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January 2012 responsibilty and soc resp rubric
January 2012 responsibilty and soc resp rubric
January 2012 responsibilty and soc resp rubric
January 2012 responsibilty and soc resp rubric
January 2012 responsibilty and soc resp rubric
January 2012 responsibilty and soc resp rubric
January 2012 responsibilty and soc resp rubric
January 2012 responsibilty and soc resp rubric
January 2012 responsibilty and soc resp rubric
January 2012 responsibilty and soc resp rubric
January 2012 responsibilty and soc resp rubric
January 2012 responsibilty and soc resp rubric
January 2012 responsibilty and soc resp rubric
January 2012 responsibilty and soc resp rubric
January 2012 responsibilty and soc resp rubric
January 2012 responsibilty and soc resp rubric
January 2012 responsibilty and soc resp rubric
January 2012 responsibilty and soc resp rubric
January 2012 responsibilty and soc resp rubric
January 2012 responsibilty and soc resp rubric
January 2012 responsibilty and soc resp rubric
January 2012 responsibilty and soc resp rubric
January 2012 responsibilty and soc resp rubric
January 2012 responsibilty and soc resp rubric
January 2012 responsibilty and soc resp rubric
January 2012 responsibilty and soc resp rubric
January 2012 responsibilty and soc resp rubric
January 2012 responsibilty and soc resp rubric
January 2012 responsibilty and soc resp rubric
January 2012 responsibilty and soc resp rubric
January 2012 responsibilty and soc resp rubric
January 2012 responsibilty and soc resp rubric
January 2012 responsibilty and soc resp rubric
January 2012 responsibilty and soc resp rubric
January 2012 responsibilty and soc resp rubric
January 2012 responsibilty and soc resp rubric
January 2012 responsibilty and soc resp rubric
January 2012 responsibilty and soc resp rubric
January 2012 responsibilty and soc resp rubric
January 2012 responsibilty and soc resp rubric
January 2012 responsibilty and soc resp rubric
January 2012 responsibilty and soc resp rubric
January 2012 responsibilty and soc resp rubric
January 2012 responsibilty and soc resp rubric
January 2012 responsibilty and soc resp rubric
January 2012 responsibilty and soc resp rubric
January 2012 responsibilty and soc resp rubric
January 2012 responsibilty and soc resp rubric
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January 2012 responsibilty and soc resp rubric

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Chartwell's Virtue Of the MOnth for January 2012 is RESPONSIBILITY

Chartwell's Virtue Of the MOnth for January 2012 is RESPONSIBILITY

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  • 1. Responsibility
  • 2.  It means that others can depend on you to be accountable for your actions
  • 3.  It means when things go wrong and you make a mistake, you make amends instead of excuses.
  • 4.  Responsibility is the ability to respond ably. It is a sign of growing up.
  • 5.  Show some courage… step up, and accept consequences for the mistakes you make…. Remember….we all make mistakes.
  • 6.  You build trust when you take responsibility for your actions.
  • 7.  When you are responsible you get things done with excellence…even if you are making up for a mistake.
  • 8.  At Chartwell we take the notion of responsibility a little further…it is one of our 2 school goals.
  • 9.  Our 2 school goals lie in the area of:1. Literacy (reading and writing)2. Social Responsibility
  • 10. STRAND Not Yet Within Meets Fully Meets Exceeds Expectation Expectations Expectations Expectations (Minimal Level) -I’m not very - I am usually - I am friendly, - I am friendly Contributing to friendly to other people. friendly and help others. considerate and helpful. and offer help to others.the Classroom and -I don’t like working in - If I’m asked, I -I like to add my ideas to - I show leadership in groups or on classroom usually cooperate in classroom and group theSchool Community activities. classroom and in activities. classroom and in group group activities. activities. -I blame other - I try to let - When angry, I - I try to solve Solving people when I others know when I’m express myself, listen to problems in a variety of Problems in am in trouble. angry. others ways -I don’t know how to - I need help and try to come and know when Peaceful Ways solve the when I don’t agree with to a reasonable solution. to use adult help. problem. others, but I don’t know - I see problems and can - I understand what when to solve others are ask for it. them without adult help. saying and I use - I know one or two ways a lot of ways to solve to problems. solve problems. - I can evaluate if the way I solved a problem worked. -Sometimes I am -I am usually -I treat others -I am fair and Valuing not polite and respectful polite and respectful, but fairly and with respect; respectful and am Diversity and to others. I need help to see if and am interested in fair dedicated to making things are fair for treatment for everyone. sure that everyone is Defending Human everybody. treated fairly. Rights -There is nothing -I’ll help where I -I want to make a -I want to make Exercising that I can do to help the can to make my world a difference in my world, my world a better place Democratic Rights classroom, school, better place, but but I need help on what and I am beginning to community, or world be someone has to tell me those things might be. figure out how I can doand Responsibilities a better place. what to do. that.
  • 11. STRAND Not Yet Within Meets Fully Meets Exceeds Expectation (1) Expectations Expectations Expectations (Minimal Level) (3) (4) (2)Contributing • I’m not very • I am • I am - I am friendly to friendly to usually friendly, and offer help the other people. friendly and considerate to others. Classroom • I don’t like help others. and helpful - I showand School working in • If I’m most of the leadership inCommunity groups asked, I time the - I am often • usually classroom and rude cooperate • I like to add in group - I find it • Sometimes my ideas to activities tough to get I am nice classroom and • I always try along with • I need group my best to others support to activities be positive, work with • I can work contribute others in a group and be flexible
  • 12. STRAND Not Yet Meets Fully Meets Exceeds Within Expectations Expectations Expectations Expectation (Minimal (3) (4) (1) Level) (2) Valuing • I • I am -I treat others -I am fair and Diversity struggle usually fairly and respectful with respect and am and with polite and - I’m starting dedicated toDefending people respectful, to notice making sure Human that are but I when people that Rights different ignore it if are treated everyone is than me people are unfairly and treated fairly. try to help I do • I want not being something my own treated when way all fairly. someone is of the - I am a being treated time bystander unfairly who does - I am an nothing active bystander
  • 13.  We use tools like this to reflect as to where on the performance scale we are right now….
  • 14. Social Responsibility Performance Scale  And figure out where we haveNot Yet to go and whatMeetingExpectations we have to do to improve… Meeting & Exceeding Expectations
  • 15. Let’s Practice Reflecting and Assessing…What level of  Not Yet Meeting  performance is this person achieving in  Minimally Meeting  their level of social responsibility?  Fully Meeting Exp.   Exceeding Expectations 
  • 16. Let’s Practice…Scenario #1 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.
  • 17. Aspect Not Yet Within Meets Fully Meets Exceeds Expectation (1) Expectations Expectations Expectations (Minimal Level) (3) (4) (2)Contributing -I’m not very - I am usually - I am friendly, - I am friendly to friendly to friendly and considerate and offer help the other people. help others. and helpful. to others. Classroom -I don’t like - If I’m asked, I -I like to add - I showand School working in usually my ideas to leadership inCommunity groups or on cooperate in classroom and the classroom classroom and group classroom and activities. in activities. in group group activities. 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.
  • 18. Let’s Practice…Scenario #2 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.
  • 19. Aspect Not Yet Within Meets Fully Meets Exceeds Expectation (1) Expectations Expectations (3) Expectations (4) (Minimal Level) (2) Solving -I blame other - I try to let - When angry, I - I try to solve Problems in people when I others know express myself, problems in aPeaceful Ways am in trouble. when I’m angry. listen to others variety of ways -I don’t know - I need help and try to come and know when how to solve the when I don’t to a reasonable to use adult problem. agree with solution. help. others, but I - I see problems - I understand don’t know and can solve what others are when to them without saying and I use ask for it. adult help. a lot of ways to - I know one or solve problems. two ways to - I can evaluate solve problems. 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.
  • 20. 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 Meets Fully Meets Exceeds Within Expectations Expectations Expectations Expectation (Minimal (3) (4) (1) Level) (2) Valuing • I struggle • I am -I treat others -I am fair and Diversity with usually fairly and with respectful and and people polite and respect am dedicated - I’m starting to to making sureDefending that are respectful, notice when that everyone Human different but I ignore it people are is treated Rights than me if people are treated unfairly fairly. • I want my not being and try to help I do something own way treated fairly. when all of the - I am a someone is time bystander who being treated does nothing unfairly - I am an active bystander
  • 21. Aspect Not Yet Meets Fully Meets Exceeds Within Expectations Expectations Expectations Expectation (Minimal (3) (4) (1) Level) (2) Exercising -There is -I’ll help where -I want to -I want to Democratic nothing I make a make Rights and that I can do can to make difference in my world aResponsibilitie to help the my world a my world, but I better place s classroom, better place, need help on and I am school, but someone what those beginning to community, has to tell me things might figure out how or world be what to do. be. I can do that. a better place.At the end of the art lesson, James and Pat sat talking whileMr. 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.
  • 22. Words to live by…“Kind words can be short and easy to speak, BUT their echoes are truly endless."
  • 23.  Over the month of January we will be welcoming witness accounts to those students demonstrating the Virtue Of Responsibility…
  • 24.  Simply fill out the form located in the office with the person’s name and what they did to demonstrate responsibility…
  • 25.  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…
  • 26.  Responsibility is doing what we know is right.
  • 27.  If Responsibility is knowing what you are doing is the right thing....
  • 28.  And doing the right thing sometimes takes courage...
  • 29.  And doing the right thing sometimes takes courage...
  • 30. 1. Bullying2. The role of the ‘bystander’3. What you can do for yourself and others
  • 31.  Bullying is where there is an imbalance of power...and repeated abuse...  Physical  Verbal  Emotional
  • 32.  Bullying can be repeated physical attacks...  Hitting  Pushing  Spitting  Kicking  Stealing
  • 33.  Bullying can be repeated verbal attacks...  Threats  Name calling  Lying  Negative remarks
  • 34.  Bullying can be repeated emotional intimidation...  Exclusion  Spreading rumours and gossiping  Intimidation  Humiliation
  • 35.  In almost every case of bullying there is a bystander...
  • 36.  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
  • 37.  The bystander who sees or witnesses what’s going on...has a choice...to act...or to ignore.
  • 38.  And doing the right thing sometimes takes courage...
  • 39.  Canadian research says,  “One student confronting a bully is often enough to stop the abuse instantly”
  • 40.  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.”
  • 41.  But research also says...   “...that students offer assistance on the scene or later less than 25 % of the time.”  WHY?? 
  • 42. 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 how2. Were worried about being considered “a rat” if they told a teacher3. Didn’t trust adults to be effective
  • 43.  Yet....Dr. Craig’s research also says...  that when students spoke up, or jumped in physically, half of the bullying ended abruptly
  • 44.  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
  • 45. 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
  • 46. 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.

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