Personal/Social Responsibility

Responsibility Defined Personal acceptance for conduct Concerning others Our surroundings Ourselves Includes: keeping obligations, striving for personal/moral best, self-discipline, honesty Nurtures responsibility Internally motivated;a voluntary choice

Underlying Premises Just because someone thinks empathetically doesn’t mean they can handle moral conflict Standards-based education empowers for broader educational goals Responsibility is learned Must foster responsible behaviors and attitudes with deliberate methodology and activities The whole child can be developed

Curriculum and Instruction Decision-making privileges Begin with small situations Teachable moments Even when an unsuccessful decision has been made, work through it! Atmosphere or climate Students empowered; gradually shift from teacher decisions to student decisions Self-directed Encourages responsibility

Responsibility as Instruction Including all students Using student input Providing choice Practice making choices Reflection about choices Student-centered; climate supports student attempts to accept responsibility

Responsibility as Curriculum Hellison model Strategies Guidelines for behavior, expectations outlined, provides students with more participation in learning Responsibility through physical activity Hierarchy of values Respect, effort, independent worker, contributing to well-being of others, ‘outside’ the gym Integration of responsibility through physical activity Planned strategies to foster responsibility: group meetings, goal-setting, self-grading while involved in content

Emphasis of Standards within Personal and Social Responsibility 1. Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities. Major 2. Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities. Minor 3. Participates regularly in physical activity. 4. Achieves and maintains a health-enhancing level of physical fitness. 5. Exhibits responsible personal and social behavior that respects self and others in physical activity settings. 6. Values physical activity for health, enjoyment, challenge, self-expression and/or social interaction. Reference:  Moving into the Future: National Standards for Physical Education, 2nd ed. (2004), p. 11

Benefits Promotes responsibility through direct strategies that allow students decisions Lessens risky behaviors Opportunities for belonging Develops a playful spirit

Compromises Time devoted to model Competes with physical skills initially Traditional “time-on-task” may increase as students assume more responsibility

Limitations Demands on teacher Willing to try new possibilities Devote time to activities; do you as teacher believe the time is well spent and important? Transferring control; different than how we were socialized as students Outside comfort zone; requires thinking differently

Assessment Goal is student learning Formative in nature;feedback informs students Multiple types Exit slips Checklists

Summary Relational; teacher-student relationship is important for successful implementation Congruency; instruction must carry out the goals of the curriculum Choice Climate;encourage risk-taking, initiative, commitment to others Relinquishing control;let go of traditional techniques and attitudes of ‘control’