January 2012 responsibilty and soc resp rubric

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.