Mr. Health Teacher

Real Education for the Real World

Category: Teaching Health Ed

Radio Interview: How Do We Teach About Consent in K-12 Schools?

Wondering how we teach about consent, sexual health, and human trafficking in San Francisco schools? Asking how we handle this differently in our elementary, middle and high schools? Hear all about it in this 12-minute radio interview I did with my co-worker Erica Lingrell for KALW’s “Looking at Education” show.

I’m so glad I got a chance to discuss SFUSD’s ongoing partnership with Expect Respect, and why I think it’s important to teach about healthy dating in schools. I also talk about why, as the parent of a teenager, I value comprehensive sexuality education. Toward the end of the interview, I share some tips for parents about how to start talking about sex and relationships with teens, and how health class can be a catalyst for those talks.

I hope you enjoy listening!

Celebrating #HealthEd with the CDC

I am thrilled to be part of the Centers for Disease Control and Prevention’s Division of Adolescent and School Health #oldschoolDASH campaign to celebrate health education. Check out all the portraits of health advocates around the country.

Teachers Need Coaches, Too

Several times a year, I get asked to introduce new lessons or to talk about class planning with the health teachers in my school district. Meeting with them is always a blast. In fact, it’s one of my favorite things to do as an educator. Talking about my work and how I structure my class helps me clarify my thoughts, and exchanging ideas with others helps make me a better teacher.

Thanks to a friend in San Francisco’s School Health Programs Department, I recently connected with a new teacher who’s taking on his very first health class ever. We talked for almost two hours, and I gave him every resource I could. I explained how tricky this class can be to teach, because to do a good job the teacher really has to become an expert on a whole slate of topics — nutrition, fitness, body image, sexuality, mental health, stress reduction, alcohol and drugs — and then has to figure out the best way to teach about all of those topics within a tight one-semester schedule.

Of course there’s also the added burden of knowing that if some of those messages don’t get through, students might become pregnant, face drug addiction or contract a fatal disease. That adds just a little bit of pressure!

When I was hired to teach my first high school course 11 years ago, I was on “Emergency Credential,” which meant that I started out with little formal training on the ins and outs of how to run a classroom. I taught during the day and headed to the university at night to finish out my education coursework.

Because I’d worked for several years as an health reporter and editor, I knew the class content pretty well. However, I definitely could have used some more advice about how to best deliver that content to young people.

Now that I have enough experience and knowledge to be a mentor for new teachers, I gladly take on those opportunities when they come. It feels good to help others, and it’s an important part of building a community of expert health educators. With a group of smart, dedicated peers, we can support each other, keep up on the latest information, and advocate for health education to be recognized as a subject that’s crucial for students’ lives that should be taught excellently in every school.

Who’s Your Teacher?

One of the choices teachers have to make is just how much information about themselves they want to share with students. It’s always a judgment call. For the past few years, I’ve been sharing the briefest of biographies during the first days of class and then pulling in stories from my life when I think they might be useful.

This year, however, I decided to try something different. I made a PowerPoint about my life.

Now, you may be thinking “How arrogant – why does this guy think the students care about his life?” That’s a valid question. The truth is, though, that students always ask about my life – they are curious, and they want to know if they can trust me. I thought that sharing a little more information about myself right away would help me build credibility with students, and if I got the tone right, would help me seem approachable, like someone they could relate to and trust.

I put up slides showing Wisconsin, where I grew up, and the University of Missouri, where I got my undergraduate degree. I talked about moving out to California and working as a journalist writing about science and health. I told them about volunteering at the San Francisco Sex Information hotline. It was there, answering calls from teens who were sometimes in real crisis (and sometimes just needed reliable information about their own bodies) that I first started thinking about becoming a teacher.

I also shared some details from my home life. I showed a picture of my 9-year-old son from our summer vacation, and talked a little bit about raising him. I showed a photo of my mother, and talked about how she’d worked as a college counselor her whole life.

I mentioned how excited I am that two women in my family are about to have babies, and showed photos of my sister and her husband, and my sister-in-law and her wife. At this point, a couple of students asked, with genuine curiosity, how a lesbian could get pregnant. I answered with a quick “Well, they used a sperm donor. We’ll be going over the details of pregnancy in a few weeks, and we can talk more about how it works then.”

I also showed some pictures from the 545-mile AIDS/Lifecycle bike ride I finished in June. I talked how I trained for months to get ready, how the students I taught last year helped with fundraising, and how good it felt to meet a personal athletic goal and raise money for such a good cause.

I was a little nervous to try this presentation out, but so far it seems like it was a successful strategy. I’m quickly developing rapport with the students, and before the week was out I’d already had two boys pull me aside to ask for help with personal issues. In my line of work, when a teen trusts you enough to ask for help, it’s a sign you’re doing something right.

The First Day

The alarm goes off at 5:45 a.m. and a jittery flutter of excitement fills my body as I get ready for the first day of school. The morning routine is familiar — shower, shave, eat a quick breakfast, make sure my son is dressed and ready for his first day of 5th grade. Then I pack a salad, some almonds and a couple of apples into my bag, hop on my bicycle and make the 20-minute ride to work. I rehearse the day’s lesson in my head as I pedal along.

The bell rings promptly at 8:05, and I watch the first round of students stream in, some looking confused, some looking tired, a few trying to look tough. All students are required to take my Health Education class during 9th grade. It’s a one-semester class, so I will teach half of the freshmen this semester and half during the second semester, which starts in January.

The room is the definition of diversity. The 156 students I’ll see today are Chinese, Mexican, Samoan, Vietnamese, Brazilian, Honduran, Caucasian, African-American, Filipino and multiracial. They come from about 25 different middle schools — mostly public, but there are a few students who’ve gone to private or religious schools their whole lives and are just now starting in public school. Another handful of students are recently arrived immigrants from Asia and Latin America who are attending school in the United States for the first time.

I start class by having students announce three things: which middle school they attended, what they like to be called, and one healthy thing they like to do. This helps them start to get to know one another, and gives me an idea who I’m working with.

I ask what they like to be called because I teach a lot of students who have Chinese names like “Wenying” but go by nicknames like “Timmy” or “Henry.”

Asking about the healthy things they do gives me a chance to connect them with activities in the school (for example, letting the students who say they like running know that about the cross-country team is recruiting) and gives me a chance to slide in some mini-lectures on the importance of sleep and breakfast.

Once they’ve all had a chance to talk, we go over our school’s complicated bell schedule and get to the “do now,” a quick writing prompt that I use to kick off every class. Today’s questions: “How do you define “health”? What topics do you think (or hope) we will cover in health education class?

I take their answers and create a mind map on the board, making a visual representation of what they think the class should be all about. The picture in this post shows what one class came up with – and it’s a pretty good representation of what’s coming up in class.

So This is the Job

When I tell people I teach 9th grade Health Education in an urban high school, I get a lot of sympathetic looks. People tell me they could never do it, that they would get too embarrassed or too scared, or they just wouldn’t know what to say when kids start asking them about drugs or sex. When I hear this, I usually just smile and tell them how lucky I feel that that’s my job.

However, when I start to break down the specifics of what I’m expected to do in this one-semester class, it can seem a little overwhelming.

I teach at a school with a “modified block” schedule – our class periods are 70 minutes long, and I see each class four times a week, or about 72 times over the course of the semester. I teach five section of the class at a time, which means I teach 300-350 students a year. I see my students when they are freshmen, and almost all of the 1,300 students at my school have taken my class.

In the limited time I have with them, I need to try to teach the students as much as I possibly can about nutrition, healthy eating, fitness, substance abuse, mental health, positive communication, eating disorders, puberty, reproductive anatomy, birth control, pregnancy, birth, STIs and healthy relationships. It’s a lot.

I came to teaching from journalism, and I often compare the process of planning my health course to editing – constantly looking for the best lessons, updating data and research all the time, and trying to find the right way to share what I know with the ever-changing minds of teenagers. I do all of this knowing that for many of my students, this may be the only time in their whole lives when they get to formally learn about and discuss these topics, and that they’ll be using the information they learn in my class to make decisions that could literally save their lives.

It’s never the same twice, and some days it does break my heart, but most of the time I feel like I have the best job in the world.


© 2022 Mr. Health Teacher

Theme by Anders NorenUp ↑