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Teaching Personal and Social Responsibility The Humanistic Approach

Teaching Personal and Social Responsibility The Humanistic Approach. John Hedglen and Tina Champagne. (TPSR) Teaching Personal and Social Responsibility model developed by Don Hellison gives students opportunity to. Reflect on their attitudes, values, and behavior

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Teaching Personal and Social Responsibility The Humanistic Approach

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  1. Teaching Personal and Social ResponsibilityThe Humanistic Approach John Hedglen and Tina Champagne

  2. (TPSR) Teaching Personal and Social Responsibility model developed by Don Hellison gives students opportunity to • Reflect on their attitudes, values, and behavior • Appraise the effect their attitudes, values, and behavior have on others • Aspire to increasing levels of personal and social responsibility

  3. Levels of ProgressionHow do students gain responsibility? • I. Respect for the rights and feelings of others • II. Participation and effort • III. Self-direction • IV. Caring about and helping others • V. Outside the gym

  4. Respecting • Self control • The right to peaceful conflict resolution • The right to be included

  5. Participation and Effort • Self-motivation • Exploration of effort and new tasks • Courage to persist when the going gets tough

  6. Self-direction • On task independence • Goal-setting progression • Courage to resist peer pressure

  7. Helping others and leadership • Caring and compassion • Sensitivity and responsiveness • Inner strength

  8. Outside the gym • Trying these ideas in other areas of life • Being a role model

  9. 4 Themes to guide understanding and implementation of the 5 levels of the humanistic approach • 1. Integration • 2. Transfer • 3. Empowerment • 4. Teacher Student Relationship

  10. Integration • No separation between the learning of physical activity content and the learning of personal and social responsibility

  11. Transfer • Responsibility gained and learned in gym setting rolls over into positive decisions in other areas of school

  12. Empowerment • Students learn to recognize and act on self- determination

  13. Teacher Student Relationship • Most essential component • Based on experience, honesty, trust, and communication

  14. Levels of Progression as a Sequence of 3 Categories Stages • Beginning Level I. Respect Level II. Participation • Advanced Level III. Self-direction Level IV. Caring • Most advanced Level V. Outside gym

  15. Level 1 Strategies Strategy Purpose • Inclusion- Participate everyone has the right to • Grandma’s law- Students will participate in a low-interest activity so they can do a higher- interest activity later

  16. Level 2 Strategies Strategy Purpose • Modifying tasks- Get students to understand different levels of difficulty • Intensity Scale- Students make own rating of effort and participation. Link students with similar ratings

  17. Level 3 Strategies Strategy Purpose • Goal setting plan- Going beyond independence to meet personal goals • Counseling time- Students will understand relationship between their decisions, actions, and goals

  18. Level 4 Strategies Strategy Purpose • Peer teaching- Provide opportunity to develop sensitivity to others and to accept responsibility

  19. Level 5 Strategies Strategy Purpose • Community Volunteering- Provide opportunity to develop in settings with no direct teacher supervision. Teacher gives opportunities and it’s up to the students to act on them.

  20. Pros and Cons Pro (+) Con (-) 1.Self-direction 1.Emphasis on individual efforts may fail students 2.Take on responsibility 3.Positive social environment

  21. Closure/Review What is Worth Doing?

  22. Never doubt that the efforts of one person can change the world. Indeed it’s the only thing that ever has. -- Margaret Mead

  23. Works Cited Hammond-Diedrich, Krista C. Empowering Youth through a Responsibility-based Cross-Age Teacher Program: An Investigation into Impact and possibilities. The Physical Educator, pp. 134-142. 2006. Hellison, Don. Teaching Responsibility Through Physical Activity. 2nd Edition. Human Kinetics. Champaign, Illinois. 2003. Laker, Anthony. Beyond the Boundaries of Physical Education. Routledge Falmer. London. 2000. Metzler, Michael W. Instructional Models for Physical Education. 2nd Edition. Halcomb Hathaway, Publishers, Inc. Scottsdale, Arizona. 2005. Parker, Kallusky, and Hellison. JOPHERD—The Journal of Physical Education, Recreation & Dance 70.2 (Feb 1999): p. 26(3). www.tki.org

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