As the end of the session, the participants will able to:
1. name the 5P's of a supportive environment;
2. discuss the characteristics of each of the 5Ps and the roles that they play in the development of health promoting schools; and
3. prepare an action plan o the development of health promoting school environment.
Content:
Creating Supportive School Environment, School Organization, Ethos and Environment
Materials:
Envelope with jumbled letters of Supportive, School, Environment, coloring pens, newsprint, activity cars with reading materials for the 5Ps, pentel pen.
Training Methodology:
A. Introduction/Mood Setting
Call three participants. Give each participant an envelope containing set of jumbled letters that when joined together will form the following words:
SUPPORTIVE SCHOOL ENVIRONMENT
Let them form the words in two minutes. Then let them post what they have formed. Ask the following questions:
1. What words were formed?
2. What thoughts came to your mind about these words?
3. How is this related to the previous session on Curriculum Teaching & Learning which is one of the component of the HPS?
B. Activity:
1. In the previous session we talked about the curriculum, Teaching and Learning as one of the components of the HPS. This time, we will now focus on the other components of HPS.
2. Divide the participants into 5 groups. Give each group an activity card with the following instructions
* Read the paragraph
* Analyze within the group the content of the paragraph.
* Answer the following questions:
a. What is the paragraph all about?
b. Identify the characteristics of the element being described in the paragraph.
c. Have a group presentation of your activity using the strategy indicated therein.
(Every after group presentation, point out important concepts particularly the element being portrayed by the group)
3. After the presentation, Ask;
a. How did you fing the activity?
b. How did the members of each group work?
c. What significant insights/learning did you gain from the process?
d. Why are they important to the promotion of a healthy school environment?
e. How they contribute to the promotion of a safe, healthy and supportive environment in schools?
C. Learning Points
Discuss 5Ps using transparencies
D. Application
Let the participants recall the checklist on "HOW HEALTHY IS YOUR SCHOOL" ad them identify the aspects of their school that contribute to the development of health promoting school environment.
ACTIVITY CARD
Element # 1
*The places in the school setting - the classrooms, school and environs, the school climate and the wider community, have the potential to enhance or weaken health outcomes.
*Places involved in supportive environment are mostly welcoming, clean, colorful and well-kept, providing shade and areas for physical activities, ventilated and lighting in classrooms ad environmentally- friendly waste disposal, clean toilets and washing facilities.
* Psycho-social environments could be intimidation or harassment by students and staff to students. These and emotional impacts are unlikely to be conducive to health and learning. A psycho-social environment that produces alienation will result in permanent jeopardy of students welfare.
Strategy - Drawing
Element # 2
* A supportive school environment should focus on the involvement and empowerment of all - the people, the students, teacher, and other school staff, families, health and community workers.
* Students are more likely to think positively about health and modify behavior if they have a sense of their own worth. An environment where management involves staff in leadership ad decision-making. Parents, community health personnel and other groups, contribute to supportive environments by creating, links with the school decision-making and programs; working cooperatively wit the school through involvement and work experience programs and the provision of resources.
Strategy - Pantomime
Element # 3
* The process and practices involved in decision-making and participation have the potential to enhance or weaken health outcomes.
* The teaching practices in a supportive environment are centered around the students. Involving them in planing curriculum that is appropriate for their needs and interest. Activity in the classroom and the wide community occur in interactive way hereby allowing students to develop their critical ability, listening, problem solving, and interpersonal skills. Safe practices include regular maintenance of playground facilities to prevent fall injuries, and foresight in planning for sports related accidents and on excursion. Those students who feel alienated from the schools environment are after at risk for the development of problematic health behaviors.
Strategy - Role Playing
Element # 4
* A supportive school environment has policies involving the guidelines for action, resource allocation and for priority setting.
* Policies in schools that help create supportive environments include: policies on health concerns such as serving of nutritious foods in school canteens and proper garbage disposal.No smoking policy also be present in schools.
Strategy - Dialog
Element # 5
* Programs must be organized and coordinated to provide learning in classrooms and across the school activities. Health education programs must equitable, comprehensive, sequential and on-going, covering all aspects of physical, social and emotional health.
* A student council also provides access to the school decision making process and opportunity for student to develop advocacy for health and the wider school community.
Strategy - Newsprint Reporting
School Organization, Ethos and Environment
* This is the second component of the health promoting schools. Schools ethos encompasses the whole school environment including the physical environment, social relations, organizational structure, policies and practices and daily activities in schools. This components includes several factors to create a safe, healthy supportive environment such as:
1. Smooth interpersonal relations: staff to staff, staff to pupil
* School site wellness programs for staff and parents
* Positive role modeling and involvement in improving the health of students
* Decreased staff absenteeism and improved teacher morale and productivity
2. Policies and codes of behavior
* An enabler of healthy choices promotion
* Effective if widely consulted with school community
* Clearly written, well communicated, consistently enforced
3. Physical and psychological environment
* Physical environment involves the built and natural environments that could involve mechanical, chemical and biological hazards.
* Psychological environment involves the social, economics, political, influences within family's school and communities.
Psycho-social environment could be intimidation or harassment by student and staff to students. These experiences and emotional impact are unlikely to be conducive to health ad learning. Psycho-social environment that produces alienation will result in permanent jeopardy of student's welfare.
Secondly, the focus should be on involvement and empowerment of all: the people, the students, teachers and other school staff, families, health and community workers.
People and supportive environments: students are more likely to think positively about health and modify behavior if they have a sense of their own worth. This can be fostered if management creates an environment where staff is involved in leadership and decision-making processes, and provides opportunities where parents, community health personnel and other groups work cooperatively with the school activities and resource mobilization.
Thirdly, the process and practices involved in decision-making and participation.
Practices that occur in supportive environments: the teaching practices in supportive environment are centered around the students, involving them in planning curriculum that is appropriate fo their needs and interest. Activity in the classroom ad wide community occur interactive way thereby allowing students to develop their critical ability, listening, problem solving and interpersonal skills. Safe practices include regular maintenance of playground facilities to prevent fall injuries, and foresight in planning for sports related accidents ad on excursion. Those student who feel alienated from the school environment are often at risk for the development of problematic health behaviors.
Fourth, policies involving the guidelines for action, for resources allocation and for priority setting.
Policies
1. Does the school have a policy on nutritious and healthy foods and on food safety?
2. Does the school have a policy on smoking?
3. What is the school policy on sick children in the school?
4. Does the school have a policy in physical examination and health screening?
5. What is the policy of the school during calamities? Accidents? Emergencies?
6. Is there a policy on garbage disposal?
7. Is there a policy on the provision of medicines and supplies?
Places
1. Does the school provide a safe ad healthy environment? No health and safety hazard/
2. Is the garbage properly disposed? How?
3. Are the classrooms adequately ventilated and lighted? What about the size of the rooms? desks?
4. Are there playground equipment?
5. Are there sufficient toilet bowls ad urinals for the pupils?
6. Is there adequate, safe and potable water supply for drinking, hand washing?
7. Who helps maintain cleanliness ad beautification of school?
People
1. Who takes leadership on school health and nutrition activities?
2. Who is responsible for identifying health issues and concerns?
3. Who proposes,implements health policies?
4. How is the working relationship of the principal and teachers? Leaders and teachers? Principal and pupils? Teachers and pupils? Pupils and pupils? Principal and parents? Teacher and parents? Pupils and principals? Teachers and GO's and NGOs? Principals and GO's and NGOs? Is cooperation among them evident?
5. Is the curriculum appropriate to the pupils needs?
Practices
1. Are the teaching practices centered around the students?
2. What are the practices of teachers in disciplining the pupils?
3. What are the practices of pupils during recess?
4. Are there safe practices relative to playground facilities; accidents; outdoors sports?
5. Is the curriculum appropriate to the pupils needs?
Programs
1. Are there staff development programs on health and health education; first aid, etc.
2. Is there a program for children with special needs?
3. Is the health education programs designed to cover the physical, social and emotional health needs of the pupils?
4. Are the programs on health education sustained? How?
5. Is there involvement of parents, government agencies in the preparation and implementation of programs?
6. Is there a drug abuse prevention program in the school?
* School site wellness programs for staff and parents
* Positive role modeling and involvement in improving the health of students
* Decreased staff absenteeism and improved teacher morale and productivity
2. Policies and codes of behavior
* An enabler of healthy choices promotion
* Effective if widely consulted with school community
* Clearly written, well communicated, consistently enforced
3. Physical and psychological environment
* Physical environment involves the built and natural environments that could involve mechanical, chemical and biological hazards.
* Psychological environment involves the social, economics, political, influences within family's school and communities.
Psycho-social environment could be intimidation or harassment by student and staff to students. These experiences and emotional impact are unlikely to be conducive to health ad learning. Psycho-social environment that produces alienation will result in permanent jeopardy of student's welfare.
Secondly, the focus should be on involvement and empowerment of all: the people, the students, teachers and other school staff, families, health and community workers.
People and supportive environments: students are more likely to think positively about health and modify behavior if they have a sense of their own worth. This can be fostered if management creates an environment where staff is involved in leadership and decision-making processes, and provides opportunities where parents, community health personnel and other groups work cooperatively with the school activities and resource mobilization.
Thirdly, the process and practices involved in decision-making and participation.
Practices that occur in supportive environments: the teaching practices in supportive environment are centered around the students, involving them in planning curriculum that is appropriate fo their needs and interest. Activity in the classroom ad wide community occur interactive way thereby allowing students to develop their critical ability, listening, problem solving and interpersonal skills. Safe practices include regular maintenance of playground facilities to prevent fall injuries, and foresight in planning for sports related accidents ad on excursion. Those student who feel alienated from the school environment are often at risk for the development of problematic health behaviors.
Fourth, policies involving the guidelines for action, for resources allocation and for priority setting.
Policies
1. Does the school have a policy on nutritious and healthy foods and on food safety?
2. Does the school have a policy on smoking?
3. What is the school policy on sick children in the school?
4. Does the school have a policy in physical examination and health screening?
5. What is the policy of the school during calamities? Accidents? Emergencies?
6. Is there a policy on garbage disposal?
7. Is there a policy on the provision of medicines and supplies?
Places
1. Does the school provide a safe ad healthy environment? No health and safety hazard/
2. Is the garbage properly disposed? How?
3. Are the classrooms adequately ventilated and lighted? What about the size of the rooms? desks?
4. Are there playground equipment?
5. Are there sufficient toilet bowls ad urinals for the pupils?
6. Is there adequate, safe and potable water supply for drinking, hand washing?
7. Who helps maintain cleanliness ad beautification of school?
People
1. Who takes leadership on school health and nutrition activities?
2. Who is responsible for identifying health issues and concerns?
3. Who proposes,implements health policies?
4. How is the working relationship of the principal and teachers? Leaders and teachers? Principal and pupils? Teachers and pupils? Pupils and pupils? Principal and parents? Teacher and parents? Pupils and principals? Teachers and GO's and NGOs? Principals and GO's and NGOs? Is cooperation among them evident?
5. Is the curriculum appropriate to the pupils needs?
Practices
1. Are the teaching practices centered around the students?
2. What are the practices of teachers in disciplining the pupils?
3. What are the practices of pupils during recess?
4. Are there safe practices relative to playground facilities; accidents; outdoors sports?
5. Is the curriculum appropriate to the pupils needs?
Programs
1. Are there staff development programs on health and health education; first aid, etc.
2. Is there a program for children with special needs?
3. Is the health education programs designed to cover the physical, social and emotional health needs of the pupils?
4. Are the programs on health education sustained? How?
5. Is there involvement of parents, government agencies in the preparation and implementation of programs?
6. Is there a drug abuse prevention program in the school?
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