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.
