reflective statement
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Having completed the Health and Family Life Education course, I am convinced that it
is a subject that must be incorporated into the curriculum for primary and secondary
schools. I was really looking forward with the task of teaching the HFLE lessons
with my Form 3 class, but I was thinking ‘why did I have to get sexuality and
sexual health and not another theme?’ (people can be so hard to please). I
believe that everything happens for a reason. In the end, I was glad that I got
this theme because the students opened up to me while we worked on the posters
and other activities. A student was inspired to write a poem entitled ‘Future’
when the students were asked to give feedback on the sessions. This is a section
from her poem:
Don’t let your future be ruined because of your debased reactions.
You have to learn to make the correct decisions.
I will be cautious, for the sake of my safety and health,
STDs will ruin my future and also my wealth.
Being pressured and forced into activities unknown.
I will not be pressured, from my learning I have grown.
I am the light of the day and the stars of the night.
Encourage the children of tomorrow, for it is our right.
I am the future of tomorrow.
S. Dabiedeen (Form 3B)
After I read this I felt as though I could have continued teaching HFLE classes. The
Administration of the school supports the teaching of HFLE, but the problem is
that most of the teachers are not willing to do so. I cannot say that all of
them are not willing because two teachers that I am aware of have started this
term (term 3) as they have many free periods now that their examination classes
(Forms 5 and 6) have left. They are in the process of writing exams. These
teachers have less teaching period, so they use their supervision periods and
conduct the sessions. Improvement! I agree with Dr. Edward Green in his
statement,
“Health and Family Life Education (HFLE)
is cited as one of the key interventions to increase awareness and change
attitudes among children and young people as a means to adopting healthy
lifestyles. To achieve and sustain this goal, we will heavily depend on the
preparation of teachers. HFLE must therefore be part of the core of the
professional preparation offered for all teachers”.
(Dr. Edward Greene, HFLE Teacher’s Guide).
Although I teach in a co-educational school, I did not get the opportunity to teach the boys
for all the sessions because I was timetabled to teach the girls for this term while the boys
were in another class. This was a challenge for me because I wanted both sexes to experience
the HFLE classes. One of the Deans assisted and organised for me to borrow the boys for one
session. I will conduct the other classes with them in the near future.
My initial thoughts were that this theme might have been somewhat challenging as the topic
sexuality and sexual health is a sensitive topic to some. Some are uncomfortable talking about sex,
as it is forbidden in most households, but sexuality and sexual health includes vital information about
communication, feelings and relationships along with life skills, so it was indeed necessary.
I believe that if parents have close relationships with their children, and have discussions
with them concerning their sexual health, then the students will make better decisions
when it comes to their bodies. From the questionnaire I distributed before the start of my
intervention plan, I realised that adolescents do not have adequate information and they are
influenced by their peers and societal factors. The music they listen to, the movies they watch,
the places they socialise, all play a part in their development. I named my intervention WISE up
because they need to have the information and they also need to wise up and seriously think
about the importance of keeping themselves healthy!
I allowed two colleagues to view my questionnaire before I administered to the
students. I was given feedback on what questions to change and what to include.
Initially, it was thought that the students would not answer truthfully because
they might not want anyone (particularly adults) ‘minding their business’ about
their sex life. Their honesty emerged in their role play, discussions and
questions. Due to the vast amounts of adolescents having sex, the majority of them
without using protection, I focused on ‘My healthy lifestyle’ as the topic for the unit.
I was impressed with the level of enthusiasm and interest they portrayed. They
volunteered to use their lunch period to work on posters, poems, compositions
and other activities. They enjoyed the role play activities and learnt from them
as well. In terms of organisation and planning, I realised that they were quick
in that aspect. They are accustomed with working in groups as this is encouraged
in all classes at my school. Group members contributed, they compromised, and
displayed their creativity. Student learning definitely did take place, but my
fear is that although they were given the information, developed their life
skills during the sessions, shared and discussed their feelings, experiences and
ideas – are they going to practice what they learnt or are they going to
continue living their lives as before? My job is to always listen to them by
creating an environment to encourage sharing (this I have learnt from Diagnosis
and Counselling class), ensure that they have access to the correct information,
and encourage them to go to trusted adults when they have issues.
Although the time passed quickly this term, I learnt a great deal about Health and Family
Life Education, my classmates, my students, and myself.