7. Lecture _ Is 'standing between' going to help? or impede both sides' benefits?

It was my first lecture class in the States. As a teacher with less experienced in classroom lecture classes, I had little idea of how to organize and lead a class. Thankfully, there were a bunch of resources that I can rely on such as a HEA201 for undergraduates and PPT slides that have been taught for the last 2 years. And Health education has NC essential standards to follow even though it has not been forced to do so. Former class resources and the essential standards could be a good starting point and, of course, helpful.

Conventionally, health education has taught health-related issues and knowledge just like other subjects do. In the classroom, students have learned what is health, how people change health behaviors, what effects alcohol and drugs have influenced, how could make healthy relationships, etc. Textbooks and reading materials were read and required to remember better behaviors and informed choices. This process is based on the idea that if a school teaches knowledge, students will understand and behave using what they have learned. As far as I believe, it is definitely true. But the effectiveness is focused on the knowledge that should be needed to be accumulated such as math, science, or science. The subjects having a solid hierarchy of knowledge could take advantage of classroom lecture classes.

We are teaching "health". If someone does not want to be a doctor, nurse, or other health-related occupation, or even though are they really hoping to be, students actually need more competencies or values for responsible decision-making in the future rather than knowledge. We want them to be healthy throughout their whole life. Teaching knowledge and understanding ideas for better choices is critical but it is not everything. In particular, students who are just recovering from the long tunnel of the virus are required to look into deep their minds and relationships. When it comes to this perspective, health knowledge becomes subservient to those that care for students' lives, in this process, Social & Emotional learning.

Now, my colleagues and I believe that teaching social & emotional skills and reflecting on their behaviors will have more benefits for students who are in high need. Rather than pushing them to learn about healthy living, it would be better to guide them to situations where they can feel a sense of community and deal with emotions. That is the main reason why we come to use physical activities. Moving bodies require more relationships and waking up situations that should be more looked into. Emotions will arise clearly and social interactions activate. Students will catch some of the moments and find their own way to improve their social & emotional skills with teachers' deliberate endeavors.

At the same time, we admit that acknowledging health knowledge and issues is still important to some extent. That is why I divided my course into two parts. I am trying to teach essential parts of the whole health education requirements. Yes, essentials exist for sure. Some could say that is the NC essential standards but I personally cannot agree with teaching all the standards. That does not mean some parts prioritize others but we always have a time limit and opportune moment. In a situation where students need social and emotional health, what we need to do is to find a way to get both benefits from each perspective. So, I will call it a 'standing between'.

Is 'standing between' going to help? or impede both sides' benefits?