Reflections on Behavioral
Peer Teaching
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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 7
Humanistic Approach
Humanistic 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 Model
of 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 Model
of 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 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 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 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 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 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
Education
• 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 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 Models
Model #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 Models
Model #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
Practical 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
Practical 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
Practical 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 StrategiesTalking 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:
Conflict 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
Mediation
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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 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.
• Do not confuse self-responsibility
and character models with turning
students into self-esteem wimps!