At the end of the session, the participants will able to:
1. Identify areas of concern that should be monitored.
2. Identify the components that should be monitored.
* Maintenance/sustenance
* Enhancement/redirection
3. Know the importance of recording/reporting and utilization of data gathered.
Materials:
* Pens, cartolina, masking tape, transparencies, overhead projector, monitoring form
Training Methodology:
A. Intoduction/Method setting
1. Start the session with a quotation o leadership
B. Activity:
1. Recall the needs, issues and concerns surfaced in session and discussed how these were addressed by the action plan.
2. Discuss the importance of monitoring the activities stated in the action plan.
3. Form groups into pupils, teachers, school administrator and health personnel and distribute sample monitoring instrument as per grouping.
4. Ask each group to react on the instrument on the following aspects:
* Strengths and weaknesses of the instrument.
* Needs/concerns not addressed in the instrument.
* Suggestions on how to improve the instrument.
5. Group reports.
6. Facilitators discuss with the group on how they can utilize data gathered.
C. Learning Points
* Draw out from the participant the need to monitor their own health program.
D. Application
1. Ask the group to make their own monitoring instrument based on their own needs and concerns.
Monitoring Form
School_______________________________________________ Region_________________
Division_______________________________________________ District________________
Monitor_______________________________________________ Date__________________
A. For pupils:
How often do you do the following? Check the column of your answer
ALWAYS SELDOM NEVER
1. I come to school better groomed?
(Hand washed, tooth brushed and hair combed)
2. I wash my hands after going to the toilet
3. I help the surroundings clean?
4. I receive medical and dental services in school?
5. I respect the elder?
6. Am I friendly to other children?
7. My parents provide nutritious food at home?
8. I have time to play in school and at home?
9. Our school give supplementary feeding?
B. For Teachers:
Check the appropriate box for evaluation
1. Integrate Health Education Program in subject areas like Pilipino, English, Science and Health and Makabayan.
Yes () No ()
2. Attend regular training's of teachers on Health & nutrition education.
Yes () No ()
3. Inculcate desirable values on health education
Yes () No ()
4. Encourage pupils to participate in related activities
Yes () No ()
5. Active involvement in putting up of health status profile and health corner.
Yes () No ()
C. For Health Personnel
Check your answer
1. Frequency of school visits
() once a year
() twice a year
() more than twice
() never
2. Conduct health/oral examination to:
* school children
Yes () No ()
* teaching staff
Yes () No ()
* non-teaching staff
Yes () No ()
* community
Yes () No ()
3. Conduct/assist in taking of heights, weights of school children
() beginning & end of SY
() quarterly
() never
4. Assist in the conduct of HPS training
() yes
() no
5. Coordinate with other agencies for the treatment and referral of school children and ailments
() yes
() no
6. Participate in the implementation of feeding activities
() yes
() no
D. For School Administrator
Monitoring Instrument on the Health Promoting School
Objectives:
General: To determine the status of the Health Promoting Schools Program
Specific:
1. Determine status of implementation of different components of Health Promoting Schools
2. Identify factors that facilitated the implementation of Health Promoting Schools
3. Identify restraining factors
4. Report and disseminate factors
Curriculum Teaching Learning
1. How often do you use the following strategies in teaching health concepts and/or values?
Approaches Never Sometimes Often
a. teaching through themes
b. integrated learning
c. experiential learning
d. learning centers approach
e. child to child approach which
link, home and community
2. In what subject areas have you integrated health concepts?
3. Is the health curriculum design interesting and relevant to students?
4. Does the learning process give emphasis on pupil participation?
5. Does the content reflect issues which pupil's can relate to in their own community which draws on their own experience?
6. Does the curriculum provide appropriate learning experiences for children?
7. Is sufficient time allocated to health in the overall curriculum?
8. Do the pupils have opportunities to gain skills with respect to specific and relevant health issues?
9. Do the pupils gain basic understanding relevant to their age ad culture?
10. Are pupils helped to acquire skills on:
* problem-solving?
* decision-making?
* effective communication?
* interpersonal relationship?
* coping with emotions and stress?
* critical and creative thinking?
Curriculum: Teaching Learning
Direction: Check the appropriate column for your answers.
1. How often do you use the following strategies in teaching health concepts?Approaches Never Sometimes Often
a. teaching through themes
b. integrated learning
c. experiential learning
d. learning centers approach
e. child to child approach which
link, home and community
Direction: Check the appropriate box for your answer.
2. Do the curriculum activities provide avenues for the development of health concepts in health promoting schools?
Yes () No ()
3. Is the health curriculum addressed to the needs of the community?
Yes () No ()
4. Is the health curriculum design interesting and relevant to pupils?
Yes () No ()
5. Does the content reflect issues which pupils can relate to their own community and drawn from their own experiences?
Yes () No ()
6. Does the curriculum provide appropriate learning experiences for children provided by the BEC?
Yes () No ()
7. Is insufficient time allocated to health in the overall curriculum?
Yes () No ()
8. Do the pupils have opportunities to gain skill with respect to specific and relevant health issues?
Yes () No ()
9. Do the pupils gain basic understanding relevant to their age and culture?
Yes () No ()
10. Are pupils helped acquire skill on:
* problem-solving? Yes () No ()
* decision-making Yes () No ()
* effective communication? Yes () No ()
* interpersonal relationship? Yes () No ()
* coping with emotions and stress? Yes () No ()
* critical and creative thinking? Yes () No ()
* coping with emotions and stress? Yes () No ()
* critical and creative thinking? Yes () No ()
11. Is the curriculum based on the needs of the community?
Yes () No ()
12. What are the effects of learning in the behavioral practices of child?
Yes () No ()
13. Is the transfer of learning from the school to the home manifested in the behavior of children?
Yes () No ()
14. Was the school health education plan carried out?
Yes () No ()
School Organization Ethos and Environment
* Formula of health schools policies
* Establishments of linkages between health organizations for the promotion of health of the pupils
* Tapping the support of the local gov't. agencies for the successful implementation of health programs in school
* Presence of functional health councils/clubs/organization in school
* Presence of functional health and nutrition working committee
* Record of participation of pupils, teachers, parents and communities in school decision-making processes
* Provision of appropriate health facilities, learning aides and programmed for pupils with special needs
* Presence of recreational areas/equipment for pupils implementation of health programs in the school
* Full integration of health and nutrition in the school action plan
* Implementation of health policies in the school
School Partnership & Services
* Presence of school-community health organization
* Linkages with
- LGU
- parents
- local health workers
- religious leaders
- youth workers
- women's groups
- politicians
- policy makers
* Involvement of families i health promoting activities
* Participation of the school in the health services given by health organization
* Pupils and teachers participate in local events
- sports
- festivals
- culture
* Information dissemination about the health programs implemented in school
* Basic health services are provided
- immunization for pupils
- health screening (vision, hearing)
- basic oral health services
- height and weight taking
- deforming
- health examination/assessment
* Presence of appropriate health records to monitor health of the children
* Presence of counselling and support services for children with health problem
* Manifestation of support of the local health service in implementing health programs
* Training programs for teachers on health education are coordinated
* Provision of school health facilities
- functional clinic - 1 in every school
- medicinal garden
- toilets - boy-1 urinal: 100 boys, girls-1 toilet bowl/50 girls
It is encouraged to put oe toilet inside the classroom.
- garbage disposal
- water facilities
- drinking facilities - 1 in every school
- hand washing facilities - 1 in every school
- tooth brushing facilities - 1 in every school
- canteen - 1 in every school
- health and personal corner in every classroom depending on grade level
* Delivery of health services by health workers/personnel's
- physician
- dentist
- nurses
- clinic teacher
- firs-aid teacher
* Delivery of health services by health workers/personnel's
- physician
- dentist
- nurses
- clinic teacher
- firs-aid teacher
Physical Environment and Health Services
Place a check or cross in each sentence
() School building with adequate space, ventilation ad lighting.
() Adequate and safe sports equipment.
() Sufficient toilets/urinals for boys and girls.
() Adequate potable water for drinking ad hand washing.
() Practice zero waste management.
() Support food production.
() Establish/maintain functional clinic.
() Ensure the conduct of health examination of school children and teaching/non-teaching staff.
() Network with GO's, NGOs and PO's for treatment and referral of school children with ailment.
() Coordinate with school health personnel on the training of teachers o health and nutrition education.
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