Counteracting Bullying: Promoting Personal and Social Responsibility

1. Counteracting Bullying:Promoting Personal and Social Responsibility Dr. Caroline Kuchinski, Professor and Dr. Suzanne Mueller, Professor Emeritus East Stroudsburg University Physical Education Teacher Education Conference October 2012

2. Bullying • Intentional harmful behavior initiated by a student with more social or physical power to deliberately dominate and harass another student who has less power. Bullying differs from conflict or disagreement. It involves a power imbalance where the bully targets a student who has difficulty defending her/himself. Lujan, M. (2008). Bully Guide: Prevention and Intervention Tool. MentoringMinds.com

3. Forms of Bullying • Physical • Verbal • Emotional • Sexual • Racial Roles and Needs • Bully • Victim • Bystander Lujan, M. (2008). Bully Guide: Prevention and Intervention Tool. MentoringMinds.com

4. NASPE 5 • Exhibits responsible personal and social behavior that respects self and others in physical activity settings. Self initiated behaviors that promote personal and group success in activity settings: Safe practices Adherence to rules and procedures Etiquette Cooperation and Teamwork Ethical behavior Positive social interactions

5. NASPE 5: K-12 Sample Benchmarks (2004)

6. Personal and Social Responsibility Hellison’s Levels (2011). 0 Irresponsibility Makes excuses, blames others, denies responsibility. 1 Respect Self-control, does not interfere with others 2 Participation …Willingly plays, accepts challenges and practices 3 Self Direction … Works independently, sets and pursues goals 4 Caring …Willingly works with anyone and gives support

7. Personal and Social Responsibility Giles-Brown (2006). Virtues Celebrating Differences Body Language Consensus Decision Making Peer Feedback Caring Honest Respectful Trustworthy Responsible Self-Directed Perseverance Self-Disciplined Cooperation: Roles of Group Members Conflict Resolution

8. Affective Domain Instructional Model • Identify the affective skill and why its important • Identify observable behaviors for the affective skill (T-Chart) • Practice the affective skill • Process the affective skill • Provide feedback, reinforcement, continued practice and formative assessment • Engage in summative assessment (DeLine, Jim. (1995). Dare to care: A pedagogical approach to cooperative physical education. In Clements, Rhonda (Ed) Games and Great Ideas. Westport CN: Greenwood Press. )

9. NASPE 5: Self-initiated behaviors that promote personal and group success in activity settings: Ethical Behavior Helps others trust you because you play fair and do as you say you’ll do. Honesty Be truthful Why? What? Looks Like Sounds Like Looks Like Sounds Like

10. Positive Adjectives Meet with at least two people with whom you played floor fencing. Make and keep eye contact as you say their name and two positive adjectives that reflect how they played. “Alice, I think you were….&….” Kind Strong Quiet Nice Active Cheerful Courteous Intelligent Honest Polite Friendly Energetic Organized Courageous Clever Inventive Imaginative Enthusiastic Helpful Aggressive Reserved Bright Thoughtful Determined Convincing Content Sensible Creative Independent Determined Humorous Pleasant Delightful Calm Confident Daring

11. Self assessment and reflection • How were you able to use honesty during the activities? • How did your consistency in using honesty change from the beginning to the end of the activities? • How did you feel as your partner gave you positive adjectives about your honesty? • What are ways you can use honesty at home and with your friends?

12. Grades 3-5: Describes and performs honesty in physical activity settings. Performance Summative Assessment: Teacher observation of students’ positive and negative honesty interactions. (Advanced = 90%; Proficient = 75%; Developing = 55%; Below Basic = <55%)

13. How did the Affective Domain Instructional Model support building a pro-social culture? Prosocial Culture • Acceptance • Respect • Uplifting • Celebrating • Helping Others • Affective Domain Instructional Model • Identify the affective skill and why its important • Identify observable behaviors for the affective skill (T-Chart) • Practice the affective skill • Process the affective skill • Provide feedback, reinforcement, continued practice and formative assessment • Engage in summative assessment

14. NASPE 5: Social Responsibility • What are the steps we would take to design a unit of instruction for students in grades 6-8 or 9-12 to know and perform: Cooperation: Roles of Group Members

15. Organizer Leads the group: Tells the challenge, seeks solutions and answers questions about directions. Praiser Gives put-ups. Starts positive adjective round. Encourager Acknowledges effort and gives support. Cooperation: Roles of Group Members Summarizer Tells the class how the team solved the challenge. Recorder Elicits member input for team report card and shares results. Equalizer Makes sure everyone listens and gives ideas. All members Treat others with respect, work together to solve the challenge, and avoid put-downs, attacks, bullying, disrespect, and negative gestures or facial expressions.

16. What does your role look/sound like? Looks Like Sounds Like Looks Like Sounds Like Organizer Praiser Encourager Recorder Equalizer Summarizer All Members

17. Stepping Stones 1 2 3 4 5 6 Start 6 5 4 3 2 1 End • Organizer Card • The task is completed when the group is in the exact reverse order from its starting order. • Rules and Sacrifices • Only one person may touch a base at a time. • A person may move in either direction to a neighboring base. • Group members may touch a new base only if it is empty. • The bases may not be moved. • If more than one person touches a base, the entire group must start over. • If anyone touches the floor, the entire group must start over. • Only use put-ups, no put-downs.

18. Team Report Card • How did our team involve everyone in the challenge? • How did our team use negative pressure or put-downs during the challenge? • How did we listen to one another and share ideas? • How many and which team members used Praise Phrases or positive encouragement? • Analysis: What interactions helped us meet the challenge? Why? • Analysis: What interactions hindered our meeting the challenge? Why?

19. Journal self assessment and reflection prompts. • What positive/negative interactions did you use during today’s activities? • How did your actions help/hinder a group member? • How did your actions contribute/hinder the group meeting the challenge? • How did you feel as you used positive interactions with group members? • What are ways you can use positive interactions at home and with your friends?

20. Cooperation: Positive and negative group interactions. Performance Summative Assessment: Teacher observation of students’ positive and negative group role interactions. (Advanced = 90%; Proficient = 75%; Developing = 55%; Below Basic = <55%) Positive behaviors for role. Negative behaviors for role.

21. Cognitive Summative Assessments • Grades 6-8: Describethe effects of Positive and Negative Interactions of group members in Physical Activity. • Journal summary of personal growth in interactions with others. • Team Report Card summary describing how interactions of team members helped/hindered/improved group work over time. • 3. Describe how rules of games can foster positive and negative interactions of players. • 4. Open ended cause/effect prompts • Describe two ways in which negative or positive peer pressure could influence me during physical activity • As the (any role) organizer, I should…so the group will be able to… Scoring Rubric

22. Cognitive Summative Assessment Scoring Rubric Grades 6-8: Describethe effects of Positive and Negative Interactions of group members in Physical Activity.

23. Cognitive Summative Assessments • Grades 9-12: Analyze the effects of Positive and Negative Interactions of group members in Physical Activity. • Scenario/role play/case study analysis of effects of positive and negative interactions. • Analysis of positive and negative actions, effects and appropriate alternatives for negative behaviors. Scoring Rubric

24. Grade 9-12 Cognitive Summative Assessment Rubric ANALYZE the effects of Positive and Negative Interactions of adolescent group members in Physical Activity Read the scene of the teen group solving the team building challenge. Fill in the chart and then analyze the effect of the positive and negative interactions on the groups’ ability to solve the team building challenge. Explain your analysis: (how behaviors enhanced or detracted from the group’s ability to solve the challenge).

25. Cognitive Summative Assessment Rubric Grades 9-12 Cooperation: Group Role Members

26. Questions

27. References • DeLine. (1995). Dare to care: A pedagogical approach to cooperative physical education. In Clements, Rhonda (Ed) Games and Great Ideas. Westport CN: Greenwood Press. • Giles-Brown. (2006). Physical education assessment toolkit. Champaign, IL: Human Kinetics. • Grineski. (1996). Cooperative learning in physical education. Champaign, IL: Human Kinetics. • Hellison, D. (2011). Teaching personal and social responsibility through physical activity. (3rd edition). Champaign, IL: Human Kinetics. • Hinkley, J. (2012). What to do if your kid’s the bully, or the victim. Retrieved • from www.battlecreekenquirer.com • Lujan, M. (2008) Bully guide: prevention and intervention tool. www.MentoringMinds.com • Midura & Glover. (2005). Essentials of team building. Champaign, IL: Human Kinetics. • NASPE. (2004). Moving into the future: National standards for physical education. (2nd edition). Reston, VA: NASPE Publications.