The Law of the Few really comes into play when thinking about peer pressure. Peer pressure does not have to be the outwardly obvious "DRINK, DRINK, DRINK" that often first comes to mind. We all feel peer pressure even when no words are spoken. Teenagers may feel this even more intensely. The Connectors; those with the most acquaintances can influence more than the latest trend in fashion to take hold; they can influence both positive and negative health behaviors and choices as well. If they jump on board with something, inevitably others will follow. The Mavens are looking out for others. The Mavens listen, ask questions, and dissect the information. I feel I am a Maven in my content area and that I also have Mavens in my classes. These students seek the personal connections to content even when it is not plainly obvious. These students help others to see the benefits of good choices. The Salesmen in my classes can have both a positive and negative effect as well. A Salesmen, regardless of their knowledge of the content can persuade others to agree with their beliefs. This is helpful when they align with the messages we are trying to send in health education.
The Stickiness Factor also plays in quite easily when it comes to teaching health. My goal is to assist students in identifying a personal connection to the content. Whether it be themselves, a family member, or a friend, I attempt to get the students to see the impact the decisions they make have on their current health and their futures. By emphasizing the personal connection with stories (my own and those of classmates) the students can identify with the practical nature of the message and buy into it.
The Law of Context also plays a significant role and supports the scaffolding of the content we teach through the different grades. The decisions to teach specific content and to what depth are deeply based on the Law of Context. If the current mental state of the population is not prepared for the message, the message will fail. If the students cannot identify with the message, they will not get the full benefit of the information that's being presented. Whether it be discussions around safe sex, budgeting, driving safety, or drug use; if the students do not have a point of context for the information, if they cannot make some personal connection to that information, it will not be conveyed successfully.
Your response was eloquent, articulate, and extremely thoght-provoking!
ReplyDeleteI had not yet thought about the roles of connectors, mavens, and salepersons in our classes. What you wrote really makes sense and now that I think about it, it is so true. I think you are also a Connector within our school. You are involved in many different circles, which increases your influence.
I agree with your thoughts on the Stickiness factor. It is absolutely necessary in teaching Health Education to relate the topics and inherent decisions to our students' lives. Certainly what you wrote about the Law of Context and scaffolding is also very important. Your work with the 7 - 12 Health Education Curriculum made that possible in our school district. Thank you again for your efforts on that. Isn't it interesting that we rarely have time during our busy schooldays to talk like this?!
See you tomorrow. Nancy