Edgemont School District 23-1

Building Sportsmanship in our Youth

by David Cortney-Superintendent

Educating our students is the responsibility of the Edgemont School District, their parent/guardians, and the community. This does not only mean in the area of academics but also in the area of extra-curricular activities. In the area of extra-curricular activities, we want to teach the student how to perform their activities to the best of their ability but also how to win or lose graciously. Sportsmanlike behaviors can be learned through positive role modeling and consistent, clear reinforcement for desirable and undesirable actions. To reinforce sportsmanship, students need to experience moral dilemmas, discuss these dilemmas, and create a moral balance for them to operate by as a person. As children grow and develop, the process by which they organize information changes and the reasoning behind their moral behaviors has the potential to mature. An understanding of the levels of moral reasoning through which children progress is critical for recognizing how and when to enhance sportsmanship. This reminds me of a resource written by Vern Seefeldt called “Handbook for Youth Sports Coaches” that I first read years ago while in college. There is a section in the handbook that talks about sportsmanship and five levels of morality a child may develop through to get to a level of desirable behavior as an adult. The first level is when their action is judged as right or wrong depending on the outcome of their action. In judging whether sliding into second base with spikes up is sportsmanlike, a child at this level might say, “It is okay to do as long as I don’t get caught.” The next level up or second level of moral reasoning is an “eye for an eye” view in which one seeks an advantage through tradeoffs or compromises. A child at this level would say, “It’s fair because she ran over me at first base earlier in the game.” Self-interest is the guiding principle for the first two levels of moral reasoning. The third level of moral reasoning is “doing unto others as you would have them do to you.” The reasoning at this level might be; “I’m a good person who does not try to hurt my opponent and I would expect to receive the same treatment from others.” The fourth level of moral reasoning uses objective and impartial external rules as a basis of moral judgment. The reasoning at this level might be; “Win or lose, you play by the rules.” The rules say “no sliding with spikes up” so you must play by the rules. The fifth level of moral reasoning is based on the mutual interest and well-being of all concerned parties. An example would be, “It’s not right or fair to slide with spikes up. It violates the rights of an individual to be protected from physical or psychological harm.” Reaching the level where an individual is concerned about the physical and psychological well-being of others is the goal. It is the level of sportsmanship our community wants to project to other communities. As we (students, parents/guardians, and community members) participate in or support the different extra-curricular activities, keep in mind the well-being of others. And, remember being a positive role model is very high on the list of ways children learn sportsmanlike behaviors.

Hands on Science

By Kathi Nelsen, 7th/8th grade science teacher

Have you ever wondered how to make homemade perfume or which will make better crystals: sugar, sea salt or table salt? You can find out the answer to these questions and many more at the Annual Science Fair on February 22. The 7th and 8th graders are once again working on their experiments using many old and new skills.

The Scientific Method has been taught to students since their early elementary years and now they get a chance to see it at work. From the first hypothesis to the final conclusion students put many of their skills to use. Higher level skills such as critical thinking, organization, problem solving and planning are very important when conducting their experiments. The students also get a chance to integrate their academic classes. Computer, math, art and writing skills are very important to complete their projects.

Although this project is fun and creative, students also learn the importance of planning, managing time and problem solving as the experiments may not go as thought. Students must truly understand their experiments as they will be put to the test by local judges, given a chance to work on public speaking and demonstrate their experiments. The Science Fair is an exciting time of the year for both students and teachers as science hypotheses come to life.

RESPECT and GOOD MANNERS:
Do they affect classroom learning?

by Nancy Cape

Today’s world revolves around technology and getting ahead. At what expense do we as a society allow this? Classroom environment is a result of what each student brings and how they interact with each other and the instructor. What does each student bring? They each bring learned behaviors (good and bad), expectations for learning, traditions from home, attitudes influenced by parents, television, music and the peer group acceptance of “normal” plus work ethic learned from prior years at home, school, and/or community groups ( i.e. 4-H, YMCA, church youth groups, etc.).

I truly believe that “Good Manners” and “Respect” are tightly woven together. One cannot exist without the other. Simple things such as saying “Hi” to answering someone who tells you “Hi” is an act of kindness and good manners. Other things include saying “Thank you”, “Please”, May I’, “Would you mind”, “May I help”, “Is there something I can do to help?”, and saying positive remarks/comments about all people in the classroom. Today’s joking remarks are often a form of harassment/bullying said in order to make fun of another at that person’s expense. Satire is not a welcome form of joking for grades 1-8 as the children really do not understand the meaning of “Satire.” Remarks that put someone down, are negative in content, or make a person feel self-conscience not are acceptable.

I have been working with the 7/8 grade classroom to practice being positive, exhibiting good manners, and respect to everyone in the class. This is a constant process and one must be on guard and listen carefully when everyone speaks. At first, the students were not happy with the reminder that what was said was negative and they needed to apologize. I also often remind them that no negative comments were allowed in “OUR ROOM”. I did this because it is the only place I have absolute control. If negative/put-downs were heard in the hallway-I would remind them that positive works better; try to have others imitate you instead of you imitating them.

We discussed how the “Golden Rule” is meant to work, and they discovered it is NOT retro-active i.e. Revenge approved way to respond. In order to get respect, one must first show respect. How do you show respect? Easy, use Good Manners in all things which show your respect for that person. I believe that the students in the 7/8 grade have a better attitude towards discussions and each other since the beginning of the year. Interrupting others has decreased and listening has improved. This is a commitment that I plan on expanding to the hallways and hopefully the entire school. Good Manners and Respect are not just student-based. The teachers, paraprofessionals, and other staff members also need to demonstrate, expect, and address Good Manners and Respect everyday and in everyplace they go.