Upload
acampbell
View
182
Download
1
Tags:
Embed Size (px)
DESCRIPTION
Virtue slide show Jan 2012 PDF
Citation preview
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.
Show some courage… step up, and accept consequences for the mistakes you make….
Remember….we all make mistakes.
You build trust when you take responsibility for your actions.
When you are responsible you get things done with excellence…even if you are making up for a mistake.
At Chartwell we take the notion of responsibility a little further…it is one of our 2 school goals.
Our 2 school goals lie in the area of:
1. Literacy (reading and writing)
2. Social Responsibility
STRAND Not Yet Within
Expectation
Meets
Expectations
(Minimal Level)
Fully Meets
Expectations
Exceeds
Expectations
Contributing to
the Classroom and
School Community
-I’m not very
friendly to other people.
-I don’t like working in
groups or on classroom
activities.
- I am usually
friendly and help others.
- If I’m asked, I
usually cooperate in
classroom and in
group activities.
- I am friendly,
considerate and helpful.
-I like to add my ideas to
classroom and group
activities.
- I am friendly
and offer help to others.
- I show leadership in
the
classroom and in group
activities.
Solving
Problems in
Peaceful Ways
-I blame other
people when I
am in trouble.
-I don’t know how to
solve the
problem.
- I try to let
others know when I’m
angry.
- I need help
when I don’t agree with
others, but I don’t know
when to
ask for it.
- I know one or two ways
to
solve problems.
- When angry, I
express myself, listen to
others
and try to come
to a reasonable solution.
- I see problems and can
solve
them without adult help.
- I try to solve
problems in a variety of
ways
and know when
to use adult help.
- I understand what
others are
saying and I use
a lot of ways to solve
problems.
- I can evaluate if the
way I solved
a problem worked.
Valuing
Diversity and
Defending Human
Rights
-Sometimes I am
not polite and respectful
to others.
-I am usually
polite and respectful, but
I need help to see if
things are fair for
everybody.
-I treat others
fairly and with respect;
and am interested in fair
treatment for everyone.
-I am fair and
respectful and am
dedicated to making
sure that everyone is
treated fairly.
Exercising
Democratic Rights
and Responsibilities
-There is nothing
that I can do to help the
classroom, school,
community, or world be
a better place.
-I’ll help where I
can to make my world a
better place, but
someone has to tell me
what to do.
-I want to make a
difference in my world,
but I need help on what
those things might be.
-I want to make
my world a better place
and I am beginning to
figure out how I can do
that.
STRAND Not Yet Within
Expectation (1)
Meets
Expectations
(Minimal Level)
(2)
Fully Meets
Expectations
(3)
Exceeds
Expectations
(4)
Contributing
to
the
Classroom
and School
Community
• I’m not very
friendly to
other people.
• I don’t like
working in
groups
- 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 friendly
and offer help
to others.
- I show
leadership in
the
classroom and
in group
activities
• I always try
my best to
be positive,
contribute
and be
flexible
STRAND Not Yet
Within
Expectation
(1)
Meets
Expectations
(Minimal
Level) (2)
Fully Meets
Expectations
(3)
Exceeds
Expectations
(4)
Valuing
Diversity
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 others
fairly and
with respect
- I’m starting
to notice
when people
are treated
unfairly and
try to help
-I am fair and
respectful
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 Within
Expectation (1)
Meets
Expectations
(Minimal Level)
(2)
Fully Meets
Expectations
(3)
Exceeds
Expectations
(4)
Contributing
to
the
Classroom
and School
Community
-I’m not very
friendly to
other people.
-I don’t like
working in
groups or on
classroom
activities.
- I am usually
friendly and
help others.
- If I’m asked, I
usually
cooperate in
classroom and
in
group
activities.
- I am friendly,
considerate
and helpful.
-I like to add
my ideas to
classroom and
group
activities.
- I am friendly
and offer help
to others.
- I show
leadership in
the
classroom 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
Aspect Not Yet Within
Expectation (1)
Meets
Expectations
(Minimal Level) (2)
Fully Meets
Expectations (3)
Exceeds
Expectations (4)
Solving
Problems in
Peaceful Ways
-I blame other
people when I
am in trouble.
-I don’t know
how to solve the
problem.
- I try to let
others know
when I’m angry.
- I need help
when I don’t
agree with
others, but I
don’t know
when to
ask for it.
- I know one or
two ways to
solve problems.
- When angry, I
express myself,
listen to others
and try to come
to a reasonable
solution.
- I see problems
and can solve
them without
adult help.
- I try to solve
problems in a
variety of ways
and know when
to use adult
help.
- I understand
what others are
saying and I use
a lot of ways to
solve problems.
- I can evaluate
if the way I
solved
a 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.
STRAND Not Yet
Within
Expectation
(1)
Meets
Expectations
(Minimal
Level) (2)
Fully Meets
Expectations
(3)
Exceeds
Expectations
(4)
Valuing
Diversity
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 others
fairly and with
respect
- I’m starting to
notice when
people are
treated unfairly
and try to help
-I am fair and
respectful 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
Aspect Not Yet
Within
Expectation
(1)
Meets
Expectations
(Minimal
Level) (2)
Fully Meets
Expectations
(3)
Exceeds
Expectations
(4)
Exercising
Democratic
Rights and
Responsibilitie
s
-There is
nothing
that I can do
to help the
classroom,
school,
community,
or world be
a better
place.
-I’ll help where
I
can to make
my world a
better place,
but someone
has to tell me
what to do.
-I want to
make a
difference in
my world, but I
need help on
what those
things might
be.
-I want to
make
my 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."
Over the month of January we will be welcoming witness accounts to those students demonstrating the Virtue Of Responsibility…
Simply fill out the form located in the office with the person’s name and what they did to demonstrate 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…
Responsibility is doing what we know is
right.
If Responsibility is knowing what you are doing is the right thing....
And doing the right thing sometimes takes courage...
And doing the right thing sometimes takes courage...
1. Bullying 2. The role of the
‘bystander’ 3. What you can do
for yourself and others
Bullying is where there is an imbalance of power...and repeated abuse... Physical
Verbal
Emotional
Bullying can be repeated physical attacks... Hitting
Pushing
Spitting
Kicking
Stealing
Bullying can be repeated verbal attacks... Threats
Name calling
Lying
Negative remarks
Bullying can be repeated emotional intimidation... Exclusion Spreading rumours
and gossiping Intimidation Humiliation
In almost every case of bullying there is a 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
The bystander who sees or witnesses what’s going on...has a choice...to act...or to ignore.
And doing the right thing sometimes takes courage...
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??
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
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 fact
2. helped them get away from the situation
3. 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.