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

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

11. 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 the
School 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 do
and Responsibilities a better place. what to do. that.

12. 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 show
and School working in • If I’m most of the leadership in
Community 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

13. 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 to
Defending 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

14.  We use tools like
this to reflect as
to where on the
performance
scale we are right
now….

15. Social Responsibility
Performance Scale
 And figure out
where we have
Not Yet to go and what
Meeting
Expectations we have to do
to improve…
Meeting & Exceeding
Expectations

16. 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 

17. 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.

18. 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 show
and School working in usually my ideas to leadership in
Community 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.

19. 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.

20. 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 a
Peaceful 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.

21. 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 sure
Defending 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

22. 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 a
Responsibilitie 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 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.

23. Words to live by…
“Kind words can be short and
easy to speak, BUT their
echoes are truly endless."

24.  Over the month of
January we will be
welcoming witness
accounts to those
students
demonstrating the
Virtue Of
Responsibility…

25.  Simply fill out the
form located in the
office with the
person’s name and
what they did to
demonstrate
responsibility…

26.  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…

27.  Responsibility
is doing what
we know is
right.

28.  If
Responsibility
is knowing
what you are
doing is the
right thing....

29.  And doing the
right thing
sometimes
takes
courage...

30.  And doing the
right thing
sometimes
takes
courage...

32. 1. Bullying
2. The role of the
‘bystander’
3. What you can do
for yourself and
others

33.  Bullying is where
there is an
imbalance of
power...and
repeated abuse...
 Physical
 Verbal
 Emotional

34.  Bullying can be
repeated physical
attacks...
 Hitting
 Pushing
 Spitting
 Kicking
 Stealing

35.  Bullying can be
repeated verbal
attacks...
 Threats
 Name calling
 Lying
 Negative remarks

36.  Bullying can be
repeated
emotional
intimidation...
 Exclusion
 Spreading rumours
and gossiping
 Intimidation
 Humiliation

37.  In almost every
case of bullying
there is a
bystander...

38.  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

39.  The bystander
who sees or
witnesses what’s
going on...has a
choice...to
act...or to ignore.

40.  And doing the
right thing
sometimes
takes
courage...

41.  Canadian
research says,
 “One student
confronting a
bully is often
enough to stop
the abuse
instantly”

42.  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.”

43.  But research also
says... 
 “...that students
offer assistance on
the scene or later
less than 25 % of
the time.”
 WHY?? 

44. 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

45.  Yet....Dr. Craig’s
research also
says...
 that when students
spoke up, or
jumped in
physically, half of
the bullying ended
abruptly

46.  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

47. 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

48. 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.