it feel like when…”• What are some other questions?

– Personal responsibility project (p.121)

• What are some reasons you think Hellison’s model, character education, or becoming responsible may or may not be effective?

– Think about the challenges teacher face today.

Other Strategies-Other Strategies-Talking BenchTalking Bench

• Students attempt to resolve their own dispute.

• Student answer a series of age-appropriate Q’s– What caused your disagreement?– Explain how you felt.– What solution did you agree on?

• Two options:– Have the questions on the wall. Students answer the

questions verbally and the teacher questions students to determine if the conflict was appropriate resolved. If yes, the students return to activity, if not, the students return to the talking bench.

– Each student write their responses on a form which is given to the teacher

Other Strategies:Other Strategies:Conflict MediationConflict Mediation

• Definition: Process of resolving disputes which helps to improve the school climate for learning as well as reduced disciplinary actions. – More formal process than talking bench

• Types of problems:– Rumor and gossip, minor assaults and fighting,

relationship difficulties or harassment, cheating and stealing, racial and cultural confrontations, vandalism, classroom or extracurricular disputes

Written Reflections• Letter of Apology - Have the off-task

student write a letter of apology to the injured party which is signed by the parents.

• Personal examination – Reflect on one’s actions and how it affects others. Turn in to the teacher.

Steps in Conflict Steps in Conflict MediationMediation

• Referral (optional)• Participants complete a mediation form• Read the ground rules• Textbook steps:

– Identify your feelings in words– Discuss your feelings with the other person– Both parties must agree to try and find a

peaceful solution– Both parties must discuss the need to

compromise to arrive at an equitable and fair outcome

• Sign and abide by conclusions

Rules for Conflict MediationRules for Conflict Mediation• Both parties agree on the topic &

neutral place• Listen respectfully to each other• Keep an open mind• No name-calling or put-downs• The parties do not have go agree

with each other. They can agree to disagree

Misc.Misc.• Do not confuse self-responsibility and

character models with turning students into self-esteem wimps!