Health Education Management Plan If they are engaged, they are managed Mission Statement:

Students will develop comprehensive health knowledge and skills in developmentally appropriate ways, which will prepare and empower students to value and engage in lifelong health lifestyles. I plan to: Motivate and assist students to maintain and improve their health, prevent disease, and reduce health-related risk behaviors. Allow students to develop and demonstrate increasingly sophisticated healthrelated knowledge, attitudes, skills and practices. Include a variety of topics, such as personal health, healthy relationships, consumer health, sexuality education, mental and emotional health, injury prevention and safety, nutrition, prevention and control of disease, and substance use and abuse My goal is to reduce risk behaviors and include habits, which will promote strong bonds between students and their families, school, and community. This will be achieved through the students increased health literacy, the development of health self-management skills, and through the advocacy of their health behaviors and practices. The achievement of these will be carried out in active, student-centered, non-threatening environments in which students are challenged to do their best in developing the foundation of health, life-long habits. Theory Alignment: My classroom management plan most directly aligns with the Theory of Multiple Intelligences, developed by Howard Gardner and is based upon the idea that all children have different learning styles. Humans have nine different kinds of intelligence that reflect different ways of interacting and learning. The nine different intelligences include Linguistic Intelligence, Logical/Mathematical Intelligence, Musical Rhythmic Intelligence, Bodily/Kinesthetic Intelligence, Spatial Intelligence, Naturalist Intelligence, Intrapersonal Intelligence, Interpersonal Intelligence and Existential Intelligence. No two human beings have the same exact configuration of the nine intelligences. I believe my management plan aligns with this theory because I differentiate my teaching instruction to accommodate all learning styles. Doing so provides a positive learning environment for all students and they will be able to achieve at their highest potential. Classroom Rules: On the first day of class, students will come up with rules and procedures they feel are appropriate and that they can be held accountable for. Having the students come up with these rules will help minimize discipline issues because they were in-charge at developing the guidelines. Students have full ownership in what has been decided throughout the classroom, expectations, and consequences. General rules throughout the classroom will include: 1. Everyone is treated with equal respect by all 2. Keep hands and body parts to yourself at all times 3. Absolutely no cheating 4. If absent, its the students responsibility to obtain the missed material 5. Be engaged and have fun!

Discipline: Actions that fall under the category of discipline include the following: Arriving late to class Treating other students or teachers with disrespect Incompletion of work Other negative behaviors, etc. **If behavior is out of control, students can and will be sent to the principle immediately! To take care of discipline issues, I plan on using the idea of developmental discipline. Developmental discipline helps students understand the reasons behind classroom rules and expectations, teach relevant skills they may be lacking, and engages students in a collaborative, problem-solving process aimed at stopping misbehavior. Developmental discipline attempts to build a community in the classroom, in which the stated learning goals are being achieved and in which each childs personal needs for competence, autonomy and respect are being met. In this philosophy, the student and teacher may come up with his or her own suitable and effective consequence. If the philosophy of developmental discipline is not successful, the following discipline hierarchy will be used: 1. Student will discuss with the teacher how the unwanted behavior will be changed and taken care of. 2. If problems continue, student will serve time either before or after school in the given classroom. Parents will also be notified about the unwanted behavior. Parents and teacher may come up with a separate plan of attack in hopes to solve the issue. 3. If the issue is still not solved, the student, teacher and parents will meet with the principle to come up with a plan to resolve the unwanted behavior. This could also include a separate consequence. Positive Behavior: Positive behavior will always be rewarded. Excellence reports will be used by both the teacher and students. An excellence report describes a students behavior, why it was superior, and how it made the person writing the report feel. These documents are also something the students can take home and share with their parents. Communication and Parent Involvement: There will be multiple ways students and parents will be able to communicate with the teacher: 1. My office availability will be posted in the students syllabus, in the classroom, and on the classroom door. Students will always be able to visit during those times to receive extra help, address any issues or concerns, or for any other reasons they may have. These times will also be given to parents (as well as before and after school) for any issues, questions or comments they may have and would like to take care of them face to face. 2. My E-mail will be available to parents at all time. 3. A suggestion box will be placed in the classroom. The students can use this at any time and their statements will always remain anonymous.

4. Twitter/Facebook account available for access at any time for students and parents. This will help keep parents informed about what is taking place in the classroom, as well as students up-to-date on what needs to be done. Since social media is a huge part of students lives in this generation, this is a very accessible tool for them to use. 5. News-letters will be mailed AND emailed out once a month. The news-letters may include a variety of topics, including what we worked on the last month, what is coming up in the upcoming month, volunteers for any upcoming projects/trips, etc.

Thoughts and Ideas gathered from: "Edutopia | K-12 Education & Learning Innovations with Proven Strategies that Work." Edutopia | K-12 Education & Learning Innovations with Proven Strategies that Work. George Lucas Educational Foundation, n.d. Web. 23 Sept. 2013. <http://edutopia.org>. Kaiser, B, and J Raminsky. "What is Developmental Discipline?." Education.com | An Education & Child Development Site for Parents | Parenting & Educational Resource. N.p., n.d. Web. 23 Sept. 2013. <http://www.education.com>.