U.S. ranked 20th in the world of educational quality. The level of education in America is by the number of days in the year that students attend the school and influences the age when introducing foreign languages, mathematics and natural sciences. As the richest country in the world, it is outrageous that we are so low on the education of our children. If this is the main reason America as a world leader in the future changes. We have to see how we prepare our children to our country in all aspects of intellectual activity which is the scientific and social economy, where every person has the right and the ability to make lead a comfortable life.
Paid young people between the age group 15-35 years which is about 330 million euros and 34% of the total population. This gives us an idea of the tremendous human resources that young people in our country.
The world is changing rapidly and youth must be prepared to respond to new opportunities. To take advantage of them, everyone has the skills that are different from those of age were long, but the systems of education and training are not prepared to challenge the needs of young people in the face.teach life skills are an essential part of modern martial arts school, ideal for martial arts coach and martial artist with a passion to make a difference for youth today. Anyone can teach the children punch pad, teaching life skills to be a teacher in their community position by teaching methods that can be used in the program formation, the life of the characters.
Of the four social categories that are rejected and isolated people who are close at hand. We can help you develop social skills through the following steps:
1. Discover the talents of young people. Communicate regularly with the child and discover his talent. Once discovered, that talent is used. Try this person with talent at the center instead. Is the self-esteem.
2. Encourage the person to join a group. There can not be easy at first, but their support courage. To encourage people in the group to confirm their participation.
3. Organize a youth activity and assign a leader. This would be their self-esteem. Sometimes starting is the hardest thing to do, and so a gentle push could be just what you need.
4. Leave room for error. Focus not be reached on error, but they focus on possible improvements.
5. Be there for him. At the beginning of their studies, always there, but do not interfere. Let the sensation of movement in different circles. Run it on different people, then you can slowly.
6. Recognize the vulnerability of the child. Once this is recognized, act to remedy the weakness. For example, if your child is having difficulty starting a conversation, then support them in this area.
7. Teaching young people to make friends from many types of fabric. It is for your child from people who can support you are well surrounded. In general, adults are sensitive to support friends on their social development.
Would you like to have your students trained BACCHUS?
You are too busy to train your peer educators themselves? Is the idea of putting in someone from outside to conduct a CPE training to your campus sound like? Take advantage of convenient and affordable options to Bacchus Network ™ comes to your company to educate their students. BACCHUS staff will work with you every step of the plan CPE training on campus. For less than the price of a speaker who submits an hour, you can get this 12-hour workout that strengthens your mutual students and academics to commit themselves to a healthy and safe lifestyle.
CPE is an effective, evaluated curriculum?
Certified Peer Educator (CPE) training peer educators to help develop the leadership skills needed to develop and implement campus programs. In 2000,. The evaluation study conducted by an independent evaluator 407 CPE students from across the country Evaluation of primary data collected from pre-test and compare the results with data collected immediately after training and again four months after training. Data analysis showed that the CPE training will result in:
- Increased knowledge, comfort and skills in vocational education
- Increased activity between veterans and new peer educators
- The emergence of new, active peer educators
What is CPE?
A comprehensive 12-hour training base fits all health and safety-related higher education peers. The training focuses on skills required for all teachers to peer networks:
• understand the basic principles of prevention, regardless of the specific medical specialty
• Assistant State cares for others
• provide information on health and safety risks
• make recommendations to students at risk to workers
• conduct training and events
• increase their leadership
• to increase awareness of personal wellness
• teach teambuilding
Nine workout in one!
Following are nine training modules (each approximately 90 minutes long) contained in the CPE program in 2008. Each module contains a set of learning outcomes and a complete bibliography. Use all nine lines at once to retire, or use one at a time for classroom or workshop series.
1: Understanding the Performance Peer Education
Module 1 provides an overview of the BACCHUS Network ™, why peer education is an effective preventive strategy, and what consequences peer education program can have on students and campus. The module also describes ethics peer educator and avoid common traps.
2: Strategy for change in high risk behaviors
Module 2 introduces students to several approaches to health promotion. It covers the basic principles of motivational talks, stages of change, social norms, access to harm reduction, and environmental initiatives. Students will also learn the difference between individual, targeted and universal prevention approaches.
3: Listening Skills
Listening skills are one of the most important strategies for becoming effective peer educator. In Module 3, participants will learn why students seek peer educators to discuss personal problems. Interactive activities throughout the module to teach strategies and techniques for active listening.
4: e Answers and recommendations of skills
Module 4 teaches techniques that peer educators can use the listening process has to begin to "take action" process. More exercises to explore various issues, resources on campus and any recommendations of agents for various students, the health problems they may encounter, and learn the cutoff of aid.
5: Intervention Skills
Module 5 covers the topic of behavior and interventions to prevent harmful or unhealthy behaviors. Participants will discuss spectator behavior and why it happens. Through group activities, participants are more comfortable solution to inappropriate or unhealthy behavior.
6: Develop inclusive peer education efforts
Successful peer education programs that have the ability to be complex, including diversity. In Chapter 6, participants will explore their own cultural identity and group identity through interactive activities and reflection. Cultural competence discussion will help participants identify ways to develop programs, including education.
7: Program and presentation skills
Module 7 covers the skills necessary to plan and implement programs and presentations. The module contains worksheets and activities to enhance participants' presentation skills and program design and program marketing.
8: Taking care of yourself
Module 8 peer educators learn how to take care of their own wellness and deal appropriately with stress, over-commitment, and potential burnout. Contains methods to achieve a better balance.
9: Group development and success
Module 9 introduces students to the concept of group dynamics and key elements for maintaining a successful and productive peer education group.
Participants will learn and discuss strategies to achieve and maintain a group that is recognized and applied in the area.
Your feedback is always appreciated.
Health teaching life skills class prepares students with special needs for independent living in the future. Personal hygiene is an important part of health curriculum, life skills, like many students life skills require detailed individual instruction for basic tasks. Promote healthy life lessons on family life, sexual health and nutrition are essential in the upper layers.
General hygiene
Life skills students may need instruction on proper bathing, dressing and washing. Develop a morning routine of hygiene, and provide students with visual tools in their routine. The wizard walks you through each step with students, gradually working for independence.
Dental Hygiene
Cleaning your teeth and flossing, it can be difficult for some students and may require frequent direct instruction. Routine dental work in the school day is a useful way for students to practice this skill. Use the publication board of tablets that can be purchased online, to show students the plaque disappeared.
Evacuation
Lesson
1. proper evacuation is required in some classes. It can range from simple hand-washing instructions will walk you through each step with students, providing visual aids. If a student needs to motivate, connect a sticker chart student desk. The student is given a sticker for every success using the toilet and get a reward for the corresponding number of successes.
Family Life
Lessons from gender roles, family life and decision-making are useful for middle and high school life skills class. Ask students to list of titles, such as family or my mother's cousin, a concept more powerful than the sense of family. The source for learning about family life and family life and sexual health curriculum (FLASH), which has special classes for special education.
Sexual Health
Teaching sexual health in the classroom skills needed for life begins with understanding the difference between public and private sectors. Ask students to list or draw pictures of places that are public and private places. Their list of activities for students who are in the public and activities that they do so in private. F.L.A.S.H. he also lectures on sexual health, which are planning for special education classrooms.
Students learn math in school how to analyze problems and solve complex sentence structures, but to learn to function in society, can not always be learned from books or from memory. These types of skills must be practiced and learned in the real world examples.
Communications
1: They learn to communicate with others is the essence of personal and professional relationships. For people to function in society and succeed in their lives, they must learn to communicate in a healthy and efficient manner with a wide range of people - from their boss to the check-out clerk at the supermarket.
Use the "telephone game" to the students how easy it unrecognizable sentence because of poor communication has become show. Students can stand or sit in a row and start the game whispers a simple sentence in the first person ear. The student then whispers what he heard to another person, and so on. At a time when the last person hears the words, the will to change something else mean. "The sky is blue today" could turn into a snake is chewing. "
To help students learn to communicate effectively and that the message is the same regardless of the safeguards is to say what phone game again. This time, however, that students can ask the person whispers the phrase that they repeat what they said or ask clarifying questions like "Did you know that the sky was blue and white cake is not that right?" Or "You said the sky is blue today, huh?"
This additional capacity will help students understand the importance of active listening, then the person on the receiving end of the conversation to continue working to ensure that it hears and is able to communicate precisely what the speaker's message employee Friend or later.
Troubleshooting
2: A person who has trouble thinking about the problem and see the different ways it can be resolved, will have trouble functioning in society, in their work or in their communities. Let your students different ways to look at a problem instead of trying to fit a square peg into a round hole every time. Setting up an experiment with an egg and a glass bottle with a small hole. Ask students how you get eggs in a glass or glass without breaking eggs.
This may in class magic show, but they'll show that with a little creative problem solving, they can find a solution. The secret is hard boil eggs, peel, and then using heat as a vacuum sucking eggs in a glass in one piece.
Goal setting
3: E To be successful and accomplish things that a person feeling productive, an important member of society, he must know what issues and work towards achieving them to set. Setting goals is not something that comes easy, even natural. To help reinforce the importance of setting goals that are small, short-term goals for the class. For example, all of which turn in their homework on Thursday, the class get15 minutes extra recess. Gradually, the objectives faster, with greater rewards.
When students see a positive relationship with goal attainment and completion will be more inclined to set their own goals to strive for a sense of achievement.
Read more: Healthy Life Skills for Students | eHow.com http://www.ehow.com/way_5403833_healthy-life-skills-students.html # ixzz13cxBvhM8
The student should be able to contribute to the welfare of families and communities.
A student who meets the content standard should:
1.Shall be responsible for a family member or the Community;
2 to act responsible for creating a safe and healthy environment;
3 shows how public policy affects the welfare of families and communities;
4 to identify and assess the role and impact of public and private sector organizations, which contribute to the welfare of the community;
5 shows how the voluntary service of all ages can increase the welfare of the community and
6 Use different methods of communication to promote the welfare of society.
Students need to understand how the welfare impact of communication.
A student who meets the content standards:
1. resolve conflicts responsibly;
2. be able to communicate effectively in relationships;
3. examine how the similarities and differences in the ratio of individual contributions;
4. understand how to promote sovereignty, and other relationships;
5. to understand how behavior affects the competence of self and others, and
6. to assess the culture, heritage and tradition of excellence.
Students should be able to demonstrate accountability for student welfare.
A student who meets the content standard should:
First to demonstrate that they are responsible decision is discriminatory between risks and identifying the consequences;
Second show the different communication skills that contribute to welfare;
3rd evaluate the influence of culture, heritage and traditions on personal well-being;
4th Develop awareness of how the role of people personal lives and contribute to the welfare of families, communities and cultures;
5th evaluate what is displayed, read and heard about the impact on personal wellbeing and
6th understand how personal relationships, including those with family, friends and colleagues, the influence of well-being.
Student should be basic knowledge concerning the welfare gain.
A student who meets the content standard should:
1. Understand that people first advantage is the integration of health knowledge, attitudes and behavior.
2. Understand how the human body is affected by the conduct in relation to dietary habits, physical fitness, personal hygiene, harmful substances, safety and environmental conditions. 3. Understand and identify the causes, prevention and treatment of diseases, disorders, injuries, and addiction. 4. To recognize patterns of abuse aimed at themselves or others and understand how these patterns break;
5. Use of knowledge and skills to promote the welfare of families.
6. Use of knowledge and skills related to physical abilities, consumer health, independent living, career choices and contribute to welfare.
7. Knowledge of the physical properties and behavior of human sexual development and maturity.
8. Understand the constant changes in their lives through life and health responses to these changes.
