Goals from Last Week:
My goal from last week were to get as far as possible in the development of the curriculums and the forms for the beggining of the next school year. I didn't start of the forms for the begininng of the school year, but I did make considerable development in the developmento f the curriculum.
Mentor:
I had a meeting with my mentor on tuesday right after school. We discussed the implications for making a course for teachers and thought about viable solutions to proposing an honor-code like form for sexual harassment.
Research/Product:
I furthered my work on the lesson plan for teachers this week. My teacher, Mrs. Hill, let me borrow a book she helped create with lesson plans for film classes. I used the book as a template to make my own lesson plans.
I also researched into what the TEKS were for health classes so as to see what I could use in my courses. This is the synthesized list of everything i found.
GRADE 6(Amended 2013)(5) Health behaviors. The student engages in behaviors that reduce health risks throughout the life span. The student is expected to: (I) explain the consequences of sexual activity and the benefits of abstinence.
(6) Influencing factors. The student understands how factors in the environment influence individual and community health. The student is expected to:
(A) identify factors that affect an individual's physical, emotional, and social health such as school climate and safety measures; and
(7) Influencing factors. The student recognizes how relationships influence individual health behaviors including skills necessary for building and maintaining relationships. The student is expected to:(A) differentiate between positive and negative relationships that can affect individual health such as clubs, gangs, or families;
(B) explain ways of maintaining healthy relationships such as resisting peer pressure to engage in unsafe behavior;
(C) practice conflict resolution/mediation skills;
(D) describe strategies such as abstinence for communicating refusal to engage in unsafe behaviors; and
(E) describe methods for communicating important issues with parents and peers.
(10) Personal/interpersonal skills. The student describes healthy and respectful ways to communicate consideration and respect for self, family, friends, and others. The student is expected to:(D) describe healthy ways to express affection and love;
(12) Bullying prevention. The student engages in behaviors that reduce the risk of bullying throughout the life span. The student is expected to:
(A) analyze the impact that bullying has on both victims and bullies;
(B) identify strategies for prevention and intervention of all forms of bullying such as emotional, physical, social, and sexual;
GRADE 7-8:(C) identify strategies for prevention and intervention of emotional, physical, and sexual abuse;
GRADE 9-10:(7) Health behaviors. The student analyzes the relationship between unsafe behaviors and personal health and develops strategies to promote resiliency throughout the life span. The student is expected to:(J) analyze the importance of healthy strategies that prevent physical, sexual, and emotional abuse such as date rape;(8) Influencing factors. The student analyzes the effect of relationships on health behaviors. The student is expected to:
(A) evaluate positive and negative effects of various relationships on physical and emotional health such as peers, family, and friends; and
(13) Personal/interpersonal skills. The student analyzes, designs, and evaluates communication skills for building and maintaining healthy relationships throughout the life span. The student is expected to:
(A) demonstrate communication skills in building and maintaining healthy relationships;
(B) distinguish between a dating relationship and a marriage;
(C) analyze behavior in a dating relationship that will enhance the dignity, respect, and responsibility relating to marriage;
(D) evaluate the effectiveness of conflict resolution techniques in various situations;
(E) demonstrate refusal strategies;
(14) Personal/interpersonal skills. The student analyzes, designs, and evaluates strategies for expressing needs, wants, and emotions in healthy ways. The student is expected to:
(A) demonstrate strategies for communicating needs, wants, and emotions;
(B) examine the legal and ethical ramifications of unacceptable behaviors such as harassment, acquaintance rape, and sexual abuse;
In addition to these things, I looked into both my schools's student handbook and HISD student code of conduct to see what the offenses were for sexual harassment. This is the synthsized list of everything I found
This is all the HISD student code of conduct says, “Indecent/unsolicited sexual proposal/sexual harassment."
The stude code of conduct doesn't mention it.
Goals for Next Week: To continue working on the lesson plan for teachers.
My goal from last week were to get as far as possible in the development of the curriculums and the forms for the beggining of the next school year. I didn't start of the forms for the begininng of the school year, but I did make considerable development in the developmento f the curriculum.
Mentor:
I had a meeting with my mentor on tuesday right after school. We discussed the implications for making a course for teachers and thought about viable solutions to proposing an honor-code like form for sexual harassment.
Research/Product:
I furthered my work on the lesson plan for teachers this week. My teacher, Mrs. Hill, let me borrow a book she helped create with lesson plans for film classes. I used the book as a template to make my own lesson plans.
I also researched into what the TEKS were for health classes so as to see what I could use in my courses. This is the synthesized list of everything i found.
GRADE 6(Amended 2013)(5) Health behaviors. The student engages in behaviors that reduce health risks throughout the life span. The student is expected to: (I) explain the consequences of sexual activity and the benefits of abstinence.
(6) Influencing factors. The student understands how factors in the environment influence individual and community health. The student is expected to:
(A) identify factors that affect an individual's physical, emotional, and social health such as school climate and safety measures; and
(7) Influencing factors. The student recognizes how relationships influence individual health behaviors including skills necessary for building and maintaining relationships. The student is expected to:(A) differentiate between positive and negative relationships that can affect individual health such as clubs, gangs, or families;
(B) explain ways of maintaining healthy relationships such as resisting peer pressure to engage in unsafe behavior;
(C) practice conflict resolution/mediation skills;
(D) describe strategies such as abstinence for communicating refusal to engage in unsafe behaviors; and
(E) describe methods for communicating important issues with parents and peers.
(10) Personal/interpersonal skills. The student describes healthy and respectful ways to communicate consideration and respect for self, family, friends, and others. The student is expected to:(D) describe healthy ways to express affection and love;
(12) Bullying prevention. The student engages in behaviors that reduce the risk of bullying throughout the life span. The student is expected to:
(A) analyze the impact that bullying has on both victims and bullies;
(B) identify strategies for prevention and intervention of all forms of bullying such as emotional, physical, social, and sexual;
GRADE 7-8:(C) identify strategies for prevention and intervention of emotional, physical, and sexual abuse;
GRADE 9-10:(7) Health behaviors. The student analyzes the relationship between unsafe behaviors and personal health and develops strategies to promote resiliency throughout the life span. The student is expected to:(J) analyze the importance of healthy strategies that prevent physical, sexual, and emotional abuse such as date rape;(8) Influencing factors. The student analyzes the effect of relationships on health behaviors. The student is expected to:
(A) evaluate positive and negative effects of various relationships on physical and emotional health such as peers, family, and friends; and
(13) Personal/interpersonal skills. The student analyzes, designs, and evaluates communication skills for building and maintaining healthy relationships throughout the life span. The student is expected to:
(A) demonstrate communication skills in building and maintaining healthy relationships;
(B) distinguish between a dating relationship and a marriage;
(C) analyze behavior in a dating relationship that will enhance the dignity, respect, and responsibility relating to marriage;
(D) evaluate the effectiveness of conflict resolution techniques in various situations;
(E) demonstrate refusal strategies;
(14) Personal/interpersonal skills. The student analyzes, designs, and evaluates strategies for expressing needs, wants, and emotions in healthy ways. The student is expected to:
(A) demonstrate strategies for communicating needs, wants, and emotions;
(B) examine the legal and ethical ramifications of unacceptable behaviors such as harassment, acquaintance rape, and sexual abuse;
In addition to these things, I looked into both my schools's student handbook and HISD student code of conduct to see what the offenses were for sexual harassment. This is the synthsized list of everything I found
This is all the HISD student code of conduct says, “Indecent/unsolicited sexual proposal/sexual harassment."
The stude code of conduct doesn't mention it.
Goals for Next Week: To continue working on the lesson plan for teachers.