# data[].attributes.body
Through this module, I learned about the four different domains of development, cognitive, language, social-emotional, and physical and the role sensory development plays. I know know that schools play a very large role in tracking the development of their students which is why this information is important. Teachers should know what milestones to observe in their students. This information is also important because if developmental delays are noticed earlier on the easier it can be to get a child "back on track".

# data[].attributes.body
Through this module, I learned my responsibilities regarding suspected child abuse as someone who works with children. I learned about the difference types of abuse that children can face. I learned about making a child abuse report. This is important because if I suspect child abuse I am mandated to report it or lose my job/face jail time. It could also be a matter of saving a child's life.

# data[].attributes.body
If I were to work with children 0-5 years old, the CDC has an app that you can use to track milestones! This would be very helpful for parents and children as it is any easy way to note children's behaviors in real time and use them to examine where they are in their development.

# data[].attributes.attachment_link.provider_name
Centers for Disease Control and Prevention

# data[].attributes.attachment_link.description
Download CDC's free Milestone Tracker app to complete a milestone checklist for your child. Available for iOS and Android in English and Spanish.

# data[].attributes.body
Through this module I learned my responsibility as a teacher regarding injury/sickness in my school. I learned how to deal with serious issues, like how to apply a tourniquet should I need to, and the reality of my role in active shooter drills. The idea of this is scary but knowing how to properly conduct these things gives me more confidence to enter my future classroom. We discussed the levels of prevention and how these are used and how they keep people safe. I learned that being prepared is most important in my role as a teacher in these situations. This is vital because as a teacher, I must do anything I can to keep my children safe, which is why this module is so important. My knowledge of this matter can be a matter of life and death for children in some cases.

# data[].attributes.body
This website has many informative articles for how to perform first aid across many different scenarios. This topic is extremly important for children's health as sometimes the things discussed in this module can be a matter of life and death. .

# data[].attributes.attachment_link.readable_text
Learn skills to help a baby or child in a first aid emergency

Our First Aid skills are simple, easy-to-learn, and suitable for anyone looking to learn first aid and help others in an emergency. Explore the different skills below to enhance your own learning so you may be able to assist during an emergency.

Staying safe while giving first aid

Please always consider your personal safety when giving first aid. Look out for any dangers and only act when you're confident it is safe to do so.

# data[].attributes.attachment_link.description
Learn simple first aid skills for babies and children so you will feel confident to help in an emergency.

# data[].attributes.body
Through this module, I learned the realities of being a student with a chronic illness and the responsibilities of being a teacher of a student with a chronic illness. Chronic illness does not have a look and can affect anyone. These illnesses can last from three months to a lifetime. I had never thought of things like asthma and diabetes as chronic conditions, so this module opened my eyes to that. Chronic illness can lead to behavioral problems, absenteeism, and academic difficulties.

This module is so important because more than likely there will be a student with chronic illness in my school or even in my class. It is important that I know how to handle that and how I can provide a safe environment and the best education possible for a student with a chronic illness.

# data[].attributes.body
This video provides a perspective on how children can be curious about chronic illness and also shares the voice of a teenage girl and her life living with a chronic illness.

# data[].attributes.attachment_link.readable_text
0:00 / 0:15•Watch full video

# data[].attributes.attachment_link.title
Kids Meet a Teen With Chronic Illness | Kids Meet | HiHo Kids

# data[].attributes.body
This module is extremely important. There is no doubt I will be dealing with communicable illness as a future teaching. While I may have know the basics of communicable illness prior to this module, I was able to learn ways to detect it and how to combat it in my classroom. I did not know the seriousness of rashes and all of the different things they can mean prior to this module. Knowing this is essential as illness can severely impact a child's learning and even my ability to teach!

# data[].attributes.body
This song would be good to teach younger grades about sickness, mainly about how to identify if they are sick.

# data[].attributes.attachment_link.title
I'm Sick♫ | Sick Song | Wormhole Learning

# data[].attributes.body
This module discusses how important exercise is and how it can impact learning. Movement improves physical health, mental health, and learning. Movement can lead to improved memory and supports neuroplasticity of the brain. I was unaware of how much of a correlation there was between the two, but now I am aware. There are many barriers to exercise, a big one being how much technology we consume. Children do not go out and play as much anymore due to things like technology and parental concerns. This saddens me as playing outside was one of the best parts of my childhood! Many times the only chance children have to move in school is at recess and this is for a very short period. As rates of health issues due to lack of exercise and how much movement in the classroom can help learning this module becomes more and more important. I think the things discussed in this module should be a bigger focus of schools and families.

# data[].attributes.body
During my field experience my host teachers used songs like this to encourage movement from the kids. The song also portrays exercise in a positive light!

# data[].attributes.attachment_link.title
"Move Your Body!" (Exercise Dance Song) 💥 /// Danny Go! Brain Break & Movement Activity for Kids

# data[].attributes.body
Just like exercise/movement, nutrition has a strong impact on learning. I was able to see both sides of nutrition, how too many calories and too little calories can effect a child and their learning. Before this module I knew about children who were underfed and children who were overfed but I did not know that many children who are overweight live in food insecure households where they are being fed, but these foods lack nutrients. I find it sad that most affordable food is calorie dense and lacking nutrition. I was also not aware of how involved schools can be in child nutrition. This is why the knowledge in this module is so important for my future as a teacher. Proper nutrition obviously betters the health of children but also their ability to learn.

# data[].attributes.body
This link features a list of books to teach kids about healthy eating.

# data[].attributes.body
This module discusses the mental and emotional health of children, something I do not think is discussed enough, even today. I learned about many things that can effect children's mental/emotional health and methods to support children's mental/emotional health. I found the information about adverse childhood experiences interesting and important to have knowledge of as someone who will be working with children. The information in this module is important because similarly to communicable illness, I will be dealing with mental health issues in my classroom and they should be something I am always considering when teaching.

# data[].attributes.body
This tree is a fun way to do mental health check-ins in your classroom. Each day children will pick a leaf representing how they feel and add it to the tree.

# data[].attributes.body
This article is a good refresher on what a mandated reporter is and why is it so important.

# data[].attributes.attachment_link.title
A Teacher's Role in Being a Mandated Reporter - Graduate Programs for Educators

# data[].attributes.attachment_link.description
Being a mandated reporter is a very essential part of being an educator; learn all about mandated reporting in classrooms and schools.

# data[].attributes.body
This module taught me the appropriate sexual behaviors that children may display. It also taught me sexual behaviors that may indicate sexual abuse, and how certain behaviors correlate to age. It taught me how to deal with this subject in my classroom. I should respond calmly and understand that this is a natural process all children go through. I learned about what different age groups are taught about sexual development. This is important as I need to know how to deal with this in an appropriate manner and how to approach the subject. This is a natural process and an aspect of children's health. I do not want to be awkward when addressing this and hinder the process. Additionally, we discussed common myths about sex ed, such as sex ed leading to children having sex earlier.

# data[].attributes.body
This website is a good resource to find ways to teach your students about consent and for teachers to find appropriate materials to teach children about these matters, including a list of books for each age range.

# data[].attributes.attachment_link.readable_text
Teaching bodily autonomy results in a child who is capable of setting boundaries, feels empowered to say 'no,' and is able to navigate a world that often does not set them up for success.

1. Let children know they're the boss of their bodies. Emphasize and create opportunities for them to understand they're in control of how they interact with others and how others interact with them. Never force hugs, kisses or caresses as stand-ins for communication - even with relatives. If a child doesn't want to hug during greetings and goodbyes, let them know that's okay - they can wave, high-five, blow a kiss, or simply state their salutations.

2. Ask for permission before touching children and encourage them to do the same. Do this by modeling it yourself. Before you reach out for a hug from your student, child, niece, nephew or grandchild, ask permission to do so. If the child is very young, or nonverbal, get into a habit of communicating consent by simply letting them know what you're doing, and why, before touching. Try simple explanations like: "I'm going to button up your shirt, so you're ready for school," or "I'm going to rub shampoo into your hair, so you're clean." This reinforces the concept that communication during touch is ongoing.

3. Let children know it's okay to ask for help and help them identify 'safe' adults. Teach kids that safe adults listen to what they want and need, and don't make them feel uncomfortable or scared. Identifying safe adults is difficult, even for other adults, so the key here is to find strength in numbers and have children identify numerous adults who the child feels they can freely open up to if they ever feel frightened or uncomfortable. Encourage them to tell these adults if anyone threatens them or tells them to keep secrets. Some children have unwanted sexual experiences in their homes, so don't assume that their parents, relatives or caretakers are always the safest option.

4. Be direct when talking about body anatomy. It's common to rely on cutesy phrases to refer to genitalia, but coming up with alternative words for or telling children not to say words like "penis" or "vagina" sends the message that parts of their bodies are shameful. Kids who are taught not to talk about their bodies may feel less comfortable reporting if they are experiencing sexual harm. Check out the video below to learn more about how to talk to kids about their bodies in a way that is healthy and inclusive of the gender spectrum.

5. Talk about consent outside of the context of sex. Many times the word "consent" is brought up in a sexual context only, but you can make consent part of everyday conversations by using it to frame any permission-seeking. Teach kids to ask consent before borrowing other peoples' items, before posting photos online, when making group plans and, as always, before touching other people.

Read: 6 Resources to Help Parents Talk to Kids About Consent

6. Talk early and often. Sexual development is just as important as physical, cognitive, and emotional development. Children who do not have access to information about sexuality are at greater risk for developing unhealthy attitudes or beliefs about their own sexuality and/or others' sexuality. They may also seek out information from inaccurate or harmful sources. Having age-appropriate conversations throughout their development means kids may feel more comfortable seeking out honest and open conversations about their bodies, sex, boundaries, and consent.

7. Criticize media openly when they get it wrong. You see it everywhere. Jokes, comments, legal cases, and even "advice" that often preemptively places blame on the victim. Speak up...even if the child who's within earshot is too young to fully comprehend the situation you may be watching on tv, discussing at the dinner table, or listening to on the radio or a podcast. Kids often pick up on cues, and societal conditioning teaches them that how they act, dress, or speak indicates whether they are to blame for being hurt. Counteract these messages by reinforcing that when someone is harmed it is NEVER their fault, regardless of what they were wearing, where they were, whether they were drinking, or who they were flirting with. Nobody asks to be hurt.

8. Engage kids with media that gets it right. Regularly introduce children to age-appropriate books, videos and other media that teach consent and respect boundaries. Keeping the conversation ongoing throughout their development is key. Get started with the list of books below!

Books on Consent and Healthy Boundaries
Ages 3 - 7
No Means No by Jayneen Sanders

My Body Belongs To Me! by Larissa Rhone

Don't Hug Doug (He Doesn't Like It) by Carrie Finison

Bodies Are Cool by Tyler Feder

Tell Me About Sex, Grandma by Anastasia Higginbotham
Ages 8 - 12
Can We Talk About Consent? A Book About Freedom, Choices and Agreement by Justin Hancock

A Quick and Easy Guide to Consent by Isabella Rotman

You Ruined It: A Book About Boundaries by Anastasia Higginbotham

Ages 13 - 15

In Case You're Curious by Planned Parenthood

Maybe He Just Likes You by Barbara Dee

The Ship We Built by Lexie Bean

Dress Coded by Carrie Firestone

16 - 18

Let's Talk About It: A Graphic Novel by Erika Moen

Grown by Tiffany Jackson

This entry was posted in News. Bookmark the permalink. Both comments and trackbacks are currently closed.

# data[].attributes.attachment_link.title
8 Ways to Teach Kids about Consent and Healthy Boundaries

# data[].attributes.attachment_link.description
Teaching bodily autonomy results in a child who is capable of setting boundaries, feels empowered to say 'no,' and is able to navigate a world that often does not set them up for success. 1. Let children know they're the boss of their bodies.

# data[].attributes.body
This section discusses how teachers should handle different identities such as gender, race, and sexuality in the classroom. It discusses different ways teachers can address differences among people with their students. This is important as one of my goals as a future teacher is a culturally responsive/inclusive classroom.

# data[].attributes.body
This website features activities that you can do in your classroom that are both entertaining and helpful for students to learn about their own identities and the identities of their classmates.

# data[].attributes.attachment_link.readable_text
Inclusion. Diversity. Privilege. These are major buzzwords in higher education.

You've probably already heard at least one today, maybe ad nauseam. But it's for a good reason: Inclusion, diversity , and privilege have an enormous impact on how students move through the world , succeed in their classes , and form friendships .

Despite this, students may be wary or unsure of how to discuss these tough issues with one another. After all, it's not exactly natural to ask, "So, how is everyone here privileged?" over lunch or casually share your experiences with discrimination between classes.

Fortunately, student affairs professionals can come to the rescue. Just as we often use games, discussions, and other interactive activities to get students to reveal their favorite kitchen utensils or Harry Potter characters, we can set the stage (or a room in the student union) to foster discussions on diversity, inclusion, privilege, and other interconnected societal issues.

But, before I get started with the activity suggestions, let's talk about ways to make the activities themselves inclusive and how to debrief for optimal reflection and learning.

Inclusion tips

It's wonderful that you're aiming to openly discusses diversity and privilege, but your point will be severely undermined if not all students are able to participate fully.

So, don't hesitate to creatively modify any of these activities for maximum inclusion.

For example, rather than requiring students to move around the room, you could ask them to hold up papers or props, share answers verbally, or raise their hands to indicate responses. This simple modification will allow students with mobility impairments to participate.

Or, in addition to asking students to respond verbally, ask them to also write short answers on a whiteboard (or write for them) so that anyone with a hearing impairment can stay fully involved. Similarly, be sure to read any written words aloud, in order to include students with visual impairments or learning disabilities.

Keep in mind that a student's visual, hearing, or mobile impairments may not be visible nor apparent to you. So, it's best to err on the side of inclusion .

Additionally, be mindful of ableist language and adapt appropriately. You hopefully already know to avoid defamatory words ( such as the ones listed here ), but you should also avoid using verbs which describe actions that may not be possible for students with disabilities. For example, rather than instructing students to "walk" somewhere, say "move" or "go toward," and substitute "speak" with "share."

At the end of the activity, you can even point out these modifications as practices that students themselves can utilize when leading programs and in everyday conversations.

Sample debriefing questions

Your debriefing questions should change to fit the activity, your learning outcomes and goals , and your participants' identities. But, here are some general questions to get you (and your students) started.

If you have time, you can also ask students to suggest their own questions. Providing paper for anonymous suggestions can yield questions that students may not feel comfortable asking aloud.

Now, let's get started with the activities!

The 7 activities

1. Just by Looking at Me

Purpose: This activity allows participants to reveal personal factoids that they might not have found the right opportunity to share yet. It also breaks down stereotypes by demonstrating facets of a person that, based on their outward appearance, may be surprising.

Instructions: Have participants sit in a circle. One at a time, ask them to share their answers to the prompt: "My name is ___ and I am from ___. One thing you cannot tell just by looking at me is ___. This is important for me to tell you because ___."

Participants can choose to disclose absolutely anything - varying from highly personal, such as having dyslexia or taking antidepressants, to something light and fun, such as loving Black Mirror or having a pet rock. Program leaders can help set the tone by first responding with their own answers.

Key debrief question: How can you find out meaningful information about your peers in the future? What is the value in that?

Bonus inclusion tip: Write out the prompt on a whiteboard or poster, or pass it around on a slip of paper. This will be helpful for participants of different learning and memory capabilities.

2. I Believe

Purpose: By being challenged to share their beliefs on controversial topics, this activity helps students examine their unique perspectives and consider why their fellow participants may feel differently.

Instructions: Hang up three sheets around the room - labeled "always true", "sometimes true" and "rarely true" - with space for students to move near. Then, ask students to respond to statements (which you'll read one at a time) by moving closest to the sheet that represents their opinion. The statements can address a variety of inclusion topics or be narrowed to fit your goals or the students involved. (For example, you can adapt this to be only about race or gender.)

Here are some possible statements:

After each statement, ask volunteers if they would like to share why they responded the way they did.

Key debrief question: Which statements were the hardest to respond to? Why?

Bonus inclusion tip: If any students are unable to move around the room, the program can be modified for everyone to raise of slips of paper labeled "always true", "sometimes true" and "rarely true" (or bright, color-coded slips to represent each response) instead.

3. What's in a Name?

Purpose: This activity helps students get to better know one another, gaining insight into each other's heritages, families, and life experiences.

Instructions: Have participants write their full names on a slip of paper. Then, ask them to share the meaning behind their names. What is its origin? What does it mean to them? How has it impacted their life experiences? For larger groups, participants can split off into pairs instead of sharing with everyone.

Key debrief question: Did you have any preconceived notions or assumptions about anyone's names before this activity?

Bonus inclusion tip: Emphasize that names can include middle names and hyphenated names. If students wish, they can also share religiously assigned names, names only used by close family members, or cultural adaptations of their names.

4. Forced Identities

Purpose: This is an excellent activity for group bonding and identity examination. As it can get pretty emotional and involves students sharing rather personal facets of themselves, it's best done with a group that's already established a strong level of comfort with one another.

Instructions: Prior to participants' arrival, hang up signs around the room with space for students to move near. Each sign should list one of the following words: race, ethnicity, sexual orientation, gender, first language, religion, body size/shape, physical ability, mental illness, socioeconomic status, education, and age . Feel free to add or change identity markers to fit your group.

To play, ask students to move closest to the identity that resonates the most with them, as you read a series of statements one-by-one.

Here are some suggested statements:

After reading each statement, ask volunteers (ideally representing multiple identity categories) to share why they settled on that identity marker. Sharing their specific identities - such as their religion or mental illness diagnosis - is optional.

Key inclusion question: What was it like to have to choose only one identity from around the room? Did anyone's selection surprise you at any point?

Bonus inclusion tip: Allow participants to suggest their own additional statements for the rest of the group to respond to.

5. Move into the Circle

Purpose: This activity helps students get to better know one another individually while showcasing the commonalities they share. It can also encourage students to share facts about themselves that they might not consider revealing unprompted.

Instructions: Have participants form a circle. Tell them that you'll read a series of statements, one-by-one. After each statement, participants should move into the circle if the statement is true for them.

Here are some sample prompts:

You can also ask students to add additional statements after you've read all the preset ones.

Key debrief question: How did it feel to step into the circle and be joined by several others... or to be alone?

Bonus inclusion tip: Some students may not feel comfortable identifying with some of the more personal statements. So, before starting, encourage them to be bold but ultimately make a decision (whether to move into the circle or not) that feels right to them.

6. Circles of Influence

Instructions: Hand each participant a sheet of paper listing different types of people in their lives. Instruct them to write down the name of the first person who comes to mind for each.

Here are some suggested prompts:

Next, place large sheets around the room, each listing a different racial category, such as black, white, Middle Eastern, Asian, Pacific Islander, Latinx, multiracial, Native American/indigenous people , and unsure.

You'll then call out the prompts from students' individual papers (best friend, roommate, etc.) and ask them to move closest to the large sheet with the racial category that best applies to the person they wrote down. Throughout the exercise, ask participants to pay close attention to where they and others are moving.

Key debrief question: Are you surprised by the patterns you saw throughout the room or by your own list? Why?

Bonus inclusion tip: Participants may feel uncomfortable if most of the people they named are within the same racial category. You should address this in debriefing. Ask students how it felt to stay in the same spot. Be careful to note that you don't aim to shame participants for their selections, but rather to help them reflect upon who resides in their spheres of influence.

7. Privilege for Sale

Purpose: Break participants into small groups of three to five. Then, pass each group a piece of paper listing out types of privileges - such as white privilege, cisgender privilege, Christian privilege, male privilege, heterosexual privilege, socioeconomic privilege, citizenship privilege, and able-bodied privilege.

Explain that for the purpose of this activity, students must imagine that they hold none of these privileges. However, they can buy them. For $1 per listing, every member of the group will be granted that privilege.

Next, hand out slips of paper to each group, listing a different dollar amount - starting at $1 and going up to just one dollar fewer than the amount needed to purchase every privilege. Explain that this is the amount each group has to spend.

T hey'll have ten minutes to select which privilege(s) to purchase. The decision must be unanimous within each group.

Emphasize that, when making their decisions, students should focus on the privileges rather than the identities associated with each. For example, if a group opts to purchase white privilege, it does not mean that non-white participants wish to be white; rather, they simply desire the privileges that come along with being white.

Key debrief question: How did you go about picking privileges? Why?
What other activities have you used and loved? Let us know on Twitter @themoderncampus.

# data[].attributes.attachment_link.title
Presence | Blog | 7 Easy Activities That Encourage Students to Open Up About Identity and Privilege

# data[].attributes.attachment_link.description
Inclusion. Diversity. Privilege. These are major buzzwords in higher education. You've probably already heard at least one today, maybe ad nauseam. But it's for a good reason: Inclusion, diversity, and privilege have an enormous impact on ...