Questions - SHAPE America



SHAPE America TOY Website QuestionnaireName: Delia ThibodeauxSchool Name:Westside High School – Houston ISDSchool Address:14201 Briar Forest Drive; Houston, Texas 77077School phone:281.814.0870Your email address:dthibode@Your website (if applicable, and only if you want me to post online with your profile):QuestionsDescribe one or two of the newest and/or most innovative activities that you do with your students in health education? (i.e. instructional units, assessment strategies/techniques, development of personal/social skills, parent/family involvement, special events, etc)One of the newest and/or most innovative activity that I do with my student is allow my students to create a nutrition plan in a group of three or four, read and purchase the nutrition product, prepare the nutrition product, and eat the product. This students have an opportunity to eat food items that they never heard of or saw in the grocery store, but did not ever purchase or eat.Second newest and/or most innovative activity is students during instructions after ten to fifteen minutes are engaged in a checking for understanding by playing a game with race cars online asking different questions. Also, majority of students’ assignments are online. I am using a lot of technology in class today. What is your particular expertise in regard to teaching health education – what is the focus of your teaching?My particular expertise in regard to teaching health education is making a well rounded student. Meaning, I cover ALL the topics and beyond those topics that are listed in the Health Education Book. First, I communicated with the students about the Health Triangle (physical health, mental/emotion health, & social health). From that point, I demonstrate the connection with the three and how it is connected to your overall health. I specialize in talking about sexual health, tobacco, alcohol, drugs, relationships, dating, mental/emotional disorders (eating disorders) because this is what teenagers are most interested in. With sexual health, the focus is male/female reproduction and how the body works. Sexual health teaching the students about the different STIs (curable/uncurable, treatable, where to get help, etc.)Tobacco – the students learn about the law and short/long time effects of tobacco including e-cigarettes and hookah.Alcohol – the students learn about the law and short/long time effects of alcohol and the law and it can affect them for the rest of their life.Drugs – the students learn about the law and short/long time effects of drugs on your body and can affect them for the rest of their life.Relationships – students learn how to identify healthy and unhealthy relationship with family, friends, peer, coworkers, church members, etcs.Dating – students learn the positive and negative advantages of dating.Mental/Emotional Health – students learn that people that mental/emotional problems are not “crazy” but need professional health. Students learn the signs of person that may have a mental/emotional problem and where to direct them or where to get help for them.Social Health – students learn the importance of having a healthy relationship that starts at home and how to apply this skill at school, work, community, other people, etc.What is your philosophy for health education – what do you believe in? My philosophy for health education is the test of life. As a health educator, I have the opportunity to help students become healthy people by improving knowledge and skills, integrating the National Standards with the the curriculum and engaging my students through active learning. I believe that we have passed the test of life when we can get out bed each morning without any pain and no one has to help us out of bed. We have passed the test of health when we can breathe without any equipment. We have passed the test of life when we can go to the doctor and he/she says your heart sounds good, your weight has been the same for several years and is aligned with your BMI. We have passed the test of life when the doctor says your cholesterol is great. We have passed the test of life when your doctor says your arteries are clear. What does being a health education Teacher of the Year mean to you?At first, I really did not know what it meant. I was neutral. When people started congratulating me is when I said to myself is that this must be really important. After I reflected on all the hats that I wear and continue to add to the collection and the interview questions that were asked of me, I realized that I wore the hat of a teacher of the year. Teacher of the Year means the ability to inspire children from all backgrounds and abilities; the respect of colleagues, students, and parents; be an active member of the community; continue to be recruit more advocates for health education, continue to educate and be educated by my advocates and audiences and show the ability to fulfill the duties of the award.What do you do to help other health education teachers plan and implement exemplary programs?What I do to help other health education teacher and physical education teachers are: I create and teach teachers how to create lesson plans with different activities that students enjoy doing by getting out of the chairs. In meetings, I teach them how to use the new technology software in the classroom. I teach them how to raise their appraisal scores from a “1” and/or “2” to “3” and “4”. I bring back information from the SHAC meeting, Lead/Director Meetings on changes in legislative and Texas Education Agency with Health Education and Physical Education. I combine the Health Education classes to make sure the other students are getting the same information. I bring presenters from outside to talk to students about Child/Teenager Trafficking (Exploitation and Labor), Human Anatomy (Male/Female Reproduction), STIs, Teen Pregnancy and the Law (AOP form), Teen Distracting Driving, etc. Any quotes from students about you as a health education teacher, or the classes taught by you?nurturing, caring, confident, funny, boastful, interesting, smart, pretty, nice, friendly, fun, strict, fair, loud, willing, happy, beautiful, unique, assertive, fantastic, respectful, honest, real, kind, thoughtful, knowledgeable, wise, hilarious, motherly, amazing, goofy, awesome, lovely, playful, philanthropist, patient, wonderful sweet, demanding, organized, cool, talkative, strict, trill, serious, etcList three of your “favorite” conference session titles that you have presented, with a brief description of each. Three favorite conference session titles that I have presented are: Five Love Languages – how to develop healthy relationships with family, friends, teachers, peers, coworkers, husband/wife, boyfriend/girlfriend, etc. This was audience participation. I put audience into group of fives. Why? The five love languages are: quality time, physical touch, words of affirmation, acts of service, and gifts. I talked each person in the group so let them know that I would be counting one, two, three, four, and five. They would switch each time I count. They also had a card that let them know what they were instructed to do. The participants in the group of five were instructed to do each of them by my count. Quality time, I had each one in the group to talk about a happy moment in their life. (Just to see the smiles on each face and their lips moving let you know just having this conversation made them happy. Physical touch, I had the person on the back of person in the group to massage the shoulder of the front in them. (I did tell the person that is being massage if they did not want anyone to touch them, please let that person know. However, so many people were tired, they said Uhhh…that feels good.) Words of affirmation, the centered person was to turn to the person on his left and say something nice. (You could tell they had said something nice because there was a big smile on the participants face.) Acts of Service, the person to the left got up and went to the table and picked up an 8 oz bottle of water and gave it to the person in the back. (The receiving person immediately said thank you and opened the water and said thank you.) Gifts, the center person was given a piece of peppermint candy and gave it to the person on his/her right. (That person said thank you and began to eat it.) I had the whole audience to repeat after me “quality time, physical touch, words of affirmation, acts of service, and gifts”. I went to explaining what each of these love languages meant. I connected it to how it was related to establishing strong relationships with parents, coworkers, friends, husband/wife, boyfriend/girlfriend, teachers, students, etc. How the audience as teachers, can find out what their students love language and deposit love in that love tank. This will allow teachers identify that student/person love language to have a healthy relationship with that student/person.Checking for Understanding “Teach Like A Champion” – (Effective Check for Understanding means gathering data constantly and acting on them immediately.) This presentation was for the New Teachers to understand the principles of Check for Understanding to ensure effective awareness of and response to student error and to plan and practice recognizing and responding to student misunderstandings in real-time. Strategies to help teachers to check for understanding without paper and pencil. Examples: Students raise a select number of fingers to reveal their answers (1 finger = A, 2 fingers = B, etc.). This enables the teacher to gather data on student understanding in real-time. Since students have to reveal their answers on cue (“shoot!”), they cannot borrow answers or change them retroactively. This allows and enforce 100% compliance because the Makes Compliance Visible and is Seen Looking for follow through. In doing so, the teacher is able to increase the accuracy CFU data, which underscores the synergy between behavioral techniques and academic performance. Demonstrate how a teacher can: position himself/herself to get a better read of the room (i.e., moves to the different corners of the room or leans over slightly). The teacher can narrates back the number of hands he/she is still waiting on without revealing the identity of the students (Anonymous Individual Correction). The teacher can implicitly narrates back and normalizes compliance when he/she acknowledges 100% with expressions like “Good!” or “Thank you” (Firm, Calm Finesse).Explained/demonstrate how teachers can regularly do Cold Calls on students to cite evidence for and elaborate on their answers (e.g., “Where did you prove your answer?” “What bullet point was that?”). By doing so, the teacher is able to Test the Reliability of his/her CFU data and mitigate the influence of false positives. Explained/demonstrate how to use No Opt Out to hold a student accountable to defining the word “eating disorder”. Demonstrate when using Cold Calls this gives the teacher the opportunity to share how he would define “eating disorder.” If a student struggles with Cold Calls than you can call on another student who offers an answer but seems unsure of it.Explain/demonstrate, rather than move on, “round up,” or reveal the answer, teachers can call on another student to react to previous student’s answer while maintaining neutral body language and an even tone (Withhold the Answer). This will prevent the teacher from giving the answer away (Mange the Tell). Once the student define “eating disorder” correctly, the teacher can affirm the answer and then repeats her original question to the first student. The first student is able to answer correctly, and teacher responds warmly but without flattering the student. (Normalize Error). I explain to the teachers that good drivers check their mirrors every few seconds. Great teachers do the same thing, seeking constant opportunities to assess what their kids can do while they’re teaching and using that knowledge to inform what they do and how they do it. Teachers were taught how to gather data through questioning. Some examples are:Grouping answers: Wrong, wrong, wrong, right is bad, not good. ?Sampling: Asking students across the spectrum of likely skill to yield better information about who has mastered what. ?Reliability: Any right answer could be a false positive- a lucky correct guess. Ask follow-up why and how questions in order to ensure the good result is replicable. ?Validity: Align to the rigor and style of what your students will be accountable for.???Self-report: asking kids if they understand vs. asking students a question. Social science research is clear that self-report is always inaccurate. Don’t ask if students if they understand, ask them a content question to determine if they do.Teachers were taught how to gather data through observation. Some examples are:Looking for What?: Be intentional. Instead of circulating to see how close to finished students are or whether they are working, look for number and type of errors, tracking them so you can organize and refer back to the data. ?Standardize the Format: Engineer the place on each student’s paper where answers are to be written or specify what should be in the margin at a given place. ?“Slates”: Give your students a place to write down their answers. Then: “Show me.”?Discussion and examples with demonstration of Currror Error were given to teachers.Normalize Error - Show (and model) that getting it wrong is a normal, positive part of learningPraise Risk-Taking - Specifically encourage students to take risks when they’re not sure.Withhold the Answer - Delay revealing whether an answer is right until you have discussed.Manage & Tell - Be aware of unintentional cues that reveal whether an answer is wrong (or right).I communicated to teachers that great teachers build a positive “culture of error” for the students in their classroom. Error followed by correction and instruction is the fundamental process of schooling. You get it wrong, and then you get it right. If getting it wrong and then getting it right is normal, then great teachers should “Normalize Error” and respond to both parts of this sequence as if they were totally and completely normal.Praise and encourage students to take risks, make them feel safe to do so.With hold the answer by delaying the discussion on whether or not the answer is correct. Focus on the process for getting the answer vs the answer itself.Watch out for your “tell”. Do you have a good poker face? When students provide an answer that is wrong (or right) be aware of and manage any unintentional clues that might reveal the correct answer. Tells can be minor – we saw a teacher who was about to write down a student’s answer on the projector stop right before he was going to transcribe it. They can be a nod, and inflection of voice etc.Teachers did an Activity on Culture of Error Prompts and then they draft three (3) sentence stems for building a culture of error. Parents’ Night Out – this was a physical activity presentation. I used 70’s music and we did warm up (stretching), work out, and cool down (stretching). Equipment that I used was the old traditional hula hoops. I walked parents through a 22 daily stretching exercise that they could do with their elementary kids daily. Parents were stretching from head through toe using the hula hoops. Then, we did some physical activity together. First I started with hand rotation with the hula hoop. Switch hand to the opposite and hand rotation. They were instructed to put both hands in front of them and make a circular motion. We worked the hula hoop down to the waist and then to the feet. Had the parents to put the hula hoops down and had them to run in place, jump in place, skip around in circles, and fall out (just kidding), but they did. They were sweating, out of breathe and asked when would I return for round 2 and more activity. Parents did cool down (stretching). I gave to water and explained the purpose of rehydrating themselves after a physical activity. Throughout this activity I explained the purpose of each exercise. I also gave the parents a copy of the work out sheet that I used. New Teachers Presentation on Backwards Planning vs. Activity Based Planning - PL 3 Designs effective lesson plans, units, and assessments. (This not only help the new teachers with lesson plans but also help them with scoring a “3” on their appraisal. New teachers were taught how to begin with the end in mind. New teachers should Know WHAT students will need to do to demonstrate mastery of at the end of the lesson, and HOW they will demonstrate this to the teacher. Teachers were shown how to choose lesson activities that work towards the objective. New teachers were given an opportunity to create a lesson plan and present to the group. (They were given a template to follow.) Any additional major teaching awards you have received:2014 TAPHERD Health Education Teacher of the Year2015 Regional District SHAPE America Health Education Teacher of the Year7 Questions for a TOYThe questions below are meant to be light-hearted and fun; this is a chance to show a bit of your personality. Although there are 13 questions, we will choose seven to highlight on social media and other AAHPERD/SHAPE America periodicals.If you could have a teaching super power what would it be and why?A teaching super power that I would be is erase ALL the decisions that was made to remove physical education and education from the Texas Education Agency. My super power will say EVERY child must do one hour of physical activity every and every child must learn something new about health every day.Share a funny or shocking story from your years of teaching.Most funny shocking story that I can remember when teaching was my first semester teacher Health Education. A student asked me a question in his teenager language about sex and STIs. I had the MOST strange expression on my face. I turned, said OMG did he really ask me that. Turned back around and answered the question.With teaching there can be good and bad days. What’s a moment in your career that’s made it all seem worthwhile? Teaching moment that made it worth while when I had a student that was overweight. She listened to my lesson on nutrition. She completed the week chart assignment for five (5) days write down everything that you eat including peppermints and gum. She listened to me and removed the sugar color drinks from her diet. She stop eating foods that were high in fat in particular fast food. She started exercise. Over the summer, she worked on her extra weight, counted her calories and lost the weight. She enjoyed the nutrition project which students had to plan, prepare, and eat their project. When she returned to class in Fall, she came to me and said “Look at me”. My eyes got bigger and I had a big smile on my face. I responded, you look great. She said, thank you and I followed your instructions about reducing calories, eating healthy, exercising, getting 8-10 hours of sleep. She said that is how I lost the weight and I feel good.CPR – I taught CPR (Adult/Child CPR/AED/First Aid) to all of my classes and the other Health Education classes also every semester. One of my student came to me the next day and said she was at the grocery store and a three year female was choking. She immediately assessed the child by asking if the child was choking. Told the child to keep coughing. Asked mom if she could help the child and mom said yes. My student dislodge the object from the child throat. My student commented that she just jump into action. She was so excited. Mom thanked her. Mom asked where did she learn this skill and my student responded in her Health Education class in school.Another student cut his arm over the weekend. He came back to school and showed me how he had bandaged his arm with the first aid class.Lastly, a student had to use her CPR skills on a child that was unconscious. She immediately assessed the situation and began performing her skills. (This was on TV. She said she learned these skills in her Health Education class at school.) The child started back breathing and showing a sign of life. The child was then taken to the emergency room at the hospital.If you could go back in time to when you first started teaching what advice would you give yourself?If I could go back in time, the advice I would give myself is find and observe at least 10 different teaching styles and create your own teaching style.My students would think I’m crazy if they knew I eat chocolate and nuts when I am completing their grades at the end of the six weeks.One of my unhealthy guilty pleasures is eating chocolate with nuts.If I wasn’t a Health Education teacher I would be a car racing driver.What’s the biggest challenge Health Education teachers face and how would you change it?The biggest challenge Health Education teachers face is that many core teachers do not think we have the skills and talents to be a good teacher. The way I have changed this mentality is by including myself in their professional development, cross curricula my instructions, inviting them and their students in some of my lessons and sharing with them the connections that we have in common when we are teaching.Describe your teaching style in one word.EnjoyableCompare your teaching to that of your own Health Education experience.My teaching compared to my own Health Education experience is that I try to practice what I teach for most things except those chocolate and nuts. I have to reduce calories at lunch or whenever I eat chocolate and nuts so that I do not over that 1500 calorie count a day. I eat those fruit and vegetables every day. I exercise daily trying to use those calories and keep my body strong. I believe in nurturing other emotions. I believe in having healthy relationships with others. I enjoy talking and sometimes it may be too much. I have a beautiful relationship with my mom and siblings. I have a beautiful with my students. I am happy to say “it was my calling to be a Health Education Teacher”. I am healthy to say “I made a great decision”.How or what made you become a Health Education teacher?What inspired me to become a Health Education teacher is when I went to college I was undecided. One of my college professors invited me to take some of the health education classes. I reflected on when I was in elementary, middle, and high school and how I enjoyed doing physical activity and learning about the body. I was hooked. Also, before I became a teacher, I was always creating activities and presentations like a teacher. My participants would come up to me afterwards and asked the question “are you a teacher because you are really good”. I would respond no. Now, I can say “yes I am a teacher. I am a Health Education teacher. Ask your students to describe you in one word. Share a few responses.nurturing, caring, confident, funny, boastful, interesting, smart, pretty, nice, friendly, fun, strict, fair, loud, willing, happy, beautiful, unique, assertive, fantastic, respectful, honest, real, kind, thoughtful, knowledgeable, wise, hilarious, motherly, amazing, goofy, awesome, lovely, playful, philanthropist, patient, wonderful sweet, demanding, organized, cool, talkative, strict, trill, serious, etc ................
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