Part 1 Project

Chapter 1
Key Idea 1: There are six dimensions of wellness: physical, mental, social,
emotional, spiritual, and vocational. These dimensions though separate, do not
act alone they influence each other (Telljohann, 2012).
Application: Knowing that the dimensions of wellness are connected will help me
make sure that I am doing my best to help my students learn. For example if a
student is bullied it could be detrimental to more than one domain of wellness for
example: physical, mental, emotional, and social health. Talking to my students
about bullying will help strengthen those areas of wellness so they can focus on
learning.
Key Idea 2: Risk factors cause detriments to health, and six influential variables
that can inhibit or prevent these risks: behavior choices, genetics, social
circumstances, medical care, and environmental conditions (Telljohann, 2012).
Application: As an educator I can teach students the importance of avoiding
certain health risk factors such as tobacco, poor eating habits, and alcohol and
drug use. I may also teach my students influential health variables to promote
healthy lifestyles while they are children. This is so that when they grow up they
may have already formed healthier habits and knows how to avoid risk factors.
Key Idea 3: Coordinated school health creates the healthiest possible
environment of learning for the students through 8 groups within the school and
the community (health services, healthy environment, school food services,
counseling, family engagement, faculty and staff, and healthy community)
(Telljohann, 2012).
Application: Coordinated school health is one of the most important ways that I
may help keep my students healthy. By knowing they are interrelated, I can
coordinate with other groups within the school and community to make sure my
students are as healthy as possible. For example, if the flu begins to travel
around the school each of the groups may work together to combat it. The
custodial staff may use different cleaning products for a cleaner school
environment. I would teach students about the importance of covering their nose
and mouth when coughing or sneezing. The nurse may par with the staff to hold
a community wide seminar including tips to stay healthy and protocol on whether
or not a child is healthy enough for school or too contagious to be in contact with
other students as well as the importance of getting vaccinated.

Chapter 2
Key Idea 1: School policies may differ from state to state and policy makers have
great influence on education practices in schools throughout the United States
(Telljohann, 2012).
Application: Some teachers are fortunate enough to secure jobs in the community
while others move to accept a job. Because of this, it is important to know that
policy can change from state to state and it could effect what I can or cannot
teach in my classroom. When looking for a job I need to consider such policies
and ask about them during the interview process. By knowing my limits in the
classroom based on policies in the community, I can better prepare myself to
teach and avoid any potentially uncomfortable situations.
Key Idea 2: As more research is done on the brain the headways made in
science of its functions can improve both teaching and learning (Telljohann,
2012).
Application: Teaching is all about the brain and finding the best possible methods
so that all students are effectively retaining information. Based on research it has
been found that my students will learn best if the information is connected to
something they already know. For example when teaching about fire safety I
could relate to the students knowledge of fire drill at school then have them
connect it to having drills at home. An activity that could be paired with this is to
have students draw out their exit plan and meeting spot at home so they know
what to do should there be a fire at home.
Key Idea 3: The multiple intelligences may be used in lesson planning to apply to
varied interests and to play to the different strengths of all students (Telljohann,
2012).
Application: Not Every student will me intellectually strong in all of the areas of
multiple intelligence, but it is important to teach to each childs strengths when
possible. One day a lesson could be paired with a song to help kids remember a
lesson, which will appeal to musical intelligence. The class could go outside to
learn about nature, which will appeal to any naturalistic learners, and for spatial
leaners I can be sure to include clear visual representations within the lesson.
The lessons I teach may not always be extravagant but I can teach different
lessons that will appeal to the strengths and intelligences of my students.

Chapter 3
Key Idea 1: Teachers, depending on their grade level and subject matter in the
classroom, need to meet the eight NHES standards within their lessons. The
eight standards are core concepts, analyzing influences, access to information,
interpersonal communication, decision-making, goal setting, self-management,
and advocacy (Telljohann, 2012).
Application: Not every lesson will meet all eight NHES standards, but it may
cover one or two. I may begin by teaching my students interpersonal
communications and using those skills to avoid certain health risks, which is
standard four. My students may then use that information to advocate to other
peers or family members on why they too should avoid such health risks which is
standard eight. This lesson would then apply to two of the NHES standards.
Key Idea 2: A productive way to design lessons as a teacher is through the
desired Result process; this means starting with the results of the lesson and
working backward completes the lesson (Telljohann, 2012).
Application: At a teacher this will improve the quality of my lessons. I cannot
teach my students if I myself do not know what I want them to learn. If I make the
goal of the lesson understanding healthy hygiene habits, I can appropriately plan
my lesson. I may begin with asking students if they can give me examples, then
have a discussion of how often these habits should be practiced and then test my
students knowledge to see if they understand the concept.
Key Idea 3: For teachers to discover whether or not their students have retained
the information taught in class assessment is necessary. This can be completed
through multiple means depending on the nature of the assignment or
assignments (Telljohann, 2012).
Application: Assessment is an important factor in classroom instruction and it
helps me as a teacher know whether my students are actually learning.
Depending on the nature of the assignment there are a few way that I can test
my students. I also need to make sure the students have an understanding on
what they will be assessed over that way I may more accurately fill in any gaps of
information that the students may collectively miss.

Chapter 4
Key Idea 1: Students are able to achieve more in school and have improved
health when they are exposed to connectedness within the school (Telljohann,
2012).
Application: Through promoting school connectedness with min my classroom it
is possible for my students to have better attendance, have better grades, and
remain in school longer. As a teacher who spends more time around my students
than just about anyone else I will support them with protective factors to help
them avoid health risks. I will work on building strong relationships with the
parents and caregivers of my students making sure they are promoting positive
learning behaviors at home. Finally, I will use a combination of different teaching
strategies to create a sense of connectedness in my classroom.
Key Idea 2: Classroom connectedness may be reached through one or more
teaching strategy (Telljohann, 2012).
Application: Due to it being such a large part of the chapter and their importance
in teaching lessons I felt that the teaching strategies deserved their own section.
Not every student learns in the same way and the book provides numerous
options for teaching lessons, and it is up to me do decide which of these methods
will help my students learn best. Before any lessons are taught I feel it would be
important to hold a class meeting to create a class contract so that the students
have a say in how the class is run. I feel that this will help encourage them to pay
attention and learn more because they helped decide how the class will be run.
Key Idea 3: With families of many different backgrounds and beliefs controversy
and controversy management is important (Telljohann, 2012).
Application: Going into the teaching I am highly concerned about the issue of
controversy. This will play a big role in my future job decisions. Before I agree to
work at a school I need to know what is or is not ok for me to discuss with my
students. On a deeper level, it is also important to know the backgrounds and
beliefs of my students so that I do not cross any lines, or make any students
uncomfortable. This is perhaps something I could discuss with parents on meet
the teacher nights. While it is important to teach my students what they need to
know, it is not worth getting in trouble over.
Resources:
Telljohann, S. K., Symons, C. W., Pateman, B., & Seabert, D. M. (2012). Health
education: Elementary and middle school applications. New York, NY: McGrawHill.