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Standard 10: Preparation for Learning to Create a Supportive,Healthy Environment for Student Learning

Through planned prerequisites and/or professional preparation, the teacher preparation program ensures the following: 

Candidates are provided multiple opportunities to learn how personal, family, school, community, and environmental factors are related to students’ academic, physical, emotional, and social well-being. Candidates have knowledge of diverse family structures, community cultures, and child rearing practices in order to develop respectful and productive relationships with families and communities.

Candidates have knowledge of major laws and principles that address student rights and parent rights pertaining to student placements. Candidates learn about the effects of student health, safety, and accident prevention on student learning. Candidates study the legal responsibilities of teachers related to student health, safety, and the reporting requirements relating to child abuse and neglect.

Candidates have opportunities to learn and practice effective strategies and techniques for crisis prevention, conflict management, and resolution in ways that contribute to respectful, effective learning environments, includingrecognizing and defusing situations that may lead to student conflict or violence.

Candidates understand the effects of family involvement on teaching, learning and academic achievement, and candidates learn and apply skills for communicating and working constructively with students, their families and community members. 

Candidates understand when and how to access site-based and community resources and agencies, in order to provide integrated support to meet the individual needs of each student, including social, health, educational, language services, and other resources.

Candidates learn how decisions and common behaviors of children and adolescents can enhance or compromise their health and safety. Candidates learn common chronic and communicable diseases of children and adolescents, and how to make referrals when these diseases are recognizable at school. Candidates learn effective strategies for encouraging the healthy nutrition of children and youth.

Candidates have knowledge and understanding of the physiological and sociological effects of alcohol, narcotics, drugs and tobacco and of ways to identify, refer, and support students and their families who may be at risk of physical, psychological, emotional or social health problems.

Candidates complete infant, child and adult cardiopulmonary resuscitation (CPR) certification that meets the criteria of the American Heart Association or the American Red Cross.

Preparation of prospective teachers to help create and maintain a healthy and safe environment for their students takes place primarily in Social Foundations of Education (CI 151) and in a workshop on various health and safety related issues that students attend during their initial student teaching. Students have an opportunity during student teaching to practice the health and safety practices they have learned and to find out more about the resources available at various schools for serving students’ needs in this area. Finally all students attend the Kremen School of Education and Human Development’s annual Character and Civic Education Day. One goal of this cooperative effort by the school, numerous public and private social service agencies, and local government is to enhance the ability of future teachers to create a healthy and safe environment for public schools. (See Character and Civic Education Day program.)

Parents and schooling.

School/family relationships are treated in the social foundations course. Candidates learn that family involvement promotes school achievement. They also learn how a teacher can promote parent involvement and a good relationship between the family and the school. (See CI 151 syllabus.) In student teaching, students are required to participate in parent/teacher meetings. In initial student teaching, one of the weekly seminars is devoted to “working effectively with parents and community." (See Student Teaching and Internship Handbook.)

In the social foundations course (CI 151), parent and student rights are studied. In the special education course (SPED 121), rights pertaining to placement of special education students are reviewed. (See CI 151 and SPED 121 syllabi.)

Student health, student safety, and student learning.

Problems of youth, the status of efforts to control these problems, and their impact on school achievement are examined in the social foundations course. These problems include drug and alcohol abuse, teen pregnancy, youth violence, and teen suicide.

Laws related to student health and safety are also reviewed in the social foundations course (CI 151). Child abuse reporting requirements are included in this review. (See CI 151 syllabus.)

Conflict management
During EHD 155A Student Teaching in the Secondary School, candidates attend a workshop on conflict management. The also are given an opportunity to participate in Mediator Mentors, a conflict management project. (See EHD 155A Workshop Schedule.)

School and community health and safety resources.

At the annual Civic and Character Education Day, students learn about the region’s social service agencies. Student teachers are also provided with a resources manual designed for teachers, which includes resources related to health and safety (e.g, AIDS programs, child abuse prevention programs). In LEE 154 Content Area Language and Literacy Instruction, students are given an annotated list of regional language related services. (See Character and Civic Education Day Program.)

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