A Report On The Classroom

There is a strong need for greater access to current and evidence-based sex education in American public schools. Concurrent with access to information and education about human sexuality, schools should also be offering students safe, anonymous ways of receiving condoms. Condoms are crucial for preventing unwanted pregnancy: and it can easily be said that all teen pregnancies in the United States will be classified as unwanted. Moreover, condoms will prevent the spread of sexually transmitted diseases. When they are used properly, condoms can become lifesavers. However, adolescents are often woefully ignorant about when and how to use condoms. Few adolescents in the United States have ready access to condoms, either at home or in schools. Because of the general prudishness embedded in Bible Belt America, states like Georgia must take a strong stance on the issue. Georgia should follow suit with states like Massachusetts, who have implemented successful condom distribution programs in their schools.

As a result of high percentage of pregnancy and childbirth among teenagers; which often result in unfavorable health, social and economical issues, there are various types of laws regulating sex education in middle schools in different states. According to National Conference of State

Barr et al. (2014) study reported in the study that sexual education taught only by the teachers would be effective in preventing teen pregnancy. The teachers would have to be competent, skillful and content on the subject of sex with the student. The National Teacher Preparation Standards for Sexuality Education is an unexpected effort but with years to come the program will become active (Barr et al., 2014). The results of the study indicated that by letting teachers teach teens about sex education decreased teenage pregnancy (Barr et al.,

In the article “TN Senate Approves Abstinence Bill That Warns Against ‘Gateway Sexual Activity’ written by Chas Sisk in The Tennessean, the controversial sex education laws, and the Tennessee State Senate’s standings on the issue are being addressed. Sisk discusses a bill passed by the Tennessee State Senate which is updating the current sex education and abstinence laws by warning teachers to make sure students are aware of ‘gateway sexual activities.’ Although these actions are not clearly stated, it is noted that the bill was passed in response to arguments in Knox County and Davidson County, Tennessee due to guidance given to students which voice substitutes for sexual intercourse. Senators passed the bill with a vote of 29 to one. State Senator, Beverly Marrero, the single voter in opposition to the bill stated, "I think all of us realize that abstinence is the absolutely only way to prevent any kind of sexually transmitted disease. However, I think the young people who need education are the ones who are not always getting our advice,” (Marrero). The instruction of abstinence itself is not the correct guidance that students need. Humans will participate in

Sex education, arguably one of the most controversial topics to surface in American politics over the past half century, poses a complicated problem to citizens and lawmakers alike. Following the AIDS epidemic and spike in teen pregnancy in the 1980s, lawmakers and educators began drafting and implementing more sex education classes and courses in public schools in an attempt to remedy the ever-growing issue. While few object to the idea in itself, the method and content of its teaching is highly controversial. Should we teach abstinence or safe sex? How early should children be exposed to this material? How effective are these classes? These are just a few questions surrounding the issue, which are often disputed.

curriculum brought to schools in ontario. Students need to learn Sex Ed in school and can do

Web. 6 Sept. 2016. In this article, Stover discusses the negative side to abstinence-based education. He talks about how the idea of abstinence isn’t the big deal, but it’s the way it is approached because most times schools that teach abstinence-only education never include anything that teaches about sex in general or and how to practice it safely. Stover includes a quote from Planned Parenthood’s president Cecile, that claims "Abstinence-only programs keep teens in the dark and do nothing to help parents protect their children's health.” Even though teaching students that waiting until marriage is okay, they need to teach about contraceptives and safe ways to prevent pregnancy and disease just in case, according to Stover. He then continues by writing about the idea that because students do not receive the proper education regarding sexual activity, the numbers of teen pregnancy and disease in those students will start to rise, given the increase of sexual material available to students. Because they do not know the proper knowledge, most information referring to anything that is not waiting to have sex is disregarded. Stover addresses the issue of this concept being controversial, but exclaims that it does not have to be, if people taught students about human

Ever since 1981 when congressed passed the Adolescent Family Life Act, which promotes chastity and self discipline, the percentage of teachers in grades 7-12 who teach abstinence changed drastically from 1 in 50 to 1 in 4 Dailard (2001). Although 9 out of 10 teachers believe that kids should be taught more about contraception 1 in 4 are instructed not to Dailard (2001). Teachers believe that these kids have a right to learn more about safe sex, but are either required not to talk about it, or are afraid of negative backlash from the community or parents. Teachers are also more likely to emphasize different topics today than they used to do in the 1980s. Today they talk about abstinence, STDs and resisting peer pressure, opposed to teaching the more controversial subjects such as birth control, abortion and sexual orientation.

The instructor not only was incredibly biased, but also attempted to assert her beliefs upon the many malleable students watching her in the room. She told us that sex is bad and we should abstain from it. She made sex sound taboo. She showed us pictures of STD’s and STI’s to further convey her point on why not to have sex. She told us that our virginity is a sacred gift and how it should only be given to the person we marry, not only did this automatically disqualify the portion of the kids who had already had sex, it also did something worse. It instilled the religious beliefs of abstinence in a public school environment. Public school is unique because of all the different views and ideals that compose it, therefore I believe that teaching religious beliefs in a public school environment is incorrect. I felt that the instructor was wrong in her teaching; instead of teaching impressionable kids the safe ways to have sex and proper hygiene or how to use protection correctly, she assumed that it would be alright to simply tell us not have sex and we would incoherently obey (which many of us

This critique and reflection explore the published article that reports on “A Classroom of One is a Community of Learners: Paradox, Artistic Pedagogical Technologies, and the Invitational Online Classroom.” The article was presented by Katherine J. Janzen, Beth Perry, and Margaret Edwards. In summary, this article states that by having the proper online curriculum that encourages social presence will help reduce the social isolation that is usually involved in an online classroom. This paradoxical experience of appearing as a classroom of one, seemingly has a lot of social interaction with a community of learners.

In North Carolina at Franklin County public schools they cut AIDS and STDs out of their health textbooks and put in their sexual education classes and teach that to their 9th graders (Donovan Pg. 1). The state law in North Carolina is to teach abstinence until marriage in their comprehensive health education program for

When it comes to the subject of teaching sexual education you must take into consideration of the method of what is taught. The methods of teaching are, abstinence only and comprehensive. While abstinence only focuses on abstinence from sexual behavior and does not include any method of contraceptive. As for comprehensive informs students about contraceptives, sexual transmitted diseases as well as the option for abstinence. Many states have different laws and regulations as to what method they can teach as well as single sex teaching. Meaning the separation of sex education for boys and girls. Comprehensive is similar to an open door were as abstinence only is a one way street no option to derail.

Unfortunately, the need for sex education to be provided for children is not being recognized by the federal government. The federal government invests over $170 million every year into abstinence-only education programs for schools. The focus of these programs is not only to enforce a strict abstinence-only approach, but it also puts an emphasis on the negatives of sex. Refusing to educate students on the importance of sex

There are many states that do not provide the kind of sex education that New Jersey strives to convey to its students. It more often than not ties in with the religious right proclaiming that students are too young to be exposed to sexual material, and thus sexualized as a result. These fundamental groups oppose any suggestion towards a comprehensive approach. Instead, they ask that their children be taught after grade school and additionally, they steer towards ‘abstinence-only’ education. Instead of teaching students how to protect themselves, they teach that the only way to protect oneself is by abstaining from sex. The problem arises, then, when these students decide to have sex. They are unaware of how to conduct themselves responsibly, how to take precautions to prevent against unwanted pregnancy and disease. What kind of ‘education’ are students receiving when they are withheld crucial information?

Coinciding with the onslaught of the new millennium, schools are beginning to realize that the parents are not doing their job when it comes to sexual education. The school system already has classes on sexual education; these classes are based mainly on human anatomy. Most schools do not teach their students about relationships, morals, respect, self-discipline, self-respect, and most importantly contraceptives. Everyday students engage in sexual activity, many of them with out condoms. This simple act jeopardizes these students' futures and possibly their lives. An increasing amount of school systems are starting to combine messages involving abstinence from sexual activity,