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Teaching to the Oregon Standards through Life skills, Bullying and Harassment

Presented by:

Dave Gable
Physical Education Teacher
http://www.csd509j.net/cheldelin/gabled/
dave.gable@corvallis.k12.or.us		 Cheldelin Middle School
987 NE Conifer Blvd
Corvallis, Oregon 97330
1-541-757-5971

Background Information

Self-Management and Social Behavior

Physical Education has typically been taught with the lesson theme centered on activity or sport skills/games as the driving force of the curriculum. Disruptive behavior during these activities has been something that is punished with referrals or point deductions on grades.

If one considers that activity or sport gives us an opportunity to see true behavior coming to the surface (Dr. Michael Leads), then one would logically find this a great arena for focusing on behavior through these activities or sport.

Focusing on behavior as the driving objective, or lesson theme, and then introducing the day’s activity reverses many physical educators thinking. Re-teaching and re-focusing students to the behavior concentration during the skill or activity development can be a very positive experience for the student.

Several behavioral models can be used to shape character. One of the curriculums that will be explored is the "Steps to Respect" program and how it will weave into the standards.

Overheads/Handouts:

    1. Reversal of Activity/ Sport to Behavior
    2. 40 Developmental Assets
    3. Virtues: The Gifts of Character
    4. Steps to Respect Worksheets
    5. Oregon Standards Student File Form

Presentation Outline:

  1. Cover Page
  2. Reading paragraph #4 from "What Every Middle School Teacher Should Know
  3. Overhead: Dr. Michael Leeds
  4. Traditional vs. Character
  1.    Setting up your class for success
  1. 40 Developmental Assets

Looking at positive assets identified by the Healthy Communities Research Institute

  1. Virtues: The Gifts of Character

A look at character traits that can be developed through physical Education

  1. Steps to Respect Program
    1. = Asses the problem
    2. = Brainstorm ideas
    3. = Consider the consequences
    4. = Decide and act
    5. = Evaluate the plan

R. = Recognize

R. = Refuse

R. = Report

  1. Teaching to the Oregon Standards through Life skills, Bullying and Harassment
  1. Looking at other standards and how to meet them

 

Resources:

Part II, Page 5: 40 Developmental Assets: Healthy Communities, Health Youth Tool Kit by Search Institute, 700 S. Third Street, Suite 210, Minneapolis, MN. 55415, 1-800-888-7828; Web site: www.search-institute.org

Part III, Page 6: The Virtues Project: Phone: 1-888-261-5611; Web site: http://www.virtuesproject.com/virtues.html

Part IV, Page 7: Steps to Respect: A Bullying Prevention Program – Middle School: Level 3. Committee for Children, Seattle, Washington.

The Bully Fix by Dr. Michael Leeds, Eugene, Oregon.  www.docleeds.com  Masters and Doctoral degrees in Psychology.  Background in experiential education, individual and group psychotherapy, psycho-educational group designs, family therapy, and the National Training System (NIDA).

"What Every Middle School Teacher Should Know."  Trudy Knowles and Dave F. Brown, 2000.  Heinemann Portsmouth, NH - page 4.

The Bully Fix

Dr. Michael Leeds

Sections within Dr. Leeds "The Bully Fix"

School-wide intervention on Bullying and Harassment

Bullying: 
Clinical Implications

School Response to 
Bullying HB 3403

The Bully Fix

Hazing: A Rite of Passage

 
  1. Reversal of Activity/ Sport to Behavior

Traditional

Vs.

Character

 

Traditional

Activity

Character

4 Part Lesson Theme:

Negative By Products
  •  
  • Poor Sport
  •  
  • Name Calling
  •  
  • Cheating
  •  
  • Leaving out Players
 
  • What Else?

 

Character

Positive Character Themes

Activity

Distracters form Teaching:

4 Part Lesson Theme:
  • Being a Good Sport
  •  
  • Giving Positives
  •  
  • Fair Play
  •  
  • Including Teammates
  •  
  • What Else?
 

 
  1. 40 Developmental Assets

EXTERNAL ASSETS

Support
  1. Family support-Family life provides high levels of love and support
  2. Positive family communication-Young person and her or his parents(s) communicate positively, and young person is willing to seek advice and counsel from parent(s).
  3. Other adult relationships-Young person receives support from three or more non-parent adults.
  4. Caring neighborhood-Young person experiences caring neighbors.
  5. Caring school climate-School provides a caring, encouraging environment.
  6. Parent involvement in schooling-parent(s) are actively involved in helping young person to succeed in school.

Empowerment
  1. Community values youth-Young person perceives that adults in the community value youth.
  2. Youth as resources-Young people are given useful roles in the community
  3. Service to others-Young person serves in the community one-hour or more per week.
  4. Safety-Young person feels safe at home, at school, and in the neighborhood.

Boundaries &

Expectations
  1. Family boundaries-Family has clear rules nad consequences and monitors the young person’s whereabouts.
  2. School boundaries-School provides clear rules and consequences.
  3. Neighborhood boundaries-Neighbors take responsibility for monitoring young people’s behavior.
  4. Adult role models-Parent(s) and other adults model positive, responsible behavior.
  5. Positive peer influence-Young person’s best friends model positive, responsible behavior.
  6. High expectations-Both parent(s) and teachers encourage the young person to do well.

Constructive Use of Time
  1. Creative activities-Young person spends three or more hours per week in lessons or practice in music, theater, or other arts.
  2. Youth programs-Young person spends three or more hour per week in sports, clubs, or organizations at school and/or in the community.
  3. Religious community-Young persons spend one or more hours per week in activities in a religious institution.
  4. Time at home-Young person is out with friends "with nothing special to do" two or fewer nights per week.

INTERNAL ASSETS

Commitment to Learning
  1. Achievement motivation-Young person is motivated to do well in school.
  2. School engagement-Young person is actively engaged in learning
  3. Homework-Young person reports doing at least one hour of homework every school day.
  4. Bonding to school-Young person cares about her or his school
  5. Reading for pleasure-Young person reads for pleasure three or more hours per week.

Positive Values
  1. Caring-Young person places high value on helping other people.
  2. Equity and social justice-Young person places high value on promoting equality and reducing hunger and poverty
  3. Integrity-Young person acts on convictions and stands up for her or his beliefs.
  4. Honesty-Young person "tells the truth even when it is not easy".
  5. Responsibility-Young person accepts and takes personal responsibility
  6. Restraint-Young person believes it is important not to be sexually active or to use alcohol or other drugs.

Social Competencies
  1. Planning and decision making-Young person knows how to plan ahead and make choices.
  2. Interpersonal competence-Young person has empathy, sensitivity, and friendship skills.
  3. Cultural competence-Young person has knowledge of and comfort with people of different cultural/racial/ethnic backgrounds.
  4. Resistance skills-Young person can resist negative peer pressure and dangerous situations.
  5. Peaceful conflict resolution-Young person seeks to resolve conflict nonviolently.

Positive Identity
  1. Personal power-Young person feels he or she has control over "things that happen to me".
  2. Self-esteem-Young person reports having a high self-esteem.
  3. Sense of purpose-Young person reports that "my life has a purpose".
  4. Positive view of personal future-Young person is optimistic about her or his personal future.

 

III. Virtues: The Gifts of Character

Character

 

Assertiveness
Caring
Cleanliness
Commitment
Compassion
Confidence
Consideration
Cooperation
Courage
Courtesy
Creativity
Detachment
Determination
Diligence
Enthusiasm
Excellence
Flexibility|
Forgiveness
Friendliness
Generosity
Gentleness
Helpfulness
Honesty
Honor
Humility
Idealism

  

Integrity
Joyfulness
Justice
Kindness
Love
Loyalty
Moderation
Modesty
Orderliness
Patience
Peacefulness
Perseverance
Purposefulness
Reliability
Respect
Responsibility
Self-discipline
Service
Tact
Thankfulness
Tolerance
Trust
Trustworthiness
Truthfulness
Understanding
Unity

 

IV. Steps to Respect Worksheets

Identify the Problem - Handout #1

Name:_______________________

Period:_______________________

Date:_________________________

 

Part 1

Here are some complaints that only tell one side of the story. With your partner, match the complaint on the left side with a statement on the right that respectfully tells what both people want.

 

a. You want to see that movie. I never get to play video games.

_____1. We always go to the beach. We never go roller-blading.

b. You want to use the computer. You won't share the computer.

_____2. I hate that movie. How come you never want to play video games?

c. You want Jasmine to go with us. I want just

the two of us to go.

_____3. You're always hogging the computer, I', going to use it now.

d. You want to see that movie. I want to play video games.

_____4. You said it would be just the two of us. I don't want Jasmine to go with us.

e. We both want to use the computer.
 

f. You want to go to the beach. I want to go roller-blading.
 

g. You only want to go with Jasmine. I want to go with you.

Part 2

 

Now, with your partner, rework the statements below. Write your new statements in the space provided.

Make sure that you new statements respectfully present both points of view.

1. Sweden is a boring country. We should do our report on Senegal.

 

2. Can't you think of something better to do than go to the mall?

Is It a Conflict, or is it Bullying - Handout #2

Name:_______________________

Period:______________________

Date:________________________

Directions: Part A - Read through the following situations. Decide whether each one describes a conflict or a

bullying situation. Write "C" in the blank if it is a conflict and "B" if it is bullying.

Directions: Part B - For each "B" answer, write "FF" if the bullying is happening face to face and "BB" if the bullying

is happening behind someone's back.

 

_____1. Last year, you and a friend worked together on a science fair project. You wanted to work with that friend again this year, but he just told you that he is working with someone else. You are very upset and ignore your friend for the rest of the day.

_____2. An older student corners you and demands your money. Before letting you go, She says, "I'll really get you of you tell anyone about this!"

_____3. At recess, you try to join a kickball game. One students says, "You can't play with us. You're too tall, and it's not fair if you play. Go play with kids your own size."

_____4. You're running for home base in a baseball game. You think you're safe. The catcher says, "you're out." You call the catcher a big cheater. He makes a mean gesture in your face.

_____5. A student whispers to you, "don't let that scummy new kid sit with us at lunch."

_____6. A friend borrows your homework to see at how you've answered a question. The next day, you discover that your friend copied all your homework, word for word. You are very angry.

_____7. When Jessie turns rope for Double Dutch jumping, she tried especially hard to trip you up. Most days, she laughs and calls you clumsy.

_____8. Five days in a row, Eric receives an email message that says, "You're a pig. You're a big fat slob. Everybody hates you."

_____9. Alan and Michael audition for the school musical. They both get roles. When you hear about it, you tell your friends, "I hate musicals. Let's stop hanging out with Alan and Michael.

_____10. You and a friend are at the video store. Your friend wants to rent an action movie, but you want to rent a comedy. You can't seem to agree.

 

Helpful Hank - Handout #3

Name:_______________________

Period:______________________

Date:_______________________

Dear Helpful Hank,

I'm trying to understand bullying, and I'd like to get your advice.

 

 

First, I'd like to know how to tell the difference between bullying and a conflict.

 

 

Next, I wonder whether friends can bully friends.

 

 

Finally, what should you do if a friend bullies you?

 

 

Sincerely,

A Concerned Student

 

Making It Happen - Handout #4

Name:_______________________

Period:______________________

Date:________________________

Directions: Choose one of the respectful behaviors from the list of ideas that you would like to try. Keep that behavior in mind as you fill out this form.

_____________________’S Plan
(Fill in your name)

I have chosen this respectful behavior:

 

 

I will work on this goal until this date:

 

 

I can do these things to try to reach my goal:

 

 

This is when and where I can practice my respectful behavior:

 

 

Practice Record

Directions: Keep track of your successes. Check one bland each time you practice your goal behavior.

_____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____

Your Signature: ____________________ Parent Signature: ____________________

 

 

Project Planner - Handout #5

Name:_______________________

Period:______________________

Date:________________________

Basic Project Information

Type of project

  

Respect Concept

  

Audience

  

Due date

  

Description

  

Detailed Plan

Task

Supplies

Who will do it

Due Date
       
       
       
       
       
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Project Ideas

Steps to Respect Concepts
  • Awards ceremony
  • Book review
  • Comic strip
  • Community service
  • Debate
  • Dramatic reading of a novel
  • Improvisational skit
  • Original song
  • Magazine
    • Mentoring Mural
    • Persuasive essay
    • Photo essay
    • Pop-up book
    • Radio jungle
    • School action plan
    • Sculpture
    • TV quiz show
    • TV talk show
    • Web site
  • Apologizing and making amends
  • Assertiveness
  • Bystanders to bullying
  • Creating a safe, caring, respectful school
  • Friendship
  • Helping others
  • Managing emotions
  • Recognizing bullying
  • Refusing bullying
  • Reporting bullying
  • Respect
  • Safety
  • Taking responsibility
  • Trust
  • Using self-talk
  • Working out conflicts

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