Monday, November 26, 2012

Putting Theory Into Practice -- Or, When the Bubble Bursts

In this stage of the game we all know our own brilliance and recognize the same in our peers. We’ve come to value ourselves for what we have to offer and our classmates for the additional insights they provide our already whirling minds. Some of us have geeked out at various SARS, developmental theorists, lesson plans, or yes, even that blasted biology coloring book. We have faced topics that invigorate and thrill us and some that churn our stomachs. As many of us round the bend to obtaining our MEd, I ponder what this experience is going to look like, outside a classroom. How I am going to be able to practically apply the concepts we have learned, discussed, and hopefully mastered. If I will do right by all of you I’ve shared this extraordinary experience with.

Collectively, we have a wealth of superb ideas as to how to keep our field invigorating and fresh and exciting. We ask a lot of ourselves in regards to considerations we must make before teaching. Look at this blog alone: media and technology, resources, language challenges, political climate concerns, discomfort within populations, inclusivity and disclosure. I am not afraid to say that in class these are phenomenal to discuss, in terms of practical application they may look more like a mountain to climb. We try our best to anticipate how we may act, feel or respond in given situations, but there is no way to be prepared for every last thing. However, I have to note that it’s the unexpected happening that may hold the most benefits for us as educators, especially in this field.

Personally, I have had the pleasure of a life changing moment (or many) in this program, but there’s one that guides me, even when trying to articulate this post to all of you. Many of you know that coming into this program there are certain topics that I knew I needed more knowledge in, transgenderism and transgender issues being at the forefront. Nothing could have prepared me for the day I walked down a long hall and was fabulously awe struck by a room full of beautiful transgender individuals. To this day, I am slightly embarrassed to say I have no idea what my face looked like. I know my heart swelled with delight and enthusiasm, but I’m certain no one could know that just by looking. No amount of reading or studying prepared me for my own reaction.

While this post may wander, please understand that my message is clear. Every concept, whether it fascinates or infuriates us, is likely to be someone’s lived experience. In all our preparations and considerations, please take this as your friendly reminder to interpret information differently if it is coming from a person rather than a text book.

While many of us have some teaching experience, I don’t know of anyone who can say they’ve faced it all.  I’d love my contribution to this blog to be a thread where we share what still makes us nervous, what we might still be uncertain about, or what we straight up hope never to come across. While I hope to regard you all as resources for many years to come, lets also make the best of each other while we are here in this common space.
Ready? I’ll start.
What makes me nervous - THIS becoming mainstream thought amongst anyone, particularly young people, and seeking to eradicate gains made by feminist movements.
What I am still uncertain about - If I can be of any use in THIS area of sexuality education.
What I straight up hope never to come across - Perhaps obviously, THESE beliefs, especially if staunchly held by young people in a classroom setting.

Thursday, November 15, 2012

Flirting with Danger, the Movie

An earlier post by Melissa Fabello got me thinking about another genre which often goes overlooked in sexuality education.  In our CHSS 626 class we've seen some media clips from both television shows and other sources, but one that has recently captured my imagination is a re-enactment documentary.

OK, now don't go where I went when you hear the term re-enactors.  I immediately thought of those guys who dress up in military uniforms and re-enact the Civil War and spend the weekend on mock battlefields.  That's something else and not my cup of tea at all.  What I'm talking about is something that the Media Education Foundation (MEF) has successfully done to contribute to our sexuality libraries.  About 10 years ago, the director of the MEF was browsing in (a now-defunct) independent bookstore near Amherst College killing some time.  He came upon a book called Flirting With Danger, a social psychology book written by a professor of psychology, Lynn Phillips.  It's a great book about power and choice in heterosexual women's relationships and it's about dating, sex, and violence.

We know these kinds of books.  We know them as the kinds of books we read as students of human sexuality.  They're great resources, they contain amazing and heartfelt stories, but they're often difficult for the "average" reader to pick up and they don't get on those big sale tables at large bookstores.  But still, the MEF director called the writer and asked her if she'd ever be interested in making a documentary of her book.  The writer, Lynn Phillips, had just landed a job at the University of Massachusetts at Amherst, and a 10-year long project began. Turns out they both were teaching in the same department.  Talk about fortuitous coincidences.

To make the book come alive as a film, they hired young, college age women to re-enact some of the words that Lynn's interviewees had spoken during her interviews with them.  I saw the film a few weeks ago and the words came alive.  The actors were so close in age to the actual women in the book that if felt as if I was hearing the actual women themselves.  Here's a short clip where you can see the effect of their work.

What is your take on this as a teaching tool?  The entire film is just under an hour, which makes it fairly useful for most college courses.  High school teachers would have to show it in segments.  What do you think?

Wednesday, November 14, 2012

The Role of Fiction in Sexuality Education

By Melissa A. Fabello

Our Bodies, Ourselves.   It’s Perfectly Normal. What’s Happening to My Body?   These are all books that we, as sex educators or future sex educators, know and love.  We have them in our personal libraries; we recommend them to our friends; we buy them for people as birthday gifts.  We understand that they are pivotal, major works in regards to teenagers and sexuality, and beyond those basics, we know other works of non-fiction, too, that we can recommend to more advanced readers, to parents, to colleagues.  We have entire reference lists typed up in our minds (perhaps branded there from how often we have to cite them – APA-style, of course).  But there’s something missing here, something that could be, perhaps not more important, but at least complementary.  Fiction.

Books that have been written on the diverse topics of Human Sexuality are fantastic.  Some of them – like the ones above – are well-written as well as being informative, which is why they’ve earned a spot in our “literary cannon,” so to speak.  But the problem with non-fiction is that you can’t feel it.  You can understand it and identify with it.  You can use it as a basis of knowledge or to explain the world around you, but you can’t connect with it.  You can’t empathize or sympathize.  You can’t become best friends with it.  You can’t cry when something horrible happens or rejoice when the situation has finally been resolved.  You can’t have a relationship with it.  But with fiction, you can.

I read a lot of young adult novels.  I’m not sure if it’s because I work with adolescents or because I long for the forever-gone days of my youth, but I devour those books the same way that I do French fries.  I can’t stop.  And ever since I was in puberty and discovered Judy Blume – Are You There, God?  It’s Me, Melissa, And I Am So Glad That I Found This Fxxxing Book Because It’s Saving My Life – I have understood the innate power that literature has to help you understand yourself by understanding other people, even if they’re just characters in a novel.  And when I was in high school, I related so much to the characters in the books that I read, not just on a superficial level, but on a level that I thought was deep and enriching.  The Perks of Being a Wallflower (Chbosky, 1999) taught me that it was okay to be an outsider.  Annie On My Mind (Garden, 1982) helped me realize that my lesbian relationship was legitimate and beautiful and true.  I lost myself in books not because I wanted to escape, but because I wanted to understand.  And that relationship has yet to dissipate.  Because the special thing that fiction does is that it doesn’t just give a name to what you’re going through.  It connects you to it.  After reading Speak (Anderson, 1999), didn’t you, yourself, feel like a secondary survivor of sexual assault after watching what Melinda goes through?  Didn’t you feel like it happened to your friend?  And all of a sudden you can recognize the warning signs, and you’re suddenly better equipped to deal with it on an emotional level?  That’s what fiction does.

I could go down an entire list of books to recommend to people to read when it comes to issues in sexuality.  Teen dating violence?  Try Rage: A Love Story (Peters, 2009) or Dreamland (Dessen, 2000).  Eating disorder?  Wintergirls (Anderson, 2009) or Just Listen (Dessen, 2006) or Brave Girl Eating (Brown, 2010).  Sexual assault?  Twisted (Anderson, 2007).  Transgender? Luna (Peters, 2004).  Lesbian or questioning?  The Bermudez Triangle (Johnson, 2005) or Empress of the World (Ryan, 2003) or Love and Lies (Wittlinger, 2009) or Hello, Groin (Goobie, 2006) or Keeping You a Secret (Peters, 2005).  And on and on and on.  Because these books do more than entertain.  They normalize.  They validate.  They educate.

Fiction is powerful.  And I believe that that power can be extremely useful to us as educators, if only we learn to harness and wield it.  I think that it’s time for us to create another reference list in our heads, another shelf in our personal library.  One dedicated to fiction.  And I think that we can use these books, either in conjunction with non-fiction or on their own, to touch the hearts of our students and get them thinking about issues in sexuality in a more personal way.  I think that we can use that connection to our benefit.  In short, I think that fiction could change the world.

So what are some works of fiction that you’ve read that address issues in sexuality?  Which are ones that you would recommend?  How do you go about finding them?  And what are some ways that you think that you could incorporate fiction into the work that you do as educators?

Tuesday, November 13, 2012

Providing Successful Sex Education Online...

As a full time graduate student, I provide sex ed mainly through my online sex educator persona happEsextalk, so I wanted to describe some issues I'm experiencing going into 2013, and ask for some guidance and/or advice on how to be more effective in online sex education!

The Widener Sexuality Careers Conference from last year caused a surge of energy and focus on sex education online since so many people are utilizing the internet for sources of information regarding sexuality related issues - especially since there are great websites for teens such as Answer, Scarleteen, Sex, Etc., and of course, Planned Parenthood.

While I understand that a big part of being a successful educator online is by looking at what already exists, and trying to offer different/missing information or approach the topic you're educating differently than others already doing it, within our field there's room for many to educate about sexuality in both similar and different ways because so many people are hungry for the information!

Specifically, when evaluating who happEsextalk's target audience is, I get stuck because the purpose for creating happEsextalk was to provide sex positive education among all sexuality topics, not just among topics such as HIV/AIDS, Femininity, Masculinity, or talking with your children about sex. Therefore, I feel my target audience is pretty much everybody, and though feeling overwhelmed with that reality, I look to Laci Green for an example of phenomenal sex positive education for all. (By the way, if you know anybody who addresses all or multiple sexuality topics in sex positive ways, please let me know where I can look into them!!)

My goals with happEsextalk are to provide: 1) resources to those who ask (and those who didn't know they were in need of them in the first place), 2) different perspectives through creating discussions about sexuality topics in the media, and 3) answers to questions my followers have about personal experiences.

I'm familiar with adding posts to a queue (through Tumblr) so you're consistently posting even when you're not at your computer, which helps tremendously with time management while in this program, and I have posts from my Tumblr linked to my Twitter and Facebook Fan Page so all my followers are notified when something new posts; additionally, I post specifically to Facebook trying to start conversations, or create interest in the particular topic.

The issue that concerns me is, although I'm doing all these things, nobody is engaging with the posts or starting discussions from my questions. The fan page insights provided by Facebook show how many people view the posts, interact with the links/photos/videos on the posts, and provide demographics for those who "Like" the happEsextalk fan page, but I am obviously missing something that gets people interested enough to respond or engage in discussion.

When I look at other sex educators online, some from our program and some not, discussions begin almost instantly when they post on their blog or Facebook, providing people with that different perspective of thinking I am trying to achieve through happEsextalk.

As this fall semester comes to an end, I plan to spend the entire month of December re-vamping the happEsextalk approach, mission, goals, etc. - thanks to great advice and tips from Francisco Ramirez's workshop at this years Sexuality Careers Conference!

In preparation for this, I wanted to ask my peers:

  1. Whether through blogging, Facebook, Twitter, etc., how do you approach sexuality education online? 
  2. What methods do you use (or have seen others use) to engage followers in the topics being posted about?  
  3. What helpful resources can you recommend for happEsextalk's 2013 re-vamping brainstorm I have planned? (whether it be books, websites, personal tips, etc.)
  4. If applicable to your career path, how do you currently (or plan to) market yourself as a sex educator? 

Providing sex ed by utilizing social networks is an important aspect of my identity as a sex educator, and I want to be able to do that effectively. While I feel confident in my ability to provide a starting point regarding human sexuality questions or concerns for people of all ages, it's more important for these people to also be confident in my abilities! Thanks in advance for any feedback, resources, and tips provided in the comments!! I welcome it all with open arms!!! :) 

Monday, November 12, 2012

Puse? That Sounds Dirty: Overcoming Language Barriers

Over the last week, since the presidential election, much has been made about the increasing role that the Latino and Latina populations play in deciding elections. Both democratic and  republican pundits have acknowledged the effects that the new demographics of the country have on politics. There are currently 40 million individuals in the U.S. who use the Spanish language primarily. This demographic shift affects the educational system and will therefore affect each of us as sexuality educators. Language barriers may become more common within classrooms as more students who speak Spanish are in classrooms with  teachers who speak English. The Bilingual Education Bill of 1968 requires that students be presented equal educational opportunities regardless of language. Sexuality educators within public institutions have to follow this bill, which means many of us will encounter a language barrier at some point. Language barriers can lead to misunderstandings between teacher and students. Language issues when teaching sexuality are unique because much of sexual language is slang. Therefore, the teacher must be aware of regular vocabulary and the slang within a foreign language. Learning and using slang terms within sexuality may help overcome language barriers and make the teacher relatable to students,but many slang terms are inappropriate and may be used by students to be offensive. Using slang in the classroom has led to legal issues for some teachers. Difficulties also arise when a teacher is surrounded by a classroom in which the students speak a language that the teacher is unable to understand but the students do understand. This makes the classroom difficult to control because students are able to speak without any fear of the teacher knowing. This can be frustrating for the teacher and disrupt class. Language barriers also affect interaction with parents, which can be a detriment to parental involvement.  There are solutions and resources that can be used to overcome language barriers. Each and every teacher learning Spanish is not an option moving forward and there will always be language barriers between some students and teachers.

-What as an educator can you do to overcome the language barriers you may face?
- What are your opinions regarding the use of slang terms in the classroom?

Wednesday, November 7, 2012

"We're all in this together" - President Obama

We are doing/plan to do our very best as sex educators, but educators are restricted by educational guidelines and  institutional bureaucracy and children are aggressively confronted with conflicting messages about sexuality every day through the media. What can we do to make sure that children get access to comprehensive, factual information about sexuality? I say we sneak in through the parents and guardians. I’m not trying to put any of us out of a job… I’m just suggesting we get some other adults with authority to join our cause.

Children will likely go to their parents or guardians with questions about sexuality at some point in their lives and the reactions they get can impact their view of the topic overall.  Discomfort begets  discomfort.

Why aren’t parents and guardians talking to their children about sex? It’s possible that they believe that the burden falls to us as professional educator, but that puts us in a terrible position because we are likely to impart our personal values in some way in classroom. It’s also possible that parents and guardians don’t have the time to prioritize educating their children around sexuality issues. Could it be that they simply don’t have the information they need? Maybe a basic set of guidelines would be helpful for parents.

There have been efforts  the past to encourage parents and guardians to get involved, but they have not been very effective. I can’t help but feel that it is partially our responsibly to try to teach parents and guardians how to talk to children about sexuality. It can create more spaces where healthy discussions about sexuality are possible.

How can we realistically make this happen?

Should we make this happen?

What snags might we hit in our quest combine our efforts with parenting at home?

Wednesday, October 31, 2012

Como se dice "vulva?"

As many of you know, tomorrow I begin my (hopefully long) career as a sexuality educator. I could barely stand the fact that I was even considered for this position before graduating. As my start date got closer and closer, I started to wonder exactly how affective of an educator can I really be for the Latino community. I am fluent in Spanish, I lived a huge chunk of my childhood in Mexico, and my home was practically a little Mexico! But by all accounts, I am as American as rabid consumerism. I speak English more than anything else, I listen to horrible pop music, and I have Individualistic, American values. Am I trying to help the Latino community...or am I trying to change it? Irregardless, I'm going to take this position head on and provide Norristown with the sexuality education they need. Why? 52% of Latina Adolescents have been pregnant at least once by the time they're 20 years old. (I've never been a gambler, my mom is, and she still can't understand how I missed these odds).

I have other concerns as well.


While I can only speak for my cultural experience, Latinos as a whole are very curious about your background. Are you married? Do you have a boyfriend? Do you have kids? Where are you from? Where are your parents? --For the most part, I've gotten a lot of positive feedback from the Latino community about the work that I do. However, every community is different. And every community is going to react differently to my lack of desire for children or marriage.


I am fluent in Spanish. I was raised speaking the language every day of my life. However, all of my formal schooling and training has been in English. I know a lot of the translation for scientific terms and I'm (in my opinion) rather good at translating the actual meaning vs translating word for word (ala google translate.) But will all of this equal an good Spanish-language sexuality educator? I guess we will see soon enough.

Questions for you:
Are there any populations that you assumed you would be a shoe-in to work with that you may be thinking twice about?

Are there any steps you have taken to overcome this?

If you speak a second language, do you think you could teach affective education in a way that is as meaningful as it would be in your primary language?

Wednesday, October 24, 2012

Teaching to populations that make you nervous

I have a confession to make: I'm scared of teenagers. I have been since before I was a teenager myself. When I was a teenager, I was a homeschooled geek who avoided risky, impulsive, or rebellious activities. I never understood my peers and I knew they didn't think much of me. I was tremendously relieved to reach adulthood, where people were expected to behave the way I typically behaved (well, sort of.) But going back to interact with a group of teenagers has always been challenging for me.

First of all, I have flashbacks to my years of feeling profoundly uncool and entirely failing to make positive connections with teens when they were my peers. Second, I feel like I'm lacking the skills to present myself as a credible figure. I can't relate to them; I don't understand what drives them or where they're coming from. (Weirdly, this is not an issue for me when working with three-year-olds. I totally get three-year-olds.) I prefer a very relational teaching style, and feeling like I can't relate to an entire age demographic really sets me back.

This is not specifically about teenagers: I'm guessing others have some populations that they feel really awkward, uncomfortable, or nervous teaching to. I'm wondering how you deal with that? My instinct is to overprepare, even more than I would normally, so that I'm never stuck without something to say. To know my material absolutely cold so that there's one less thing I'll be nervous about. To go into a performative mode where I'm less responsive to the room and more focused on the presentation itself. I don't know that this is the best approach, but it's the one that reduces my anxiety, and I feel like it makes sense to play down the relational aspect of teaching if I don't feel like I can relate. But then it feels like I'm withdrawing and giving them less than my best just because of my own issues.

What do others think? Are there populations that you have a hard time teaching to, and how do you handle that?

Edit: After doing some online research, I found a few links that were helpful and reassuring. (Also, your comments are making me feel a lot better about this!) I found a couple of blogs of teachers who have generalized social anxiety, which is very reassuring to me: if people who are anxious around any population can teach, then I can teach to teenagers. Especially helpful was this post by littlemissteacherlady about applying teaching strategies to her own struggles with anxiety, by setting manageable and concrete learning objectives. I'd never thought of it that way before, but there can definitely be an aspect of self-teaching in terms of the way I teach, and (just as I wouldn't with a student) I don't have to expect myself to soar to "totally comfortable and at home" levels right from the get-go.

I found a great blog post from a black educator talking about her experiences of discomfort teaching groups of white people. Some of the things she says about overcoming it were helpful to me, such as recognizing that a lot of the feeling of "I'm out of place and they're all wondering why I think I have anything to say to them" is self-imposed, based on past experiences and not on anything the students in front of you are doing. I think treating every new classroom of teenagers as a blank slate would be helpful to me, rather than assuming that they're judging me as sooo lame just because that's what lots of teenagers have done in the past.

This article was neat, a teacher talking about how she relates to her students' academic struggles by comparing them with her own athletic struggles. It reminded me that even though my teenagerhood was very different from most people's, I may have analogous experiences, and that I can be creative in looking to find ways to relate.

Overall, I feel like I can take my current strategy (overprepare and shift to a more performative style) as a starting point, but work to expand my approach as I work with different groups of teenagers, so that maybe in a few years they won't be scary at all!

Monday, October 22, 2012

Teenaged Sexual Minorities

Last fall I read Different Loving: The World of Sexual Dominance and Submission (1996), which was a collection of personal accounts divided into subjects that extended past Bondage and Discipline, Dominance and Submission, and Sadomasochism.

Sidenote: While I was at the Widener Careers conference the other week a (prospective?) student asked me some questions about kink and BDSM. I said that perception varies by person; some people consider kink the umbrella under which BDSM falls, while others feel that BDSM is much broader than the letters that comprise the acronym, so many kinks fall under it. Despite the subtitle, I consider Different Loving a kink book, because much that is described in it can be done outside the parameters, or separate from a dominant and submissive relationship.

Around the same time I discovered an article that I fell in love with by Bezreh, Weinberg and Edgar (2012). Similar personal accounts were included, but there was also the idea that BDSM should be considered as a sexual minority that needs the same kind of education and outreach services for teens that have been established for LGBT youth. It was really poignant to hear that a large percentage of the interviewees could have benefited from hearing that what they were experiencing was "normal" when they were younger. Knowing how to experiment safely was also noted as a hindsight desire.

Although most of you know that teenagers aren't my cup of tea demographic, I still feel concern for them, especially with the advent of books such as 50 Shades of Grey, Rihanna videos, etc. It seems hard enough to get decent sexuality education in schools and we certainly had to fight for LGBT recognition/validation. In the foreseeable future, at least in the south, I cannot imagine that including BDSM or kink will be a reality (especially since from a work standpoint a lot of kink related practices are automatically listed as child abuse under some state laws).  I've come up with a few ideas for how I think accurate information could reach teens, but it doesn't really involve the classroom. I would like to hear from everyone of course, but especially educators within the school system about general guidelines and restrictions. For example, I don't know if there is more leniency with extracurricular organizations.

  • How do you feel about kink and/or BDSM being considered a sexual minority?
  • Do you think kink and/or BDSM should be incorporated in secondary sexuality education? If so, how would you go about it?

Wednesday, October 17, 2012

Being "Out" as a Sexuality Educator

Sexuality educators have to be sexuality educators no matter where we are or what we're doing; if we hope to be "out" about it. But, judging from the number of conversations that take place among students in this program centered on "Do you tell people outside of the sexological community what you're in school for/what you want to do?", it can be difficult to be "out" sometimes. Which is kind of ironic, considering that helping others to be "out" and "proud" about their gender, or sexual orientation, or sexual wants and needs, is a pretty big focus for many people in this field. Shouldn't we all be out and proud about the work in which we're so excited to take part, that we see as so important to society? It seems like a no-brainer. But it also makes sense that it's more complicated than that, in light of this "Sh*t People Say to Sexologists" YouTube video. It's difficult to talk to people about what you want to do for a living—or about anything, for that matter—if they have no basic understanding of what that thing is, or get caught up in misconceptions about it.

This is one area where my training has started to help me on a personal front. We learn fairly early on in the program that, as educators, it's important to work from our students' existing knowledge base in teaching them new concepts. Through the utilization of this existing knowledge we can scaffold (and here) their learning to provide support as they reform their current understandings of the world. The same goes for our friends, our family, and all of those awesome new acquaintances we're constantly meeting at parties in our spare time (amiright?), since "What do you do?" seems to be one of the most common things to talk about with people you've just met in American society. (Thanks, Levinson.)

One of the most important things I've learned since entering this program is not to say immediately that I'm in school to be a "sexuality educator." That too often leads to the response of, "Oh," before the conversation quickly and awkwardly ends. Instead, I first tell people that I'm learning to be (just) "an educator." Then, if they inquire further, this opens the door to talking about my focus in human sexuality studies. Saying first that I'm training to be an educator gives most people a familiar concept with which to grapple before they're stymied by the S-E-X word. And at that point they often feel confident enough about understanding at least one thing I've said to ask questions and try to understand more.

Sometimes, I get frustrated that I have to start from the basics every time. But what's even more frustrating is the outcome of trying to jump ahead, beyond my audience's conceptual understanding, so that a dialogue—which is what the process of education really is, when we break that concept down to a basic level—can't even happen. So starting with the basic concepts provides a practical jumping-off point for the conversation to take place, even in these non-classroom situations. I also know that, despite it being frustrating sometimes, having to start with the basics in these conversations and the existence of situations seen in the "Sh*t People Say to Sexologists" video are good indicators of the need for sexuality educators to be out in the world. The moment this thing called the "sexuality educator" isn't needed is the moment a conversation won't end in awkward silence, or the moment when an incredulous assertion that our field of study isn't a real thing won't be made simply because the word "sexuality" was used. It will also, hopefully, be the moment when laws like Tennessee's "gateway sexual activity" bill are less of a norm than an exception. (Read the bill.)

So the need to start with the basics in these conversations is also a call to be "out" as sexuality educators and sexologists. Because whether or not I am in "the classroom," I am still in the classroom. And whether or not I am speaking to my primary target audience, they still need that education, for their sake and mine, at least about the very basics of what sexuality education is. Unless people know about what we're doing and can relate to the concepts, there's no way that things will change in our lifetime. And there are very few other people who know how to do that education. While there may certainly be times when it is wiser to stay in the human sexuality educator closet, it is almost always the case that sexuality educators need to be out as sexuality educators no matter where we are or what we are doing. And it just so happens that there are good ways, provided by our education as sexuality educators, to do that.

Monday, October 15, 2012

Kinesthetic Learning and Sex Education

Let me paint two pictures for you that represent the opposing sides of a spectrum.

The first is one of my observations for HSED 625. There are thirty desks jammed in a small room with the teacher’s desk squeezed in the corner. The walls are nearly completely lined with posters, white boards, and filing cabinets. Three knowledgeable, but obviously nervous, presenters stand in front of a text-heavy PowerPoint presentation and give tons of great information to high school sophomores for an hour and a half straight. The facts come quickly at the students in hopes that they will soak some of it up.  One small point in the presentation requires volunteers to come to the front of the class and attempt to put a condom on a cucumber while wearing “beer goggles”. The bell rings, and a new load of students walk in the door.

The second is my “Exotic Dance for the Everyday Woman” class that I taught for two years. This big open martial arts studio has an entire wall lined with mirrors, padded mats on the floors, two vertical poles on the side of the room, and is typically kept a bit chilly. Women 18-55 years old enter into this room where they are handed hula hoops and jam to Madonna. When stretching is over, these ladies sit in a circle discuss the topic of body image, exotic dance, female empowerment, and/or sisterhood. They are up as quickly as possible to practice their confident march while I encourage them to take their sensual self seriously. They stumble while they try to learn the moves from each other, but at least the music is good. Some people are out of breath, but they are all encouraging one another. The time is up; the women are given a description of next week’s class.

It isn't fair to compare these two experiences. The environment is hard to control; we work with what we have. Of course the dance class is going to be heavier in movement because that is what is being taught. We are restricted in a public high school about what we can teach and how we can teach. But it is my experience with both of these instances that has created my bias toward incorporating as much spatial, kinesthetic, and musical learning into the classroom as possible.

The Theory of Multiple Intelligences includes musical, spatial, and body-kinesthetic among its seven categories of intelligences. Although each of the different types of intelligences are important to emphasize, Gardner (1993) felt that linguistic and logical-mathematical were overemphasized in our culture. It is because of this that I feel the need to highlight these other intelligences. I have included a few examples for pandering to these lesser-recognized intelligences below.

1)      This fellow and his students at a YMCA created a song about using condoms as a means to prevent STI transmission.
2)      This male Indian singing group made an up-beat song about condoms that discusses both HIV/AIDS, female condoms, and is inclusive to gay males.
3)      This medical model can be felt to learn how to do breast examinations. 
4)      Students can create their own “genderbread”person as a homework assignment.
5)      Students can hold signs and place themselves in the proper order of events that occur (ie. the sexual response cycle).

What other examples can you think of that uses these types of intelligences? How would you work with these intelligences within certain disabled populations (i.e. deaf, blind, or limited mobility students)? What considerations would you have to make to include very introverted students?


Gardner, H. (1993). Multiple intelligences: The theory in practice. New York: BasicBooks.

Wednesday, October 10, 2012

Sexuality Education and Professional Development

When I think about teaching human sexuality, there are so many questions that come to mind.  What do I need to know about my audience?  What are the objectives and outcomes of the presentation?  What do I need to understand about the culture of my audience?  What are the laws and policies regarding teaching sexuality for this presentation?  What educational tools and strategies will be developmentally appropriate for my audience?  What curriculum is appropriate for the audience?  How do I correctly create and assess the objectives?  How will I incorporate media and technology into the course/presentation? 

Is being a sex educator more than the above questions?  What are my personal and professional development responsibilities to be an educator utilizing best practices, national standards, and the media? 

As I was searching the Internet for teaching strategies, I came across this webpage based out of Canada.  The website, has different sections to assist a teacher in planning to teach.  The sections include prepare yourself, prepare your class, and prepare parents and the communities.  These different sections provide valuable resources to assist a teacher with preparation and professional development.  There is also a section for instructional methods including activities and examples of student questions.  Although it is from a different country, I think the thoroughness of the website is astounding.  I believe it is a tool to assist sex educators in their professional development and comfort level facilitating sexuality education. 

As a sex educator, I have learned about my strengths and weaknesses.  I believe the tool above is useful and yet I have feel like I am not “connected” to the social media and technology that adolescents are accessing to receive their sex education.  In a blog by Deb Levine, creator of Columbia U's Go Ask Alice website, and Executive. Director of, she discusses the importance of being able to incorporate technology and social media with sex education.  I actually felt like I was living in the Stone Age while reading the article because I do not have a Facebook or Twitter account, own a Smartphone, know any current music, browse through Youtube in my spare time, and I could go on and on about my lack of “connection” with social media.  I do know that I cannot continue to turn a blind eye to these tools as a source of my own personal and professional development as a sex educator. 

As you think about your own professional development as a sex educator, what tools do you use to further your own professional development?  How do you think media influences your teaching practices?  

To share or not to share? That is the age-old question

To share or not to share? That is the age-old question.

We talk a lot about what makes a teacher more effective, more able to connect with their audience, and the all around the best educator they can be.  Though my college years are not that far behind me, I know I will remember certain professors more clearly than others because of the connection I felt with them and how that facilitated my learning. When I spoke with others about the wonderful teachers/professors they had in the past, a common thread emerged.  It seems that what sets these exceptional teachers apart is the way they were able to connect their personal lives with the subject(s) they taught.  

Not to say that educators who do not share information about their personal lives with students are thus ineffective or less memorable. For me, however, the personal stories my professors shared in class, makes their courses feel more meaningful, even now.  I can remember a Women's Studies professor telling the class about her experiences with rape, abortion, gender roles, etc. and how these shared experiences enriched many discussions in class.  Through her stories, she was able to create an environment that “propelled [students] to move in the direction of active learning” as Edward Roy Krishnan describes in his Affective Teaching blog. I can also remember a very detailed Human Development class whose vast content would have been nearly impossible to remember without the teacher connecting the material to stories of his kids growing up. By adding the human element to the topics at hand, this style of teaching can create a deeper impact and stronger connection for students of all ages.

This technique isn't only used in college settings – parents and motivational speakers have used the "learn from my mistakes/experiences" adages for many years with inconsistent success.  This raises the question, what types of personal stories have more of an impact on youth? Is there a formula for choosing which ones will be effective and which ones will not?  Krishnan discusses the value of sharing “inspirational stories” in his Affective Teaching blog, but also cites their antithesis as being the “look-at-how-good-I-am stories” where teachers try to only present themselves as infallible and perfect.  Are there ways these types of stories can be turned into “inspirational stories?”  Do you agree with the way he categorized the types of sharing, or do you feel there is a better way to distinguish which stories might be advantageous to share with youth?

In a middle or high school classroom setting it seems that this issue is even trickier to handle.  In his blog, A New Teacher’s Dilemma, a veteran teacher, Larry Cuban, describes a situation where a teacher was unsure how much to share with her new class about her personal life.  She also struggled with how to define her identity to the class without getting tangled up in debates about racial and ethnic stereotypes (even though she ended up taking on these important discussions head on).  This situation begs the question: how can you make inroads with students culturally if you do not share your personality and identity with them?

When it comes to sexuality education there seems to be added cautionary measures that are taken.  The topic itself is already so personal that it both incites personal comparisons as well as threatens against them.  A co-worker once brought to my attention how sneaky some students can be when it comes to asking personal questions.  She warned me that sometimes they are asking one thing, but really trying to get different information.  They may ask, “do you have kids?” but what they really want to know is if you've had sex; they may ask “what birth control do you use?” to see if you have sex or because they think you know some secret about which methods are better than others.  These questions might seem benign, but once you start answering them the students take that information and run with it.  Because of this, and for many other reasons, our staff has a policy to not answer any personal questions from students.  This strategy definitely makes avoiding sharing anything about yourself easy, but at what cost?  I often wonder if my students would be gaining more of a connection to the topic and to me if I were able to share information about my life with them.

An added dilemma for many sexuality educators is that when you are a "mobile educator" (like myself) that goes into many schools and community based organizations to teach sex education classes once or twice a week, you don’t get your own class or group of teens that stay static for longer than a month or two.  With this constant changing atmosphere it is hard to strike a balance between establishing one’s credibility, not getting too personal with the details that are shared, and not to becoming just a robot spouting facts and facilitating discussions.

Another thing to consider when weighing all these factors is how parents are going to react to a teacher’s decision to share their lives with the class.  Especially in terms of middle and high schools, there can be a fear of a backlash from parents when they feel a teacher has crossed the line.  The example of a blogging mother who asks "How far is too far when a teacher shares personal information with their students?" shows the possible contempt for teachers sharing their personal lives with their students.  Besides the clear homophobic undertone of the post (which she denies over and over again, but then she gets schooled about by many of the commenters) she brings up some interesting opinions from the parent point of view about where you should draw the line when it comes to sharing personal information with students.

What types of personal stories, if any, do you think should be shared with classes?
How does the age of the students impact the amount and/or type of stories being used?