Here's the thing about teaching Health Education

I have been an educator for over 20 years and I love what I do.

Sure, there are subjects I enjoy teaching more than others. 

• There is nothing like reading an engaging novel to a room full of excited 10 year-olds who are hanging on to every word - covering their mouths as Virginia tries to escape the Troll King's lair before he makes her "dance" with the red-hot metal shoes baking in the fire. 
• There is also the challenge of convincing a group of disengaged Grade 7 students that calculating unit rates comparing Gillian & Ryan's potato prices is actually important.  

I've been in both situations many times. One is certainly more preferable to the other. Especially because Virginia does escape...with the help of the Half-Wolf!

When it comes to the Ontario Health Curriculum, current Minster of Education Lisa Thompson is promoting a familiar refrain: "Parents are the experts" when it comes to teaching their children about sex-ed.

I agree - in a perfect world - this is absolutely true. 

In a perfect world, every child would return home from school to a safe, healthy, happy environment where balanced meals, screen-viewing limitations and dental hygiene were always part of their evening ritual. Sure, those homes exist in abundance but, sadly these situations are not universal. 

This is the reason why we teach

• Grade 1 students about the difference between caring and exploititive behaviour.
• Grade 2 students about healthy eating & the dangers of prescription medicines.
• Grade 3 students about Oral Health & the impact of fictional vs real violence.
• Grade 4 students about the dangers of tobacco, smoking & the safe use of technology.
• Grade 5 students about alcohol & the changes that happen during puberty.
• Grade 6 students about cannabis, addictive behaviour and self-care.
• Grade 7 students about mental health & body image.
• Grade 8 students about Sexually Transmitted Diseases & the impact of violence.

Here's the thing about teaching Health Education...

• Ideally, parents would take responsible for all of it and teachers would have more time to focus on the other subjects.
• I know that "Your Kid" might not need to hear these things yet but...

"It is not about "Your Kid" - It's about Kids." 

Right now, there are kids in every one of those grades who desperately need the information about exactly the topics that I have listed and that our curriculum addresses. They need caring adults to help guide them through these crucial times in their lives. Fortunately, they have them because ... collectively, we know best.  

The Health Curriculum and Why Parents don’t need to worry (as much).

Open Letter to My Grade 5 Parents:

We are about to start our Health Unit on Human Development. This is often dubbed the “Sex Ed” curriculum and is the one that has created concern for some parents. Please realize that much of that concern is because the facts have been misrepresented. Last year, I read a note that was being circulated in my community. I was shocked to see how much it distorted the facts. It seemed as if it was intentionally designed to frighten parents about what will be covered in class. Hopefully, I can alleviate any concerns with the following information about the specifics of the Grade 5 curriculum.

Look here for more information (Pages 160 - 162 on the PDF).

First off - the curriculum did not change much in Grade 5. There is a lot of information out there to suggest that this is an entirely different program - it is almost the same as it was 20 years ago.

Here is what it said in 1998 (When I taught my first Grade 5 class)

1. describe the secondary physical changes at puberty (e.g., growth of body hair, changes in body shape).
2. describe the processes of menstruation and spermatogenesis.
3. describe the increasing importance of personal hygiene following puberty.

Here is what it says now

1. identify the parts of the reproductive system, and describe how the body changes during puberty.
2. describe the processes of menstruation and spermatogenesis, and explain how these processes relate to reproduction and overall development.
3. describe emotional and interpersonal stresses related to puberty.

Some other facts to put your mind at ease

• We just finished a unit on human body systems and have already talked about a lot of our inner workings (including all the less pleasant parts of our digestive system). Consequently, the students are familiar with the fact that we talk about the human body like scientists - uncovering the secrets of many systems that help us function.

• Remember that the curriculum is not delivered by a robot. There is a caring, responsible adult who exists between the curriculum and your student. I want your student to be an informed pre-teen who is prepared for the changes that will happen in their bodies. I want them to be considerate, compassionate citizens who will treat others and themselves with respect, patience and kindness. I take great care to craft my lessons and presentations in a way that is honest and as comfortable as possible.

• For you, the curriculum is about your kid, but it is actually written for all kids. Specifically, it written to provide important information to children who would not get this information outside a classroom. A young person’s best advantage when navigating the pitfalls that come with a changing body is knowing the facts. Life changing, and even life ending, mistakes are best prevented by education.

As a final note, I will understand completely if you wish to remove your student from class during these lessons. It is your prerogative to provide this education to them in the way in which you see fit. Drop me a line, and I will let you know the exact periods (to the minute) in which this instruction will take place. You will need to sign your student out at the office and return them for the next period if possible.

However, I will warn you that they will likely ask their friends what was said while they were away. They are naturally curious - which is one of their greatest gifts. I would much prefer that they hear the facts directly from me and not second-hand, through the filter of students who, themselves, are just becoming familiar with this new information.

Sincerely,

Marc Hodgkinson

Grade 5 Teacher

From Safe Harbour to Slippery Slope - The "New" Ontario Health Curriculum

Here comes the Boom

Last spring, the Ontario Government released the details of the updated Health and Physical Education Curriculum. However, it was quickly branded the “New Sex Ed” curriculum by both detractors and defenders. Controversy and commentary began immediately, and I was soon hearing and reading everything from legitimate, well-considered critique to absurd criticism and outlandish generalities.  

Within the month I was fielding questions from parents, friends and intrigued strangers at social gatherings. It was a political hot-potato and teachers were often thrust into the spotlight as instant authorities. The big questions (other than the occasional “Is it true that…?” inquiries) seemed to be “Did I agree with it?” and “How was I going to implement it?”

My Temporary Harbour of Ignorance

At that time, I was safe.  I was far too busy with the current school year and the existing health curriculum - so I didn’t have to comment.  My grade 4 students were dealing with the dangers of smoking - creating skits about “saying no” and manufacturing warning labels with Google Draw - safe from the storm of controversy in our little harbour of ignorance.

I did, however, remind any inquisitor that the classroom teacher remained an important human factor standing between the specific expectations of the curriculum and the delivery of that information to the student. He or she is the filter who will make a sincere, prudent and professional effort to meet the expectations of as many people as possible.  It was a good sentence and it afforded me many thoughtful nods of approval.  At the least, it was long enough for me have time to change the topic - “So, how about those Jays?”

How do I square that circle?

It is now mid-summer and I do have the time to examine the documents for myself.  I should preface that I am only looking at the Grade 5 (C1.3 C1.4 & C2.4 pages 156-158) and Grade 6  sections (C2.5 C2.6 &C 3.3, pages 174-177) of the curriculum.  I am setting up my lessons for the upcoming year and I know that the flames of controversy will be fanned again on the next "slow-news" day. I know that, this time, I will need to be prepared.

http://www.edu.gov.on.ca/eng/curriculum/elementary/health1to8.pdf

After reading it for the first time...I remarked that it didn't seem markedly different from the curriculum I remembered when I last taught Grade 5 & 6.  Looking back at the 1998 document - I was correct.  

http://www.edu.gov.on.ca/eng/curriculum/elementary/health18curr.pdf

Regardless, I typed the following in my lesson plan notes to use as my anchor moving forward...

“So, how do I professionally approach this curriculum in a way that respects the importance of these concepts? How do I ensure that students are prepared for the changes they will undergo while also respecting their innocence? Concurrently, how do I respect the multiple values of each family and culture in my school community?”

I keep thinking about an image I saw on the CBC website several months ago.  A group of chilly protesters are gathered in front of Queen’s Park with a flag that read “Math not masturbation, Science not sex!”

I know I echo the sentiment of many educators when I say - We agree - we don't relish the idea of teaching the "prickly-topics". We would far prefer that the family navigate the edges, angles and corners of human growth and sexuality. In fact, we would rather focus on many of the more conventional topics and leave much of the health curriculum to parents - including dental hygiene, healthy eating & internet safety.  It would certainly free up a lot more time for things like coding, writing, and problem solving.  

However, the prickly topics are unavoidable because we should all be in the business of making informed thinkers. We all want to be difference makers and provide our young charges with the important information they need to protect them from as many avoidable pitfalls as possible.  The question seems to remain - Who needs the information and when do they need it? Additionally, if my students are not able to make healthy choices with their bodies, diet, dental hygiene or internet interactions - things like coding, writing and problem solving become a minor concern.

At this time, I need to take a necessary pause and turn my attention to something else - perhaps the recently adapted Social Studies curriculum.  A fall election is looming and I need to be prepared to maximize that learning experience.  Hopefully, someone much smarter than I will provide me with the ideal approach to this slippery slope.  Volunteers?