Teaching
Personal And
Social
Responsibility
through
Physical Activity
A workshop based on the work of
Professor Don Hellison
Presented By Richard Jones
Setting Goals
It’s 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 osmosis
Social 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 Today’s Experience
• Introduction to the TPSR
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(Responsibility Model)
Experience what it feels like
Explore the “Why”
Look at the model- Robust version
Explore possibilities for your own practice
Your Commitment
Free your mind and your ass will
follow
S.U.R.
What’s the reality for
some?
What difference can we make to the
lives of our children?
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
Purpose
• To take responsibility for your own well being
and for contributing to the well being of others
Themes
• Integration-Teaching life skills and values must be
integrated with the physical activity subject matter rather than be
taught separately
• Transfer 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
participants
• Teacher-Student Relationship
Values
• Respect the rights and feelings of
others
• Effort (participation)
• Self - Direction
• Caring and leadership
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
1. What difference did he think he could make?
2. How did he think he could do this?
Conflict Resolution Strategies
1.
2.
3.
4.
5.
NBA Time out
Sport Court
Talking Bench
Self officiating
Making New Rules
We will explore these later in the day
The Cumulative Levels
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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
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
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Outcomes
Physical + Education
Behaviour Management strategies
Frees the teacher to focus on small groups and teach!
Promotes thinking skills
Empowers students 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
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
Why I am hooked
Let’s do it!
Competitive Choice
E:\TPSR Lessons\Eden ball.mov
Conflict Resolution Strategies
1.
2.
3.
4.
5.
NBA Time out
Sport Court
Talking Bench
Self officiating
Making 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 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 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 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
Hellison
Interdependent
Covey
Level 3 Self Managing
Independent
Degree of differentiation
Level 1Teacher
Directed
Empowerment
Dependent
S.U.R.
What?
Too much standing around
--- not enough learning
Acknowledgement: Belka, David E
Lynley Stewart
Waikato School Support Services
“Teaching Children Games: Becoming a Master Teacher.
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
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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 Lesson
• Warm up- you choose * intensity
scale
• Goal Setting
• Self paced + inclusion skills practice
• Skills stations
• Competitive choices * intensity scale
Group Meetings
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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)
Rules
1. No disrespect or blaming others
2. Inclusion of everyone in the discussion
3. Peaceful conflict resolution
Reflection Time

1.
2.
3.
4.
5.
6.
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?)
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
Maggie’s Model
Using a specific Physical Education lesson format that includes
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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
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Counseling time built into lesson
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Positive and specific reinforcement of behaviors
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Modeling of behaviours- ongoing
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Specific strategies for each level
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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 set
• Linda Masser(1990)Using Hellison’s levels elementary children
understand their own and other’s behaviour.
Introduction through Aquatics
Perfect area to focus behaviours- lots of opportunities
Level 1 Respect
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controlling own behaviour – in and out of the pool
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Including everyone
Level 2 Participation
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Give it a go, willing to try something new
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Courage to persist
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Try your best
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Working in pairs, groups, with whole class( making whirlpools, waves or playing a game)
Level 3 Self direction
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Resisting peer pressure
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Setting goals, identifying strengths and weaknesses
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Working in groups without direct supervision, keeping on task
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Reflecting on own and other’s behaviours and goals
Level 4 Caring
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Helps others when they need help
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Taking leadership roles
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Not being judgemental
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Helping resolve disputes fairly
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Giving a group direction
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Pursing group goals
Maggie McClune - Otaika School
10 Strategies For Specific
Problems
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9.
10.
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
Let’s do it!
Assessment
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Self- assessment sheets
Goal setting
T Station
Feedback @ meeting times
Rubrics
Self-grading report card based on goals
It must be immediate
S.U.R.
Kai Time
How?
Transfer
Across the day
• Photos- visual goals
• Immediate goals and recognition
through out the day
• Using shared book and guided
reading- to analyse characters
make a retrieval chart
• Brainstorm praise phrases
• Using a power point and sound
files – students hyperlink their
goals to their photo image
• Sound 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 Go
Cooperative learning activity
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Groups of four
Use a simple Hellison format
Choose one or two strategies you could apply
Awareness talk- What will you ask?- (1-2 questions)
Activity lesson- Apply two strategies you have explored or
read today
• Group meeting
• Reflection
Goal Setting
Example
Goal Writing
Empowerment
Self Reflection
SJ: 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?
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Sense of purpose
Leading and caring
Genuiness and vulnerability
Intuition and self-reflection
A sense of humour and playful spirit
Be Luke not Darth
“It wont happen overnight but it
will happen”- Rachel Hunter
“This may not be your
bag baby”
Modify your
situation in some
small way
Less is more
Reflect
continuously
Have the courage
to outlast the critics
Door Pass
•Something I‘d like to know more about is..
•Something I enjoyed about today was..
•Something I need to improve on is…
•Something I think important to learn is…
•Something I now understand is…
•Something…
“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