Creating Health and Balance in Today's Classroom

Highlights fromHighlights from
Creating Health and Balance inCreating Health and Balance in
Today’s ClassroomToday’s Classroom
A Graduate Course from RTCA Graduate Course from RTC
www.thertc.netwww.thertc.net

Creating Health and Balance inCreating Health and Balance in
Today’s ClassroomToday’s Classroom
 Designed byDesigned by
Michael Kuczala and Traci LengelMichael Kuczala and Traci Lengel
 Presentation byPresentation by
James GilbertJames Gilbert

““Your behavior one day is theYour behavior one day is the
best indicator of how yourbest indicator of how your
students will feel the next.”students will feel the next.”
From LearningFrom Learning and Memory: The Brain in Actionand Memory: The Brain in Action by Marilee Sprengerby Marilee Sprenger
as she cites Robert Sylwester –as she cites Robert Sylwester – Applying brain stress research toApplying brain stress research to
classroom managementclassroom management – (Cassette Recording) ASCD– (Cassette Recording) ASCD..
2

. . . as a teacher you can become
sick teaching in a classroom or
school environment that is
stressful. And all classrooms or
school environments are stressful
Queen and Queen
2004
3

CAUTION !!!CAUTION !!!
 Teaching is considered toTeaching is considered to
be a high-stress professionbe a high-stress profession
 More than 20% of teachersMore than 20% of teachers
leave the profession withinleave the profession within
the first three yearsthe first three years
 Some predict that in theSome predict that in the
future 50% of newfuture 50% of new
teachers will leave theteachers will leave the
profession after 5 yearsprofession after 5 years
and 80% after 10and 80% after 10
 Nationally, teacherNationally, teacher
absenteeism has nearlyabsenteeism has nearly
doubled in the publicdoubled in the public
schools in the past twentyschools in the past twenty
years !!!!years !!!!
4

NeurogenesisNeurogenesis
 Process of brain cellProcess of brain cell
regenerationregeneration
 Until recently it wasUntil recently it was
thought to bethought to be
impossibleimpossible
 It was recentlyIt was recently
discovered that in thediscovered that in the
hippocampus region ofhippocampus region of
the brain, it is possiblethe brain, it is possible
 The process ofThe process of
neurogenesisneurogenesis is mostis most
enhanced byenhanced by aerobicaerobic
exercise!exercise!
 Who knew?Who knew? ExerciseExercise
makes a better brain!makes a better brain!

Poor nutritionPoor nutrition
 Lack of needed nutrientsLack of needed nutrients
for neurotransmitterfor neurotransmitter
formation in the brainformation in the brain
 Lack of Omega 3 fattyLack of Omega 3 fatty
acids – counterproductiveacids – counterproductive
to brain developmentto brain development
 Affects immune system,Affects immune system,
weight gain, disease, etc.weight gain, disease, etc.
 Diet affects the brain!Diet affects the brain!

The 9 Habits of Highly EffectiveThe 9 Habits of Highly Effective
EatersEaters
1.1. Eat smaller meals more oftenEat smaller meals more often
2.2. Eat some protein at each mealEat some protein at each meal
3.3. Eat a serving (at least) of fruits or vegetables at eachEat a serving (at least) of fruits or vegetables at each
mealmeal
4.4. ItIt’s okay to include fat in your diet’s okay to include fat in your diet
5.5. Portions count in our super size societyPortions count in our super size society
6.6. Stay hydratedStay hydrated
7.7. DonDon’t eat two to three hours before going to bed’t eat two to three hours before going to bed
8.8. Use food to serve your life; donUse food to serve your life; don’t use your life to’t use your life to
serve foodserve food
9.9. One day a week, eat whatever you want withinOne day a week, eat whatever you want within
reasonreason 25
WB 32-39

Creating Health and Balance in Today's Classroom

Dieting Fast FactsDieting Fast Facts
 At any given time,At any given time,
approximately 50approximately 50
million people in the USmillion people in the US
are on a diet of someare on a diet of some
kindkind
 Consumers spend $33Consumers spend $33
billion a year on weightbillion a year on weight
loss products andloss products and
servicesservices
 Every year, about 8Every year, about 8
million Americans signmillion Americans sign
up for weight lossup for weight loss
programs that offer aprograms that offer a
quick and easy fixquick and easy fix
““In America, it onlyIn America, it only
takes one calorie totakes one calorie to
roll down your carroll down your car
window to get a 700window to get a 700
calorie breakfast!”calorie breakfast!”
Richard Collins, MD,Richard Collins, MD,
Author, The Cooking CardiologistAuthor, The Cooking Cardiologist
28

Dieting Fast Facts IIDieting Fast Facts II
 The Food and DrugThe Food and Drug
Administration has nowAdministration has now
banned 111 ingredientsbanned 111 ingredients
once found in over-the-once found in over-the-
counter diet productscounter diet products
 65% of Americans are65% of Americans are
overweight (up fromoverweight (up from
46% in the 197046% in the 1970’s)’s)
 The number of peopleThe number of people
who are extremelywho are extremely
obese (more than 100obese (more than 100
lbs. overweight) haslbs. overweight) has
quadrupled since 1986quadrupled since 1986
to about 4,000,000to about 4,000,000
““In America, it onlyIn America, it only
takes one calorie totakes one calorie to
roll down your carroll down your car
window to get a 700window to get a 700
calorie breakfast!”calorie breakfast!”
Richard Collins, MD,Richard Collins, MD,
Author, The Cooking CardiologistAuthor, The Cooking Cardiologist
28

Why DonWhy Don’t Fad Diets Work ?’t Fad Diets Work ?
 They do notThey do not
encourage lifestyleencourage lifestyle
change !change !
 They violate the firstThey violate the first
principle of goodprinciple of good
nutrition – eat anutrition – eat a
balanced diet thatbalanced diet that
includes a variety ofincludes a variety of
healthy foods !healthy foods !
 Super foods donSuper foods don’t’t
exist (Balance,exist (Balance,
balance, balance !)balance, balance !)
 Many fads diets areMany fads diets are
not enjoyable !not enjoyable !
29

80% of children80% of children
who are overweightwho are overweight
will become obese adults.will become obese adults.
31

Children and activityChildren and activity
 1 in 4 children1 in 4 children
gets at least 30gets at least 30
minutes ofminutes of
physical activity aphysical activity a
day.day.
 75% get less than75% get less than
20 minutes of20 minutes of
vigorous activityvigorous activity
every day.every day.
30

Overweight children areOverweight children are
prone to negativeprone to negative
psychosocial effectspsychosocial effects
such as isolationsuch as isolation
and depression.and depression.
32

9 million children9 million children
ages 6 – 19ages 6 – 19
are considered overweightare considered overweight..
33

Over the past 20Over the past 20
years, incidence ofyears, incidence of
being overweight hasbeing overweight has
nearly tripled amongnearly tripled among
adolescentsadolescents..
34

Overweight childrenOverweight children
tend to havetend to have
at least one medicalat least one medical
complication like asthmacomplication like asthma
or high blood pressure.or high blood pressure.
35

From the Center for DiseaseFrom the Center for Disease
Control . . .Control . . .
 1 out of 3 children born in the1 out of 3 children born in the
year 2000 in America willyear 2000 in America will
develop diabetesdevelop diabetes
 1 out of 2 children who are black1 out of 2 children who are black
or Hispanic will developor Hispanic will develop
diabetes.diabetes.
36

WORTH NOTING:WORTH NOTING: TTeens with a bedroomeens with a bedroom
TV tend to have poorer diet and exerciseTV tend to have poorer diet and exercise
habits and lower grades in school than thosehabits and lower grades in school than those
without onewithout one..
 These teens are clocking 4 to 5+ hours inThese teens are clocking 4 to 5+ hours in
front of a television per week.front of a television per week.
 Girls with a bedroom television reportedGirls with a bedroom television reported
getting less vigorous exercise – 1.8 hoursgetting less vigorous exercise – 1.8 hours
per week compared to 2.5 hours for girlsper week compared to 2.5 hours for girls
without a TV. They also ate fewerwithout a TV. They also ate fewer
vegetables, drank more sweetenedvegetables, drank more sweetened
beverages and ate meals with their familybeverages and ate meals with their family
less often.less often.

 Boys with a bedroom TV reportedBoys with a bedroom TV reported
having a lower grade point averagehaving a lower grade point average
than boys without one, as well asthan boys without one, as well as
eating less fruit and having fewer familyeating less fruit and having fewer family
meals.meals.
 The study found thatThe study found that havinghaving a bedrooma bedroom
TV was a stronger predictor of obesityTV was a stronger predictor of obesity
thanthan the actual time spent watchingthe actual time spent watching TV.TV.
 Both boys and girls with a bedroom TVBoth boys and girls with a bedroom TV
reported spending less time readingreported spending less time reading
and doing homework.and doing homework.
(According to researchers at the University of Minnesota School(According to researchers at the University of Minnesota School
of Public Health – April 7, 2008, Reuters).of Public Health – April 7, 2008, Reuters).

The Benefits of MeditationThe Benefits of Meditation
 Mind-calmingMind-calming
 Body-relaxingBody-relaxing
 Deep state of rest (using lessDeep state of rest (using less
oxygen than state of sleep)oxygen than state of sleep)
 Increased blood flow to theIncreased blood flow to the
coronary arteries and the braincoronary arteries and the brain
 Lessens the constriction ofLessens the constriction of
muscles and blood vesselsmuscles and blood vessels
 Improves digestionImproves digestion
 Provides the opportunity for aProvides the opportunity for a
different perspective ondifferent perspective on
stressful events!!!stressful events!!!
41

A 1968 Harvard Medical School study foundA 1968 Harvard Medical School study found
that when people meditated:that when people meditated:
 1. Heart and breathing rate1. Heart and breathing rate
slowed significantly.slowed significantly.
 2.2. The need for oxygenThe need for oxygen
consumption fell by 20%.consumption fell by 20%.
 3. Blood lactate levels3. Blood lactate levels
dropped.dropped.
 4. Skin resistance to electrical4. Skin resistance to electrical
current increased fourfold (acurrent increased fourfold (a
sign of relaxation).sign of relaxation).
 5. EEG tracings of brain-wave5. EEG tracings of brain-wave
patterns indicated increasedpatterns indicated increased
alpha activity (a sign ofalpha activity (a sign of
relaxation).relaxation). 42

33 Simple Ways to Relieve StressSimple Ways to Relieve Stress
** “When you change the way you look at things,“When you change the way you look at things,
the things you look at change!the things you look at change!”” Dr. Wayne DyerDr. Wayne Dyer
1.1. BreatheBreathe
2.2. Change yourChange your
perspective*perspective*
3.3. Be mindfulBe mindful

Mindfulness is . . .Mindfulness is . . .
 The fact or condition ofThe fact or condition of
being present . . .being present . . .
 Paying attention in aPaying attention in a
particular way: onparticular way: on
purpose, in the presentpurpose, in the present
moment and non-moment and non-
judgmentally . . .judgmentally . . .
 The repetitive act ofThe repetitive act of
directing attention todirecting attention to
only one thing in thisonly one thing in this
one momentone moment
45

Laughter is a tranquilizerLaughter is a tranquilizer
with no side effects.with no side effects.
Arnold GlasgowArnold Glasgow
47

Dr. Norman CousinsDr. Norman Cousins
““LaughterLaughter may or maymay or may
not activate thenot activate the
endorphins or enhanceendorphins or enhance
respiration, as somerespiration, as some
researchers contend.researchers contend.
What seems clear,What seems clear,
however, is that laughterhowever, is that laughter
is an antidote tois an antidote to
apprehension andapprehension and
panic.”panic.”
46

Laughter:Laughter:
 Reduces stressReduces stress
 Lowers blood pressureLowers blood pressure
 Elevates moodElevates mood
 Boosts the ImmuneBoosts the Immune
systemsystem
 Improves brainImproves brain
functioningfunctioning
 Protects the heartProtects the heart
 Connects you to othersConnects you to others
 Fosters instantFosters instant
relaxationrelaxation
 Makes you feel goodMakes you feel good
www.kids.yahoo.com/jokeswww.kids.yahoo.com/jokes
48

So how do you create a classroomSo how do you create a classroom
that is open to the positive use of humor?that is open to the positive use of humor?
** Create an environment that welcomes humor: aCreate an environment that welcomes humor: a
bulletin board of cartoons or a display of props.bulletin board of cartoons or a display of props.
* Incorporate strange and funny resources (October is* Incorporate strange and funny resources (October is
National Pizza Month, April 15 is Rubber Eraser Day),National Pizza Month, April 15 is Rubber Eraser Day),
and use funny stories as literacy exercises.and use funny stories as literacy exercises.
* Begin class with something humorous--quotations,* Begin class with something humorous--quotations,
jokes, stories--and have students contribute also.jokes, stories--and have students contribute also.
* Express your own humor through trademarks, trivia,* Express your own humor through trademarks, trivia,
and by admitting mistakes.and by admitting mistakes.
49

MORE:MORE: Creating a classroomCreating a classroom
that is open to the positive use of humor?that is open to the positive use of humor?
* Create moments for students to be comedians by* Create moments for students to be comedians by
adding an element of outrageousness to an assignment,adding an element of outrageousness to an assignment,
such as having Elvis Presley explain it, or usesuch as having Elvis Presley explain it, or use
exaggeration for effect (e.g. what not to do with aexaggeration for effect (e.g. what not to do with a
notebook).notebook).
* Present recognition pieces such as hall of fame or* Present recognition pieces such as hall of fame or
"Academy Award" certificates."Academy Award" certificates.
* Try different learning methods such as role playing, rap* Try different learning methods such as role playing, rap
songs, trivia, students-as-teachers, improvisationsongs, trivia, students-as-teachers, improvisation
techniques and "techniques and "Let's see ifLet's see if experiments." e.g. "Let's seeexperiments." e.g. "Let's see
what will happen if we plant annuals in all kinds ofwhat will happen if we plant annuals in all kinds of
collected things from the house--dryer lint, oatmeal, etc.collected things from the house--dryer lint, oatmeal, etc.““
Ideas found inIdeas found in “If“If They're Laughing, They're Not Killing Each Other,”They're Laughing, They're Not Killing Each Other,” by Cheryl Miller Thurston and Elaine M. Lundbergby Cheryl Miller Thurston and Elaine M. Lundberg
49.2

"Teachers who have a strong humor"Teachers who have a strong humor
orientation and are 'immediate' tend toorientation and are 'immediate' tend to
have students whohave students who
learn more in the classroom.learn more in the classroom.””
A 1999 Athens State University School of Education columnA 1999 Athens State University School of Education column
““He Who Laughs, Lasts”He Who Laughs, Lasts”
50

Some notes from NY TIMES MagazineSome notes from NY TIMES Magazine’s issue on’s issue on
the Science of Happiness . . .the Science of Happiness . . .
 Older people are more consistently satisfied with their livesOlder people are more consistently satisfied with their lives
than the young.than the young.
 Close ties with friends and/or family make people happy.Close ties with friends and/or family make people happy.
 The 3 Components of Happiness are:The 3 Components of Happiness are:
 PleasurePleasure
 EngagementEngagement
 MeaningMeaning Authentic Happiness; Seligman – 2002Authentic Happiness; Seligman – 2002
 In one Harvard study 1,300 men were tracked for 10 yearsIn one Harvard study 1,300 men were tracked for 10 years
and found that heart-disease rates among men who calledand found that heart-disease rates among men who called
themselves optimistic were half the rates for men whothemselves optimistic were half the rates for men who
didndidn’t.’t.
 There are more than 1,000 certified laughter leaders in theThere are more than 1,000 certified laughter leaders in the
U.S.U.S.
51

Activities to Increase Happiness and Joy . . .Activities to Increase Happiness and Joy . . .
 3 Blessings:3 Blessings: ThreeThree
things that went wellthings that went well
and why.and why.
 Gratitude Journal:Gratitude Journal:
Everything you areEverything you are
thankful for at thethankful for at the
moment.moment.
 Research says thatResearch says that
doing these things ondoing these things on
a regular basisa regular basis
increases happinessincreases happiness

Movement in the classroomMovement in the classroom
enhances the learning processenhances the learning process
 Increased circulationIncreased circulation
 Enhances episodicEnhances episodic
memorymemory
 Provides a break fromProvides a break from
learninglearning
 Refocuses attentionRefocuses attention
 Changes the brainChanges the brain
chemistry (in a goodchemistry (in a good
way)way)
 Reduces sitting time:Reduces sitting time:
“The brain can only“The brain can only
absorb as much as theabsorb as much as the
seat of the pants canseat of the pants can
endure!”endure!”
 Can stimulateCan stimulate
neurogenesis.neurogenesis.
 Provides an opportunityProvides an opportunity
for implicit learning.for implicit learning.
Research indicates that aResearch indicates that a
reduction in class timereduction in class time
for academics to enablefor academics to enable
an increase in physicalan increase in physical
activity leads toactivity leads to
consistently higherconsistently higher
mathematics scores.mathematics scores.
Shephard, R.J.Shephard, R.J.
WB 60WB 60

YogaYoga’s Effects on the Body’s Effects on the Body
 Reduced stressReduced stress
 Sound sleepSound sleep
 Improvement of manyImprovement of many
medical conditionsmedical conditions
 Lower blood pressureLower blood pressure
and improved circulationand improved circulation
 Lower heart rateLower heart rate
 Reduced anxiety and muscle tensionReduced anxiety and muscle tension
53

 Less stiffness in jointsLess stiffness in joints
 Relaxation of body and mind;Relaxation of body and mind;
revitalizes your nervous systemrevitalizes your nervous system
 A feeling of peace and stabilityA feeling of peace and stability
 A feeling of being tallerA feeling of being taller
 Holding good posture more easilyHolding good posture more easily
and without effortand without effort
 Becoming acquainted with muscles youBecoming acquainted with muscles you
didndidn’t know you had – which is the first step’t know you had – which is the first step
in toning them upin toning them up
 A feeling of being more energizedA feeling of being more energized
53

 Greater self-disciplineGreater self-discipline
 Increased self-determinationIncreased self-determination
 Greater ability to concentrateGreater ability to concentrate
 Vastly improved strength and flexibilityVastly improved strength and flexibility
– if you couldn– if you couldn’t touch your toes before,’t touch your toes before,
you certainly will be able to now!you certainly will be able to now!
 A greater sense of well-being in yourA greater sense of well-being in your
bodybody
 Improved strength in back and stomachImproved strength in back and stomach

 Slows down the effects of aging on ourSlows down the effects of aging on our
bodiesbodies
 Improves our capacity to breathe fullyImproves our capacity to breathe fully
 A more relaxed and stable mindA more relaxed and stable mind
 Many people lose weight, and some ofMany people lose weight, and some of
the moves are great for defining yourthe moves are great for defining your
waistwaist
 More graceful movementsMore graceful movements
 A greater awareness ofA greater awareness of
your bodyyour body

Benefits of ExerciseBenefits of Exercise
 reduces the risk ofreduces the risk of
heart disease, highheart disease, high
blood pressure, colonblood pressure, colon
cancer, and diabetescancer, and diabetes
(just to name a few)(just to name a few)
 helps to maintainhelps to maintain
healthy bones, muscleshealthy bones, muscles
and jointsand joints
 reduces symptoms ofreduces symptoms of
anxiety and depressionanxiety and depression
 improves mood andimproves mood and
feelings of well-beingfeelings of well-being
 helps control weighthelps control weight
 helps to develop leanhelps to develop lean
musclemuscle
 reduces body fatreduces body fat WB 63+WB 63+

Elements of Health-Related FitnessElements of Health-Related Fitness
 FlexibilityFlexibility – The ability to move body– The ability to move body
parts and joints freely and easilyparts and joints freely and easily
through a wide range of motionthrough a wide range of motion
 Cardio-respiratory FitnessCardio-respiratory Fitness -- The-- The
component of fitness that allows thecomponent of fitness that allows the
heart, lungs and blood vessels toheart, lungs and blood vessels to
work togetherwork together
 Muscular StrengthMuscular Strength -- The amount of-- The amount of
force that your muscles can exert atforce that your muscles can exert at
any one timeany one time
 Muscular EnduranceMuscular Endurance – the ability of– the ability of
the same muscles to work for a longthe same muscles to work for a long
period of time without becoming tiredperiod of time without becoming tired
 Body Mass IndexBody Mass Index – The percent of– The percent of
body fat to lean body tissue (muscles,body fat to lean body tissue (muscles,
bones, nerves, skin and body organsbones, nerves, skin and body organs
54

HEALTH STUDY...HEALTH STUDY...
Washington, DC (WCBS-fm)Washington, DC (WCBS-fm)
A new report from the CDC says having a healthyA new report from the CDC says having a healthy
lifestyle –lifestyle –
•never smoking,never smoking,
•watching your weight,watching your weight,
•exercising regularly andexercising regularly and
•eating a sensible dieteating a sensible diet
appears to lead to as much as anappears to lead to as much as an 80% reduction80% reduction
in the risk of developing the most common andin the risk of developing the most common and
deadly chronic diseases. (08/10/09)deadly chronic diseases. (08/10/09)

Principles of Health-Related FitnessPrinciples of Health-Related Fitness
 FrequencyFrequency – How many times a– How many times a
week a person exercisesweek a person exercises
 IntensityIntensity – How hard a person– How hard a person
worksworks
 TimeTime – How long a person must– How long a person must
work to improvework to improve
 TypeType – The specific exercise used– The specific exercise used
for the specific type of fitnessfor the specific type of fitness
 SpecificitySpecificity – Only those certain– Only those certain
muscles and body systems beingmuscles and body systems being
worked benefit from exerciseworked benefit from exercise
 ProgressionProgression – Gradually increase– Gradually increase
the physical activitythe physical activity
 Overload PrincipleOverload Principle – Increase the– Increase the
workload to increase fitnessworkload to increase fitness
55
WB 90

Skill-Related Fitness ConceptsSkill-Related Fitness Concepts
 AgilityAgility – The ability to change– The ability to change
positions of the body quickly andpositions of the body quickly and
easilyeasily
 BalanceBalance – The ability to maintain– The ability to maintain
position while at test or in motionposition while at test or in motion
 Reaction TimeReaction Time – The ability for the– The ability for the
body to move quickly to a stimulusbody to move quickly to a stimulus
or signalor signal
 CoordinationCoordination – The ability to use– The ability to use
two of more body parts at the sametwo of more body parts at the same
timetime
 PowerPower – The ability to use strength– The ability to use strength
and the force of musclesand the force of muscles
 SpeedSpeed – The ability to move quickly– The ability to move quickly
between points over a period ofbetween points over a period of
timetime
56
WB 91

Types of ExerciseTypes of Exercise
 Aerobic – exercises thatAerobic – exercises that
use oxygen at the sameuse oxygen at the same
rate as the personrate as the person
breathes it upbreathes it up
 Anaerobic –Anaerobic – exercisesexercises
that use energy sourcesthat use energy sources
that are stored in thethat are stored in the
muscles and are notmuscles and are not
dependent on oxygen fromdependent on oxygen from
the airthe air
5757
WB 95WB 95

Some Thoughts about Time ManagementSome Thoughts about Time Management
and a little bit ofand a little bit of organization . . .organization . . .
 Throw out unused materials!Throw out unused materials!
 Everything has a home!Everything has a home!
 Do not try to accomplish difficult tasks when you are tired!Do not try to accomplish difficult tasks when you are tired!
 At the beginning of the year, assign each student a numberAt the beginning of the year, assign each student a number
which corresponds to the number in your roll book!which corresponds to the number in your roll book!
 Remember: Every single paper-and-pencil task a studentRemember: Every single paper-and-pencil task a student
completescompletes does not have to be graded!does not have to be graded!
 Create a genericCreate a generic “Classroom Procedures” list for substitutes!“Classroom Procedures” list for substitutes!
 Keep a file folder handy with copies of forms you normally use!Keep a file folder handy with copies of forms you normally use!
 Assign tasks to students!Assign tasks to students!
 Keep a large calendar handy for noting make-up assignmentsKeep a large calendar handy for noting make-up assignments
for students who were absent!for students who were absent!
Adapted fromAdapted from “Time Saving Tips for Teachers” by K.J. Wagner at Education Oasis“Time Saving Tips for Teachers” by K.J. Wagner at Education Oasis
60

“Communication is “at the core of our
relationships with others”
“Souls can be strengthened or shattered
by the message and the manner in which
we communicate”
-Elder L. Lionel Kendrick
“Social Wellness is living in harmony
with others”
Author Unknown
61

““Five Key Factors for Social Wellness”Five Key Factors for Social Wellness”
 Good RelationshipsGood Relationships – treating others the way that– treating others the way that
you want to be treated, showing respect, and/oryou want to be treated, showing respect, and/or
being aware of your communication skillsbeing aware of your communication skills
 Get involved in your communityGet involved in your community – volunteering,– volunteering,
supporting community programs, joining a clubsupporting community programs, joining a club
and/or caring about your living environmentand/or caring about your living environment
 Create interdependenceCreate interdependence – helping others and/or– helping others and/or
asking for helpasking for help
 Accept the diversityAccept the diversity – accepting fellow neighbors– accepting fellow neighbors
or colleagues regardless of race, ethnicity, sexualor colleagues regardless of race, ethnicity, sexual
orientation, disabilities, age or genderorientation, disabilities, age or gender
 Family and friendsFamily and friends – making time for the special– making time for the special
people in your life, emails, phone calls and acts ofpeople in your life, emails, phone calls and acts of
kindnesskindness WB 113WB 113

Facts about Social WellnessFacts about Social Wellness
 People who spend more time alone are susceptible toPeople who spend more time alone are susceptible to
illness and also have a death rate 2-3 times higher thanillness and also have a death rate 2-3 times higher than
socially active peoplesocially active people
 20% of Americans feel alone or lonely20% of Americans feel alone or lonely
 A personA person’s cholesterol levels may go up when they are’s cholesterol levels may go up when they are
lacking companionshiplacking companionship
 A strong social network can create a good mood orA strong social network can create a good mood or
enhance self-esteemenhance self-esteem
 Positive physical contact can improve healthPositive physical contact can improve health
 Warm, close friendships can build upWarm, close friendships can build up
the immune system by creatingthe immune system by creating
immunoglobulin A (an antibody thatimmunoglobulin A (an antibody that
helps keep away respiratory infectionshelps keep away respiratory infections
and cavities)and cavities)
 Laughter really is good medicine!Laughter really is good medicine!
62
WB 116
62, WB 116

Goal Setting PrinciplesGoal Setting Principles
1.1. Make sure the goal you are working for is something you really want,Make sure the goal you are working for is something you really want,
not just something that sounds good.not just something that sounds good.
2.2. A goal cannot contradict any of your other goals.A goal cannot contradict any of your other goals.
3.3. Write your goal in the positive instead of the negative.Write your goal in the positive instead of the negative.
4.4. Write your goal out in complete detail.Write your goal out in complete detail.
5.5. Set realistic goals.Set realistic goals.
6.6. By all means, make sure your goal is high enough.By all means, make sure your goal is high enough.
7.7. This is the most important: write down your goals.This is the most important: write down your goals.
8.8. Never leave the sight of a goal without taking some action towards itsNever leave the sight of a goal without taking some action towards its
achievement.achievement.
9.9. Create an action plan to support your goal.Create an action plan to support your goal.
““The difference between a goal and a dream is the written word.”The difference between a goal and a dream is the written word.”
Gene DonahueGene Donahue
Sources:Sources: www.mindtools.comwww.mindtools.com,, www.topachievement.comwww.topachievement.com,,
Anthony RobbinsAnthony Robbins’ goal setting workshop’ goal setting workshop
6464

Thanks!Thanks!
For more information on this course or anyFor more information on this course or any
other RTC courses please go toother RTC courses please go to
www.theRTC.netwww.theRTC.net
or callor call
800.433.4740800.433.4740
Many of our 3 credit graduate courses are nowMany of our 3 credit graduate courses are now
available online as well as face2faceavailable online as well as face2face

Thanks!Thanks!
James GilbertJames Gilbert
P. O. Box 610P. O. Box 610
New City, NY 10956New City, NY 10956
jrgilbert@optonline.netjrgilbert@optonline.net
www.educationshouldnthurt.blogspot.comwww.educationshouldnthurt.blogspot.com
914.536.5118914.536.5118
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