January 2012 responsibilty and soc resp rubric

January’s Virtue of the Month

Responsibility

What is Responsibility?

It means that others can depend on you to be accountable for your actions


It means when things go wrong and you make a mistake, you make amends instead of excuses.


Responsibility is the ability to respond ably.

It is a sign of growing up.

How do you practice Responsibility?

Show some courage… step up, and accept consequences for the mistakes you make….

Remember….we all make mistakes.

Why practice Responsibility?

You build trust when you take responsibility for your actions.

Why practice Responsibility?

When you are responsible you get things done with excellence…even if you are making up for a mistake.

What Resp0nsibilty means here @ Chartwell Elementary…

At Chartwell we take the notion of responsibility a little further…it is one of our 2 school goals.

What Resp0nsibilty means here @ Chartwell Elementary…

Our 2 school goals lie in the area of:

1. Literacy (reading and writing)

2. Social Responsibility

How do we measure our progress in Social Responsibility?

STRAND Not Yet WithinExpectation

MeetsExpectations

(Minimal Level)

Fully MeetsExpectations

ExceedsExpectations

Contributing tothe Classroom and School Community

-I’m not veryfriendly to other people.-I don’t like working ingroups or on classroomactivities.

- I am usuallyfriendly and help others.- If I’m asked, Iusually cooperate inclassroom and ingroup activities.

- I am friendly,considerate and helpful.-I like to add my ideas toclassroom and group activities.

- I am friendlyand offer help to others.- I show leadership in theclassroom and in group activities.

SolvingProblems in

Peaceful Ways

-I blame otherpeople when Iam in trouble.-I don’t know how to solve theproblem.

- I try to letothers know when I’m angry.- I need helpwhen I don’t agree withothers, but I don’t know when toask for it.- I know one or two ways tosolve problems.

- When angry, Iexpress myself, listen to othersand try to cometo a reasonable solution.- I see problems and can solvethem without adult help.

- I try to solveproblems in a variety of waysand know whento use adult help.- I understand what others aresaying and I usea lot of ways to solve problems.- I can evaluate if the way I solveda problem worked.

ValuingDiversity and

Defending Human Rights

-Sometimes I amnot polite and respectful to others.

-I am usuallypolite and respectful, but I need help to see if things are fair for everybody.

-I treat othersfairly and with respect; and am interested in fair treatment for everyone.

-I am fair andrespectful and am dedicated to making sure that everyone is treated fairly.

ExercisingDemocratic Rights

and Responsibilities

-There is nothingthat I can do to help the classroom, school, community, or world be a better place.

-I’ll help where Ican to make my world a better place, but someone has to tell me what to do.

-I want to make adifference in my world, but I need help on what those things might be.

-I want to makemy world a better place and I am beginning to figure out how I can do that.

STRAND Not Yet WithinExpectation (1)

MeetsExpectations(Minimal Level) (2)

Fully MeetsExpectations (3)

ExceedsExpectations (4)

Contributing to

the Classroom and School Community

• I’m not veryfriendly to other people.• I don’t like

working ingroups - I am often

rude- I find it

tough to get along with others

• I am usually

friendly and help others.• If I’m

asked, I• usually

cooperate• Sometimes

I am nice• I need

support to work with others

• I am friendly,

considerate and helpful most of the time

• I like to add my ideas to

classroom and group activities• I can work

in a group

- I am friendlyand offer help to others.- I show leadership in theclassroom and in group activities• I always try

my best to be positive, contribute and be flexible





ValuingDiversity

and Defending

Human Rights

• I struggle with people that are different than me

• I want my own way all of the time

• I am usually

polite and respectful, but I ignore it if people are not being treated fairly.- I am a bystander who does nothing

-I treat othersfairly and with respect- I’m starting to notice when people are treated unfairly and try to help

-I am fair andrespectful and am dedicated to making sure that everyone is treated fairly.I do something when someone is being treated unfairly- I am an active bystander


We use tools like this to reflect as to where on the performance scale we are right now….


And figure out where we have to go and what we have to do to improve…

Not Yet Meeting Expectations

Meeting & Exceeding

Expectations

Social Responsibility Performance Scale

Let’s Practice Reflecting and Assessing…

What level of performance is this person achieving in their level of social responsibility?

Not Yet Meeting

Minimally Meeting

Fully Meeting Exp.

Exceeding Expectations

Despite his group being loud and hyper, Marcel tries to remind his group that they better settle down or they will have a ton of homework if they don’t finish their assignment in the time they were given.

Let’s Practice…Scenario #1

Aspect Not Yet WithinExpectation (1)




Contributing to

the Classroom and School Community

-I’m not veryfriendly to other people.-I don’t like working ingroups or on classroomactivities.

- I am usuallyfriendly and help others.- If I’m asked, Iusually cooperate inclassroom and ingroup activities.

- I am friendly,considerate and helpful.-I like to add my ideas toclassroom and group activities.

- I am friendlyand offer help to others.- I show leadership in theclassroom and in group activities.

Despite being loud and hyper, Marcel tries to remind his group that they better settle down or they will have a ton of homework if they don’t finish their assignment in the time

they were given.

Because they did not choose her idea in deciding what colour of poster to use for their Science project, Mila sits quietly, stops talking and sulks while Josie continues with all the work.

Let’s Practice…Scenario #2





SolvingProblems in

Peaceful Ways

-I blame otherpeople when Iam in trouble.-I don’t know how to solve theproblem.

- I try to letothers know when I’m angry.- I need helpwhen I don’t agree withothers, but I don’t know when toask for it.- I know one or two ways tosolve problems.

- When angry, Iexpress myself, listen to othersand try to cometo a reasonable solution.- I see problems and can solvethem without adult help.

- I try to solveproblems in a variety of waysand know whento use adult help.- I understand what others aresaying and I usea lot of ways to solve problems.- I can evaluate if the way I solveda problem worked.

Because they did not choose her idea in deciding what colour of poster to use for their Science project, Mila sits quietly, stops

talking and sulks while Josie continues with all the work.

Even though Leo sees his classmate Alym being teased everday by the same kids in Grade 6 about his clothes and lunch, Leo ignores it.





ValuingDiversity

and Defending

Human Rights

• I struggle with people that are different than me

• I want my own way all of the time

• I am usually

polite and respectful, but I ignore it if people are not being treated fairly.- I am a bystander who does nothing

-I treat othersfairly and with respect- I’m starting to notice when people are treated unfairly and try to help

-I am fair andrespectful and am dedicated to making sure that everyone is treated fairly.I do something when someone is being treated unfairly- I am an active bystander





ExercisingDemocratic Rights and

Responsibilities

-There is nothingthat I can do to help the classroom, school, community, or world be a better place.

-I’ll help where Ican to make my world a better place, but someone has to tell me what to do.

-I want to make adifference in my world, but I need help on what those things might be.

-I want to makemy world a better place and I am beginning to figure out how I can do that.

At the end of the art lesson, James and Pat sat talking while Mr. Campbell walked around them cleaning up scrap paper.

Finally, after being asked by Mr. C if they could help out, James and Pat got up and helped out with the clean up.

Words to live by…

“Kind words can be short and easy to speak, BUT their echoes are truly endless."

Random Acts of Responsibility

Over the month of January we will be welcoming witness accounts to those students demonstrating the Virtue Of Responsibility…

How to Report a Random Act of Responsibility

Simply fill out the form located in the office with the person’s name and what they did to demonstrate responsibility…

What Counts as a Random Act of Responsibility??

Completing her/his portion of a group project…

Stepping into help someone in need…

Showing leadership to help others by doing more than their share…

Volunteering to help without being asked…

What is the Virtue of Responsibility?

Responsibility is doing what we know is right.

Being Responsible sometimes takes Courage…

If Responsibility is knowing what you are doing is the right thing....

Revisiting what it means to be courageous...November’s Virtue

And doing the right thing sometimes takes courage...

http://www.youtube.com/watch?v=wY7Gvq0P4hc




The power of courage...

1. Bullying2. The role of the

‘bystander’3. What you can

do for yourself and others

What is bullying?

Bullying is where there is an imbalance of power...and repeated abuse... Physical Verbal Emotional

What is bullying?

Bullying can be repeated physical attacks... Hitting Pushing Spitting Kicking Stealing

What is bullying?

Bullying can be repeated verbal attacks... Threats Name calling Lying Negative remarks

What is bullying?

Bullying can be repeated emotional intimidation... Exclusion Spreading rumours and gossiping

Intimidation Humiliation

What is ‘BYSTANDER’?

In almost every case of bullying there is a bystander...

What is ‘BYSTANDER’?

The bystander sees or witnesses what’s going on

They see the scuffles in the school hallway, and read the vicious stream of insults on Facebook, but sadly... look away, or log off

Every bystander’s choice...

The bystander who sees or witnesses what’s going on...has a choice...to act...or to ignore.

What it means to be courageous...

And doing the right thing sometimes takes courage...

What research says about the BYSTANDER role...

Canadian research says, “One student

confronting a bully is often enough to stop the abuse instantly”


American research says, “...support doesn’t

even need to be that daring: victims said that peers helped most by simply spending time with them, and sharing advice.”


But research also says... “...that students

offer assistance on the scene or later less than 25 % of the time.”

WHY??

What research says about the BYSTANDER role...In a recent survey by Wendy Craig, a

Queen’s University psychologist and a leading Canadian researcher on bullying, students said ...they wanted to help, but didn’t step in because...

1. They didn’t know how

2. Were worried about being considered “a rat” if they told a teacher

3. Didn’t trust adults to be effective


Yet....Dr. Craig’s research also says... that when

students spoke up, or jumped in physically, half of the bullying ended abruptly

What can you do as a BYSTANDER to bullying...?

However, directly confronting the bully is not the only option...

According to a 2010 survey of 13,000 students from Grade 5 to Grade 12...victims of bullying reported that bystanders were the most helpful when they...

1. comforted them after the fact2. helped them get away from the

situation3. or gave them advice


These 3 response ranked higher than even getting an adult to intervene....

1. comfort them after the fact

2. Help them get away from the situation

3. give them advice


You have the power to change a situation for someone...

It takes a bit of courage...do you have it? Or are you satisfied watching it happen in front of you.

January 2012 responsibilty and soc resp rubric

Education

Transcript of January 2012 responsibilty and soc resp rubric