Teaching Personal & Social Responsibility (TPSR) Model

Is teaching P.E. more than developing motor skills and

fitness?

Are there other things in addition to motor skills and fitness that you would you like to teach your students? If so, what?

Model Rationale !   We cannot change the experiences

students bring to the gym, e.g., l  Poverty l  Racism l  Violence l  Drugs l  Unsupervised free time l  Exposure to electronic media

!   Can teach students to be more reflective in the personal & social decisions they make

TPSR Model Main Goal

!   Learning to become more responsible and learning to take responsibility in p.e. and outside the gym.

Responsibility Defined “You are personally responsible if you are

willing to try and to experience new things, and if you can work on your own and develop and carry out a plan for yourself that will enhance your well being.

You are socially responsible if you respect the rights and feelings of others and are sensitive and responsive to the well being of others. To fully carry out these responsibilities you need to attempt to put them into practice outside PE.”

SUB-GOALS – Guidelines for becoming responsible

!   STUDENTS WILL: l  Respect the rights and feelings of

others l  Participate and put forth effort l  Be self directed l  Be sensitive and responsive to the well-

being of others (Caring) l  Transfer what they learn about being

responsible outside the gym

!   Students learn that respect is the number 1 concern and it must be addressed right away.

!   Respect must be revisited often.

!   Self-direction assumes respect & motivation issues have been resolved

!   Caring = most difficult level to achieve

A Loose Teaching Progression

I.  Respect the rights and feelings of others a.  Maintaining self-control b.  Respecting everyone’s right to

be included c.  Respecting everyone’s right to

a peaceful conflict resolution

II.  Participate and put forth effort a. Exploring effort b. Trying new things c. Developing a personal definition of success

III. Be self directed a. Demonstrating on-task independence b. Developing a sound knowledge base c. Developing, carrying out, & evaluating a personal plan d. Balancing current and future needs e. Striving against external forces

IV. Be sensitive and responsive to the well-being of others (Caring)

a. Developing prerequisite interpersonal skills b. Becoming sensitive and compassionate c. Contributing to the community and beyond d. Helping others without rewards

V. Transfer what they learn about being responsible outside the gym a. Trying out the levels in the classroom, on the playground & street, & at home

b. Making decisions about the usefulness of the levels outside the gym

USING THE GOALS AS LEVELS: !   Provides teachers with vocabulary for

talking about responsibility l  “Are you ready for some Level III time?”

!   Allows students to evaluate their progress l  “What level are you at right now?”

Refer to your handout for an explanation of the levels & what they might look like in practice.

What would the levels look like?

Level 0 – Irresponsibility P.E.: pushing, shoving others when

selecting equipment Classroom: talking to friends when

the teacher is giving instructions Playground: calling other students

names Home: blaming siblings for problems

Level 1 – Self-Control (Respect) P.E.: practicing, but not all the time

Classroom: waiting until appropriate time to talk with friends

Playground: standing & watching others play

Home: keeping self from hitting brother even when really mad at him

Level II – Participation P.E.: trying new things without

complaining and saying, “I can’t” Classroom: Listening and doing class

work

Playground: playing with others Home: helping to clean up

Level III – Self-Responsibility P.E.: learning a new skill by using

resources outside the p.e. class

Classroom: doing a science project that is not part of any assignment

Playground: returning equipment during recess

Home: cleaning room without being asked

Level IV – Caring P.E.: willingly working with anyone in

class

Classroom: helping another student with a math problem

Playground: asking others (not just friends) to join in play

Home: helping take care of a pet or younger child

How Do You Teach for Personal & Social Responsibility?

“To become responsible, students must learn to take responsibility. However, they cannot take responsibility if they are not given some responsibility.” Don Hellison, 1996

Some strategies to use in the TPSR model

follow.

Awareness Talks & Reflection Time

!   Brief awareness talks – at beginning of class l  Inform students about responsibility levels l  Levels can be posted

!   Reflection time can occur at end of lesson l  Students can touch a “level target” indicating

the level they reached during the lesson l  Journal entries can address level students

were at that day

Experiencing the Levels

!   Level IV – students peer teach & give feedback to one another (reciprocal teaching) – experience helping one another

!   Level III – set aside a few minutes of self-direction time – students experience working on their own

Experiencing the Levels

!   Level II – engage students in a self-paced task sheet (e.g., basketball shooting tasks) – students experience effort and improvement foci rather than winning

!   Level I – set up game rules like all players must touch the puck before the team can shoot – students experience all-inclusive activities

Individual Decision Making

!   Provide students with opportunities to make choices during the lesson l  Volunteer to coach your team l  Choose which activity you’d like to do today l  Select your intensity level from competitive,

recreational, practice l  Negotiate a contract to deal with respect

issues l  Others?

Group Meetings

!   Class can define what respecting others’ rights & feelings means l  What don’t you want others, including me,

doing to you? !   Evaluate the class or teacher

l  What was one thing you liked/disliked today? !   Discuss transfer outside the gym

l  How could you show respect for others on the playground?

A Sample Lesson in TPSR Beginning – awareness talk or

reminder (use previous day’s incident) about the levels l  Students with level experience might

come into gym and go to work on Level III Personal Plan

l  Help students individually if plan is not formed or motivation is low (small group or individual counseling)

Fitness Component – 10-15 min. fitness routine; teach concepts for exercise needed for Level III use (e.g., FITT) l  Students can put together a workout l  Use counseling with students who

struggle with the workout l  Students can choose to be part of teacher-

directed workout or work with a Level IV student

Skill Component – l  practice session using self-paced

challenges or reciprocal teaching

l  Game with inclusion modifications, options for less intense, less motivated, less skilled students l  Student coaches

Dealing w/ Problems & Closing – l  Problems – counseling time, sit-out

option, making a Level I plan, invitation to join teacher-directed group

l  Closure – reflection (every lesson) and group meeting (periodically) l  What level did you achieve today?

l  Do you plan to use your level outside of p.e. today? If so, how?

l  What are some things I need to do to help you be at Level III more?

ASSESSMENT IN TPSR

!   Criteria is built into the levels – can use: l  Interactive questions – during lesson intro.,

learning activities, closure l  Reflective journals l  Checklists l  Record of student choices l  Level targets l  See your handout for an example of criteria at

each level.

Application !   Take one of the lessons you taught

or plan to teach the high school class.

!   How could you use the TPSR model in this lesson? l  Be specific – what would you ask

students to do to apply the Levels? l  Assume that you’ve already taught

them about the levels.