Health and wellness education is learning aimed at promoting well-being and healthy living among students. It reduces health disparities within all learners and assists them in developing lifelong health awareness skills (Anspaugh and Ezell, 2012). These skills are essential in helping each student manage his or her health and be able to apply various preventive care techniques in being safe.
The National Standards in teaching todays Health
The National Standards supports and promotes health-enhancing behaviours among students. The standards apply to students in all grade levels right from kindergarten all the way to 12th grade (Anspaugh and Ezell, 2012). From the table provided, we can be able to see the framework that has been developed for administrators, policy makers, and teachers in allocating instructional resources, assessing student achievement, selecting or designing curricula, and evaluating the progress of students. The table has three columns which indicate the national health education standards, the corresponding course content to be covered regarding that particular standard, and the risk behaviours associated with the standard. Through the provision of this information, the table enables us to see clearly the mode of behaviours that is expected of students, surrounding communities, and the leaners families. The standards are crucial in reinforcing a positive growth and development of health education, a fact that challenges communities and schools to enhance their efforts towards attainment of excellence in health education.
In todays health teachings, The National Standards serve as a reference on all health related education through provision if a framework for adopting standards by many states. According to Anspaugh and Ezell, standards provide teachers with specific objectives which students must achieve at the end of each health education task (Anspaugh and Ezell, 2012). Moreover, they show techniques that are to be followed so as to achieve the said or rather the specified objectives. The National Standards are also beneficial to health teaching institutions because of their ability to provide the content needed for learners. This simplifies the work of a tutor because he or she will just have to focus on finding and delivering the content to students. This also means that there is equality regarding content that is offered to students across all health institutions.
Lastly, the table has documented all the standards and the risk behaviour in students. This is important as it helps health teachers to assess any deviation in students from the conventional health norms in institutions. In the case of deviance, it can be stopped early.
How to Address the Standards in My Teachings
The National health education standards are essential in ensuring students safety and health livings. Therefore, they should be adhered to adequately. The most vital issue to deal with is to first inform the students about these standards (Anspaugh and Ezell, 2012). The information process will majorly be through teaching and informing them of their requirements as per the standards. This will make students aware and responsible regarding health matters especially those that are in their fourth grade and above.
There may be other several techniques through which one can address this standard in a learning set up, however, I prefer to address them from the students perspective. This will be strengthened by strong supervisory role so that I can be confident that the students are following the stipulated directives. First, I will ensure that the course content described under each health education standard is delivered to students. Delivery will be in form if teachings to the students in class settings and also guiding them in practical application.
Using inclusive techniques in which students actively demonstrate their understanding of the techniques will also allow easy understanding of the standards by the students. This will involve practises that will ensure complete comprehension of the course content by the students.
Another way to make sure that the standards are being comprehended by students will be overserving their behaviours. This will primarily involve comparing their traits to the risk behaviours that are associated with each standard. In this regard, students will be perceived to have understood a study effectively if they demonstrate a concise understanding of the risk factors associated with a particular health hazard and if they completely avoid any behaviours likely to cause harm to their health.
It will also be vital to evaluate the communication and decision-making abilities of the students. Their current abilities can be compared to their earlier capacity and the difference noted. This is because almost half of the standards are directly related to communication and decision making. Enhanced decision-making skills among students and clear communication will be an indication that the students can accurately follow the fourth standard all the way to the eight standards.
Lastly, it is important to note that the students will find it difficult adhering to all the standards at once. Therefore, it will be more efficient to observe their reaction and adherence to one standard before the other in a step by step process.
In conclusion, health is a critical aspect of a human life. Ill health status leads to expenses on treatments and other related factors. Therefore, it is important to incorporate a culture in people that will help them stay safe and healthy. Through the implantation of health education standards in student learning practices, a substantial number of health issues are avoided. This is because the learners will get used to observing health behaviours and ways of living which will reduce the chances of health risk factors in their lives.
Anspaugh, D., & Ezell, G. (2012). Teaching today's health. Pearson Higher Ed.
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