Welcome

I'm going to relate the lessons I've learned from my students in my health classroom through stories I have from our class discussions, assignments, and interactions. Feel free to share some of your own "lessons learned" through the lessons you've taught your students. If you're not in education, perhaps you can relate lessons you have learned from children at some point in your life. Look forward to sharing stories!

Wednesday, July 31, 2013

Practice What You Preach

I'm not sure if this applies to all disciplines, but I think it applies to who we are as people in society. I think that as teachers we are placed under more scrutiny to practice what we preach because students see us as these people that operate out of the school building and don't go to the grocery store like normal people, or shop, or wear sweats out in public like everyone else. And the reason I know this is that I've been shopping in the worst clothes, with bed head--seeking that favorite kind of ice cream on a low key Saturday night, and I run into a student. The student is with a parent and after they think you are the next aisle over, say, "That's Ms. Strey. She's my health teacher." And I quickly glance in my basket to see if the ice cream I was so excited about is hidden beneath something healthy or if the kid saw it.

Lesson Learned:

We are all human--teachers, students, and parents. We all need a little ice cream and sweats every now and then. But the lesson I have learned in the last few years from my interactions at school and in the community is that there is an expectation to practice what you preach as a teacher. You are seen as someone who is trying to get kids to do their best and work their hardest at being successful at whatever you teach them. We have a responsibility in the eyes of the community and the kids we teach to also do the things we try to teach in our everyday life. We expect kids to be respectful, work hard, follow a dress code, and so on... It is only fair that they expect those things from us so at times we have to consider what we preach and if we are following through with what we expect of students. For me, I teach kids to be healthy by eating right, going to the gym, managing their stress, maintaining healthy relationships, and so on. So when I have a cookie in my hand from the teacher's lounge, I will get called on it. "Ms. Strey, you're eating a cookie!?" If I'm at the gym and there are local kids there, I'll get a friendly hello and kids will also know that I am working to maintain my health. I think there is more credibility to who you are in your profession (at times) when you practice what you preach. It can be challenging because we should all be able to live our lives freely and be who we are :) Discretion is advised!

Tuesday, July 23, 2013

Course Evaluations

Every semester my students evaluate their experience in Health Education. I give them a small questionnaire to fill out on one of the last few days of school. I have kids write a variety of comments from,"Don't change a thing," to "Less homework and projects," to "My favorite unit was learning First Aid, CPR, and AED." Obviously some of them I can change for the next semester and some I cannot because assessments are a must. I tell my students that their feedback is valuable to me so that I can make the course better and I can improve my own teaching.

Lessons Learned:


A few things that I have learned from reading the evaluations.
1) Try not to take what students wrote about the course personally. (Hard)
2) Consider giving evaluations throughout the semester or school year so that students can give you feedback earlier. This allows the teacher to fix problems early and meet the needs of the learners who are having issues--instead of when the students are leaving the course.
3) Consider having the surveys completed electronically to save time and keep it more anonymous. Most teachers have a special knack for spotting students' handwriting so electronically keeps it more anonymous if you so desire.
4) Make small changes over time. It is hard to implement a lot of changes to a course so allow time to add new things.

Sunday, July 21, 2013

This One Time...

I'm sure we have all had students that start their stories with, "Ms. Strey, this one time when I was..." These stories usually have something that sparks an emotional reaction--could be shock, disbelief, laughter, a smile, or a shake of a head. All of these things done on the inside of course--or as often as possible. Last year, I had a girl who shared in class how she had planned to kill herself. She shared with everyone the emotions that she was going through and why she wanted a way out. Fortunately, she was in a much better place at that time, but it seemed all the while she was sharing that she enjoyed telling this story of herself. She also didn't recognize that it was something that wasn't appropriate to share.

Lesson Learned:


Our students will share a wide range of stories and ask questions that may be fun to discuss or cause discomfort and awkwardness to deal with in front of an entire class. Sometimes the reaction from you or the class is all they are looking for. In this case, the young girl had autism which prevented her from really knowing that her story was not appropriate to share in front of everyone. At the time, I didn't realize that her inability to handle social situations and interact with others appropriately was the reason for her story. In any case, teachers always have to use discretion in their response and make sure that they handle a question or statement in the way any prudent person would so that boundaries are maintained. Teachers also have to walk to fine line of offering support or demonstrating compassion when the situation calls for it. Bottom line: not all conversations are easy or comfortable but all students deserve to be treated the way that you/I would want to be treated. We are all human. We all come from different backgrounds, which is what makes us all unique. Having a tolerance and understanding of diversity allows us to work with students who come from so many walks of life.

Friday, July 19, 2013

I Need Extra Time

Towards the end of the school year I had a student who came to me in a rush at the end of the period and said, "Ms. Strey, I need extra time for the project that is due tomorrow. I have a really good excuse." (Bell rings--kid walks out the door) I respond to the back of the kids head as he is exiting, "Ben, have the project done for tomorrow!"

Needless to say when the kid came back to class the next day he didn't have a project to turn in, but he assured me that he had a good excuse. He proceeded to tell me that "last night" his sister was in a car accident and he had to spend time with her in the hospital. He was swamped with taking care of her. Of course I immediately caught him in a lie and asked him, "So your sister got in a car accident last night but you told me yesterday in class that you had a good excuse? How could you have known she would get in an accident to use it in an excuse?"

Lesson Learned:

There are times when kids need extra time on assignments and all effective teachers should consider allowing this when it is appropriate and fair. However, there are also times that kids are going to try to push it over a line that is unreasonable. Allowing students to turn things in late or extending deadlines constantly can wreak havoc for any teacher. It doesn't place responsibility on students or teach them life skills for meeting deadlines. Students also have to learn to be honest and know when it is appropriate to ask for more time and when they need to make sure they are using their time wisely to get things done. In high school, time management is a crucial life skill that needs to be developed so they are prepared for college life or the work force. Use your judgement!

Thursday, July 11, 2013

Last Day of School

On the last day of school, I have the students complete a reflection activity that asks them where they would like to be in 5 years. They write down dreams to travel, go to college, get a great job and make lots of money, and so on. The next part of the activity is to imagine that they got pregnant or someone else pregnant (keep in mind this is health class and we just covered Human Sexuality). They continue to process what their options are, who they would go to for guidance, and then finally 3 preventative measures they can take to ensure that they are able to make their dreams come true on the front. THey make a pledge to themselves to make certain healthy decisions to ensure this.

After this activity, I ask them if they remember the first day of health class. And one person always remembers. "You dressed up as a fairy godmother and wore a prom dress and a tiara!" Of course, I can't help but smile and explain to them that as their fairy godmother I granted them three wishes, but they are the only ones that can make their dreams come true. I tell them that I did everything I could to give them the knowledge and the skills necessary to live healthy and happy lives, but they are the only ones that can do that by using the things we learned.

Lessons Learned from My students:

#1) All students want to succeed in life. Whether they appear motivated or excited about life, everyone wants something better in their future--it's human nature. So always encourage your students and give them something to be hopeful for if you have the opportunity.

#2) Kids remember/recall information when you dress up or act a part or a character. You don't have to be a theater major to role play every once and awhile, but visuals help engage learning and memories, which can be to your advantage as an educator. I still have former students saying, "remember when you dressed up that one time..."

Health Fairy Godmother 2010
Safe Sex Superhero: the Incredible IUD