Student Responsibility For the time period being reported, provide a holistic rating for these general areas

Part 4: Student Responsibility For the time period being reported, provide a holistic rating for these general areas

of student responsibility. Consider observed student behavior and interactions throughout the lesson. Keep in mind that this rubric assesses the group overall and not individual students.

3 2 1 (Very Areas

(Very

strong) (Strong) (Moderate) (Weak) weak) Comments

self-control: Student 4 3 2 1 0 does no harm to others verbally or physically; includes and works well with others; resolves conflicts peacefully if they emerge.

Participation: Student 4 3 2 1 0 tries every activity and takes on various roles if asked.

effort: Student tries hard 4 3 2 1 0 to master every task and focuses on improvement.

self-direction: Student 4 3 2 1 0 stays on task without direct instruction or supervision, whether working alone or with others; does not seem to follow bad examples or succumb to peer pressure.

Caring: Student helps, 4 3 2 1 0 encourages others, and offers positive feedback.

Very strong : All students displayed this responsibility throughout the lesson with no observed exceptions.

Strong: Most students displayed this responsibility throughout the lesson with only minor or isolated exceptions.

Moderate : Many students displayed this responsibility, but many did not; several exceptions were observed.

Weak : Some students displayed this responsibility, but many did not; exceptions were frequent or serious enough to impede learning.

Very weak : Few, if any, students displayed this responsibility, and the majority struggled to do so; exceptions were frequent or serious enough that at least some portions of the lesson

were rendered ineffective.

Appendix ··· 193

Part 6: Extended Descriptions of Responsibility-Based Teaching Strategies modeling respect (m): The teacher models respectful communication. This would

involve communication with the whole group and individual students. Examples include using students’ names; engaging in active listening; making eye contact; recognizing individuality; maintaining composure; providing developmentally appropriate instruc- tion; talking “with” rather than “at” students; showing an interest in students; and exhib- iting unconditional positive regard. Counter examples include exhibiting indifference; being disengaged; losing one’s temper; and deliberately embarrassing a student.

setting expectations (e): The teacher explains or refers to explicit behavioral expectations. Examples include making sure all students know where they should

be and what they should be doing at any given time; giving explicit expectations for the activity or performance; and explaining and reinforcing safe practices, rules and procedures, or etiquette.

Providing opportunities for success (s): The teacher structures lessons so that all students have the opportunity to successfully participate and be included regardless of individual differences. Examples in physical activity include making appropriate adaptations for inclusion; and providing opportunities for practice, skill refinement, and game play. Examples in less active modes include allowing students to volunteer answers in a discussion or succeed in a nonphysical task.

Fostering social interaction (sI): The teacher structures activities that foster posi- tive social interactions. Examples include fostering student-to-student interactions through cooperation, teamwork, problem solving, peer coaching, and partner drills in which communication is encouraged. Counter examples include not engaging in random student interactions and facilitating pseudo group discussions that involve only teacher–student exchanges.

Assigning management tasks (t): The teacher assigns specific responsibilities or management-related tasks that facilitate the organization of the program or a specific activity. Examples include asking students to take attendance, serve as timekeepers, set up equipment, keep score or records, or officiate a game.

Promoting leadership (l): The teacher allows students to lead or be in charge of

a group. Examples include allowing students to demonstrate for the class, lead sta- tions, teach or lead exercises for the whole class, or coach teams.

Giving choices and voices (V): The teacher gives students a voice in the program. Examples include letting students engage in group discussions, vote as a group, and make individual choices; inviting student questions or suggestions; eliciting student opinions; and letting students evaluate the teacher or the program.

Involving students in assessment (A): The teacher allows students to have a role in their own assessment. Examples include self-assessment or peer-assessment related to skill development, behavior, attitude, etc.; student-centered goal setting; negotia- tion between teacher and student on the student’s grade or progress in the class.

Promoting transfer (tr): The teacher directly addresses the transfer of life skills or responsibilities beyond the program. Examples of topics include working hard and persevering in school; being a leader in the community; keeping self-control to avoid

a fight after school; setting goals to achieve goals in sports or life in general; being

a good team player when in other contexts such as the workplace; and thinking independently to avoid peer pressure and make good life choices.

194 ··· Appendix