In order to guide
student learning, teachers must have command of the subjects they teach. They
must know which concepts and skills are central to a
discipline, and which are peripheral;
discipline, and which are peripheral;
Discuss the
following:
Lesson and unit plans
that reflect important concepts in the discipline
Lesson and unit plans that accommodate prerequisite relationships among concepts and skills
Clear and accurate classroom explanations
Accurate answers to student questions
Feedback to students that furthers learning
Inter-disciplinary connections in plans and practice
So many things about the health courses overlap which is great because it really drives in those skills that students need to stay healthy and make good decisions. The class starts by talking about communication skills, how to be a friend, how to say no, and those skills learned and talked about over and over in almost all units, in our drugs and alcohol unit, relationship unit, and sex ed. Because these ideas of clear communication are used so frequently in the course I make sure that we do test on them and if students miss the question I provide explanations of what communication is and the key components that make one a good communicator. Using I messages, active listening, refusal skills, and body language all are important components and this type of feedback is exactly what I'd give the student.
I feel like if they can truly understand how to actively communicate than that opens so many channels for good decisions in their lives. Knowing how to say NO under pressure is also a very important life skill they learn throughout several units.
What I love so much about teaching health is the question is never raised-"when will I use this in my life?" I tell them that what you learn in health you use daily, from what you choose to eat, what friends you choose, what you decide to do etc. It's all connected and focuses on wellness.
Lesson and unit plans that accommodate prerequisite relationships among concepts and skills
Clear and accurate classroom explanations
Accurate answers to student questions
Feedback to students that furthers learning
Inter-disciplinary connections in plans and practice
So many things about the health courses overlap which is great because it really drives in those skills that students need to stay healthy and make good decisions. The class starts by talking about communication skills, how to be a friend, how to say no, and those skills learned and talked about over and over in almost all units, in our drugs and alcohol unit, relationship unit, and sex ed. Because these ideas of clear communication are used so frequently in the course I make sure that we do test on them and if students miss the question I provide explanations of what communication is and the key components that make one a good communicator. Using I messages, active listening, refusal skills, and body language all are important components and this type of feedback is exactly what I'd give the student.
I feel like if they can truly understand how to actively communicate than that opens so many channels for good decisions in their lives. Knowing how to say NO under pressure is also a very important life skill they learn throughout several units.
What I love so much about teaching health is the question is never raised-"when will I use this in my life?" I tell them that what you learn in health you use daily, from what you choose to eat, what friends you choose, what you decide to do etc. It's all connected and focuses on wellness.
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