JANUARY 19 – SK CURRICULUM & HOLISTIC HEALTH
Abstract
This reflection covers the topic of holistic health and health-related subjects in the Saskatchewan curriculum. This topic covers the broad areas, as well as the goals/outcomes of health education in this province. The broad areas of health education contains lifelong learners, having a sense of self, community, and place, and engaging citizens. The goals in which the outcomes fall under in health education are developing an understanding, skills, and confidences necessary to take action to improve health, make informed decisions based on health-related knowledge, and apply decisions that will improve personal health and/or the health of others. We then looked greatly at what holistic health really is and it’s aspects including holistic learning, holism, two-eyed seeing, ways of being all off physically, emotionally, mentally and spiritually, and safety regarding holistic health.
Key Concepts
- The medicine wheel and holistic health
The medicine wheel is a great representation of what holistic health looks like. The medicine wheel contains four quadrants colored black, yellow, red, and white. These four quadrants represent many aspects in the Indigenous ways of knowing like seasons: winter, fall, spring summer; directions: North, South, East, West; life cycle: birth, youth, adult (elder), death; aspects of life (or holism): physical, emotional, mental, spiritual; elements of nature: Earth, fire, water, air; and ceremonial plants: sage, tobacco, cedar, sweet grass (Joseph, 2020). In class, we looked closely at the holism or aspects of life such as the physical, mental, emotional, and spiritual dimensions. The medicine wheel overall encompasses the interconnectedness of all aspects in life such as our physical, spiritual, emotional, and mental lives which leads us into our next point, holistic learning and holism.
- Holism and holistic learning
Holism is the belief that everything is interconnected, and nothing can stand alone without connecting it to its whole. In a child, this looks like the physical, mental, emotional, and spiritual aspects of the child all working together to define the child in a sense and contribute toward their identity and life. Holistic learning, however, is the fact that all these factors work together contributing to the child’s learning: they can’t just be mentally engaged in the class, but emotionally, physically, and spiritually as well. We’re education the child as a whole being, not just mentally. Another important note is that each of these four aspects must be in balance and in harmony with each other. One can’t neglect the spiritual and just focus on the physical, for example, as they would be off balance and out of harmony. A good example of this is a child who comes into class falling asleep at their table because their parents were arguing all night. Although the teacher may not know the extent of what is going on, we do know that this child may be drained all of physically, emotionally, mentally, and spiritually—and that’s all we need to know—so we cannot expect them to show up to class mentally ready to learn as other or all areas may be deprived of care.
New Ideas
- Two-eyed seeing
Two-eyed seeing is the idea that two ideas can be seen and valued at once, and neither is considered right or wrong. In class, we talked about the two ideas being both Western and Indigenous ways of knowing, doing, and being. Both views hold their own strengths as well as weaknesses, so for the common good of all it is best to use this concept of two-eyed seeing to bring about the best desired results or solution. This concept applies to many ideas in life like medicinal practices: Western practices or complimentary and alternative medicines (CAMs). We can’t just look out of one eye and use only Western medicine practices, and we also can’t look only out of the other and use only CAMs; we must look through both eyes and see the benefits of using Western medicine but also equally including CAMs into healing like reflexology, aromatherapy, and yoga for example.
- Safe vs. safer places
I had never heard of the term safer place rather than safe place before this class. In education, we are encouraged to create safe places or spaces for our students, meaning students feel safe and welcomed in the classroom all of physically, emotionally, mentally, and spiritually. This can look like creating a cozy corner where students can take a step back, having a representation for all students in the classroom like a pride and treaty flag, children’s diversity books, posters, etc. However, the idea of safe looks different for all students and their unique and own, potentially traumatic, backgrounds and experiences. As educators, we must take a step back and look though all perspectives what we are introducing to the classroom and our students and how this may affect them differently. From here, we can work towards a safer place as not all students may find the safety in the classroom that we are striving to provide.
FEBRUARY 2 – PHYSICAL HEALTH
Abstract
In our physical health class, we covered many topics starting with physical health in our classroom. This topic focused on what the classroom looks like regarding physical safety, the importance of movement for physiological and psychological needs, and building relationships with our own bodies. Embodiment focuses on connection and harmony of ones self with their body. Fitness focused on physically literacy and nutrition talked about school programs and what we can do to influence good and available nutrition to our students. Cultural considerations when it comes to physical health covered how the curriculum today came from a colonial perspective, and everyone’s definition and view of health and what’s healthy looks different. Trauma-sensitive teaching in the physical domain supports how students may be struggling with their body image or have body or gender dysmorphia. Students may also have an eating disorder, certain medical needs, and other aspects that may be influencing their physical health, Finally, this topic encompasses supporting physical health goals, and what that looks like in the classroom.
Key Concepts
- Learning vs. Survival brain
Learning vs. survival brain is a concept in which we have, metaphorically, two brain modes. When we are in learning brain, we are ready to learn without distractions. We are focused and there are no traumatic triggers for students—keeping in mind that all students have their own traumatic triggers and what that looks like for them. When we are in survival brain on the other hand, a traumatic trigger may have occurred. A traumatic trigger can be anything that brings up a traumatic memory like a slamming door or any loud noises, arguing, laughing, having their eyes closed or being in a dark room, etc. When we are in survival brain, nothing else matter besides regaining our sense of safety and security. We cannot focus on learning and may be overwhelmed with anxiety or panic attacks. As educators, it is our job to know our students and know how we can create a safer environment for each and every one of them to avoid any traumatic triggers
- Maslow’s Hierarchy of Needs
This hierarchy is a system which states that a child must have their basic needs before proceeding to the next level of needs and so on. The first and most important level is the basic survival needs containing elements like food, water, and shelter. The next level is the safety and security which is self explanatory in and of itself, but contains education, protection, a sort of income, and care (hospital). The next level is love and belonging containing the relationships in your life, and the following level is self-esteem containing things like getting a raise, winning a competition, or setting personal records/meeting personal goals. The final level is self-actualization which includes things like succeeding in society and the economy like making a new scientific discovery for example. The point of this hierarchy in education is to represent how a child’s needs basic needs must be met before they move on to the next level—a child who didn’t have a meal for a couple days will not be ready to learn.
New Ideas
- Nutrition in the classroom—snack cart
Nutrition in the classroom and school is very important. A new and important idea that stood out to me was having a snack cart in the classroom. This snack cart would contain healthy and nutritious snacks that would be free and available to all students throughout the day. All students come from a different background and we may not know what they go through after they walk out of the school doors. There may be students coming to school without proper nutrition or no snacks or a lunch at all. Food is a basic need of survival, and if my job is to educate these children, then it is my job to provide them with food if they are not getting it elsewhere.
- Embodiment
This is a concept in which one feel grounded and connected with their bodies and senses living their lives. This is a state of being whole, present, and the interconnection with their spirits, boys, and Earth. This is a goal in education where students can feel embodied and feel to be themselves using their learning brain as well.
FEBRUARY 9 – EMOTIONAL HEALTH
Abstract
Our emotional health class covered many topics. The concept of social-emotional learning is the idea that children can gain knowledge and experience from lessons and ideas taught in the classroom that they see important and have the freedom and flexibility to grab onto the idea(s) and bring it into other aspects of their life with them in which they can connect emotionally to. For example, in a health class the teacher brings meditation and mindfulness into the classroom along with yoga. A student may resonate and emotionally connect to this topic and may way to do some yoga in their free time to gain that enlightenment. Emotional health also covers emotional literacy, toxic positivity, teacher wellbeing, setting emotionally health goals, and more.
Key Concepts
- Emotional literacy
Emotional literacy is the ability to identify and manage emotions when need-be. As teachers, we need to offer the space for students to do this. For example if a student gets angry or flustered in class, having a cozy corner, different mindfulness activities, and the space and place to do these things allows children to work through and practice managing their emotions instead of telling them to just brush it off and focus on their work. I wouldn’t consider myself as emotionally literate as I would like to be. As a child, when I was “being bad” I would get sent to my room where I could sit with my thought. Today I see that this has hindered my communication skills when I’m upset as from youth, I was conditioned to bottle up my emotions in my head which is what I do today. However, I am aware of this meaning I’ve already taken the first step to improving myself and my emotional wellbeing.
- Teacher wellbeing
Although student wellbeing is vital in the classroom, the teacher’s wellbeing is also a very important factor that must be taken care of as well. The teacher truly sets the tone in the classroom. If the teacher is on the verge of tears, the students will feel it. If the teacher is flustered or angry, the students will feel it. If the teacher is happy and having a great day, the students will feel it. All of these emotions can be reflected as well. This is why it is important to come into the classroom with a focused and peaceful/welcoming aura so the students can feel that and reflect it back as well. To do this, teachers must prioritized time for ourselves and have that emotional literacy to manage our emotions and give each of them that time and space.
New Ideas
- Highly sensitive person
In this class, the term highly sensitive person was brought up. Although I have never heard of this term before, I was instantly intrigued and researched what exactly this is. I found a website and matched exactly to every single sign of this condition! It was a shock for sure, but a sense of relief at the same time. I learned why I felt things so deeply and it sort of gave me an explanation for why I am the way I am—it’s how I am wired! A highly sensitive person is one who feels emotions more deeply, and can easily be affected by what some people would consider something small. Although some people may see this as a downfall, I see it as a blessing. I am able to think and analyze everything deeply. I’m always considerate of how others feel, and I’m always living in my head regarding, well, everything. I believe that being a HSP is a blessing when it comes to teaching as I can resonate with the students even more and be aware of how I’m teaching my affect them. If you have time, I highly recommend checking out this website as I found it really helpful: https://highlysensitiverefuge.com/highly-sensitive-person-signs/. I am relieved to know I am a HSP, and now know some answers behind my way of thinking and acting.
- Toxic positivity
This term is used to describe the overreaching act of positivity in an unfortunate situation. Although it is great to be an optimist, being too optimistic can push aside and disregard our emotions. An example of toxic positivity would be a friend saying, “Don’t worry at least your grandma only died and not your grandpa at the same time!!” Although, yes it is true, a statement like this can encourage the individual to stop grieving and ignore their emotions. Shoving our emotions to the side is really not the best thing as they can bottle up and cause great damage to one’s emotional wellbeing. Feeling all of our emotions are important so we can work through our problems, and manage our emotions in a healthy manner.
FEBRUARY 16 – MENTAL HEALTH
Abstract
This class on mental health focused on many topics like IQ, multiple intelligences, cognition as well as mindfulness, affirmations and neuroplasticity, considerations for teaching in the mental domain, and setting mental health goals. There are many ways in which we can care for our mental health. Strategies like meditation apps and/or classes, self-wellness books, any form of art, and yoga are some great ways in which we can care for our mental wellbeing. For myself, I have recently found a passion for yoga. I have also always liked meditation since my first semester, and have always loved art and reading.
Key Concepts
- Multiple intelligences
This concept is the idea that there are many ways in which students learn and grasp knowledge and concepts. Although there were originally 6, there are now believed to be 9 different intelligences: spacial where one sees the world best through 3 dimensions; naturalist where one enjoys the topic and environment of nature and a naturalistic presence; musical where one analyzes and enjoys pitches and sounds for example; logical-mathematical where everything makes sense though equations and hypothesis; existential where one questions the bigger and beyond of life; interpersonal where one looks at people and their intentions and emotions; bodily kinesthetic where one’s body and movement influences the way they think; linguistic where one emphasizes the importance of words; intrapersonal where you and your goals and feelings is a priority. It is important for educators to know these intelligences and allow opportunities in the classroom for them all to be explored and expressed equally.
- Cognition
Cognition is how the brain deals with information, and is truly a practice. With motivation and work, we are able to influence our cognition through certain practices. One of these practices is mindfulness: the ability to pay attention in the moment, on purpose, and non judgementally. To practice mindfulness, we can do yoga, mediation, body scans, and art making for example. Another way to train our cognition is through neuroplasticity which I’ll talk more on under new ideas. Finally, we can train our cognition through affirmations which is saying positive statements that resonate with you and/or that you my be working towards. I personally love affirmations and some of my favourite are I am confident, I have everything I need to live the life I want, I determine my self-worth, dwelling on things that do not serve me does not serve me, and I get the beautiful chance to experience happiness today.
New Ideas
- Neuroplasticity
Neuroplasticity is a new term to me. This concept means that we can unlock certain parts of our minds by strengthening new ones, and repairing one ones. This belief has challenged the prior belief that everyone is just fixed how they are—if you aren’t a good reader, you’ll never be a good reader. However, we now know that if we continue to practice patterns in our daily life, those “pathways” in our brains will continue to strengthen. If we reach out and try something new, or maybe something that we’ve done and avoided, we can strengthen these pathways strengthening our minds. As these paths strengthen, our brains become quicker and smarter in and of itself.
- Mindfulness and trauma/anxiety
Something that I was never really aware of was the trauma or triggers that may come with mindfulness or meditation. I have always been an optimist and promoter of mindfulness and meditation, yet I have never really looked at the traumatic approaches that this may take. During meditation in a class for example, some students may struggle to be able to sit still which can produce the complete opposite results we’re striving for through this mindful practice. Students may also have trauma regarding their eyes closed or not knowing what’s around them which can be triggered from a typically close-your-eyes-and-breathe meditation. As educators we can bring mindfulness into the classroom through other approaches like art-making for example.
FEBRUARY 16 – SPIRITUAL HEALTH
Abstract
Spiritual health can be defined as having a relationship with a greater force or belief. It encompasses many things and is not just limited to a God. In this class on spiritual health we covered many topics like accessible classroom practice containing inquiry, compassion and connection, gratitude, land-based education, and Indigenous ways of knowing (like the medicine wheel and the 7 sacred grandfather teachings), considerations for teaching in a spiritual domain (like culture, religion, cultural safety, and cultural humility), and setting spiritual health goals like mindfulness, journalling, meditation, service, sport/movement, goal setting, social connection and relationship building, and more.
Key Concepts
- What Spiritual health encompasses
As mentioned above, spiritual health does not just mean believing in a God. It means believing in something bigger than yourself and potentially even unimaginable. It can be a church or synagog for example, but can also be how we feel connected to ourselves or other larger dynamics. Some spiritual questions can be, am I a good person? What’s my purpose? Do things happen for a reason? Spiritual health can look like prayer, going to church, fasting, yoga, meditation, journalling, quiet time, and much more.
- Accessible classroom practice
Every child’s definition of spiritual health and what that means to them most likely looks different. Some may go to church every Sunday; others not. Some may practice yoga everyday; others not. It is up to us as educators to allow our students the space for their spiritual practice, whether it interferes with class time or not. We must find a way to work around the schedule so our students can engage with their spiritual practices. To encourage spirituality in the classroom, we can use inquiry to get the students thinking on these bigger concepts, use compassion and connection within the community and cultures, allow opportunities for spiritual exploration and practice, offer spaces for gratitude, included Indigenous ways of knowing into the classroom, and create opportunities for land-based education.
New Ideas
- Gratitude
Although gratitude and the practice isn’t a new term to me, the term and spirituality working together is. By incorporating gratitude jars, time for gratitude journalling and reflection, and even gratitude art allows for students to take a step back and get in touch with their spiritual selves which often times is ignored. As educators, we must provide the space, time, and opportunities for students to do this.
- Spirituality and emotional connection
A new concept to me was how close spiritual and emotional health are related and connected. Practicing emotional health very closely relates to how we can practice spiritual health. Sometimes when we are dealing with big emotions, we might look to our spiritual health to ground us and manage our emotions. Although the two health dimensions are separate from each other, they are very closely related and overlap when we are working on our wellbeing in these aspects.
References
Joseph, B. (2020, May 24). What is an Indigenous Medicine Wheel? Indigenous Corporate Training Inc. Retrieved February 23, 2023, from https://www.ictinc.ca/blog/what-is-an-indigenous-medicine-wheel
EHE 258 Lesson Plan
Name: Raine Chornomitz
| Grade: 3
Subject: Health Education |
| Content:
In this lessons, students will be introduced to mental health. Although this lesson does not go to in-depth in this topic, this is a great place to start regarding mental health. Students will begin to understand the concept of mental health, as well as identify coping methods like people, supports, and activities in their lives which help or could help in dealing with mental health. Students will finally be introduced to how we are supports for each other and can bring each other up (encouragement jar). |
| Outcomes and Indicators:
Outcome: USC3.4: Understand what it means to contribute to the health of self, family and home. Indicator: (f) Provide examples of individual family members’ roles, including those of self, that contribute to the physical, mental, emotional, and spiritual health of the family and the home. |
| Prerequisite Learning:
No prerequisite learning required. This lesson is just introducing the idea of mental health. |
| Lesson Preparation
Equipment/Materials
Advanced Preparation
|
| Presentation (30 min class)
Set: ( 3 min)
Development: ( 22 min)
Closure: ( 5 min)
|
