Essay On University Of Minnesota

In Canadian society, there are certain things that are expected to happen. Any type of public hatred against the LGBTQ+ community, or any other cultural, or religious group, is completely not acceptable. As well as sexual education is to be taught in the school system. Beginning September of 2015, the Ontario school system implemented an upgrade to the province’s sexual health education curriculum. The updated curriculum contains a more progressive outlook than the old curriculum, which had not been updated since 1998 Today’s society is sexually explicit, and because of this, Ontario has tapered their sexual education towards this fact. This essay will explore the differences in how the curriculum has been received, and how the sexual education

Alabama’s sex education law strictly regulates the type of sex education programs that are taught in public schools. Currently, Alabama law does not mandate sex education, but if schools choose to offer sex education, they must teach, “homosexuality is not a lifestyle acceptable to the general public.” This harmful, discriminatory language should be repealed. All students deserve respect in schools, but the legal mandate currently in place prohibits discussion of LGBTQ relationships in a positive way and requires that teachers stigmatize and shame their students. Many of Alabama’s sex programs emphasize abstinence only for school-aged children. Young Alabamians don’t need shaming and stigma; they need access to comprehensive sex education to be equipped with the resources and tools to make healthy decisions about their lives. Countless studies have shown that sex education that focuses on abstinence rather than giving young people the proper tools to make healthy sexual choices are not effective. Through funds allocated to properly train faculty and staff on effective sex education – including for LGBTQ students – young Alabamians will be empowered to take responsibility for their

Abstinence only education has been the most prevalent form of instruction in middle and high school courses for years in the United States. Instead of providing accurate scientific facts, it has been primarily based on ideology and what has been traditionally morally accepted: sexual activity within a heterosexual marriage. As a result, teenagers have been taught through biased information influenced by current heteronormative standards. Consequently, abstinence only education fails to acknowledge the minority populations of teenaged students who are different genders and sexualities other than a heterosexual male. Realistically, it can be inferred that a majority of the student bodies in America are rich in diversity. The classroom is no longer composed of homogenous individuals. Instead, classrooms are full of adolescents of various genders, sexualities, ages, and ethnicities. Abstinence only education strictly instructs through biological and reproductively compatible terms rather than addressing other methods of having sex, specifically pertaining to the LGBTQ community. The current curricula typically teaches that penile-vaginal sex is the “proper” way to have intercourse and that it is customary that sex occurs only between a man and a woman. Thus, emphasizing how genitalia should be used rather than having a more holistic approach towards sex. Ultimately, this disregards all of the possible mechanisms that exist when it comes to physical touch. As a consequence,

My college experience has given me many opportunities to make some incredible memories and the ones that have had the biggest impact on me are those where I am working with individuals with disabilities or troubled backgrounds. This journey has enriched my life and has provided me with some important life experiences that I plan to use to help become the best teacher that I can possibly be. It is always said that teachers make learning fun but what happens when outside circumstances have a negative impact on a student. The world is a very different place now than when I was growing up. I was fortunate to have to have the love and support of both parents as well as my brother and sister but that is not the case for many individuals. As a future educator I must be passionate about my teaching and demonstrate a love for learning while setting high expectations for all students. This is why I believe it is critical to understand the effect violence has on the emotional and behavior needs of a student’s learning ability. To be able to motivate students, a teacher must first understand and be supportive of a child’s needs and struggles. I believe childhood violence can have a direct and immediate impact on them and that it can be potentially overwhelming on the ability of a child to learn. Are children who are exposed to violence more likely to suffer from attachment problems, regressive behavior, anxiety, and depression? I have seen first-hand in my afterschool field

It is hard to define exactly which issues are most important to focus on and discuss in curricula. "Lesbian and gay studies means many things to people, at different times, in different countries. In fact, it often seems easier to define what it is not rather than what it is," (Weeks, 2000, pp. 2). Overall the issues that should be included in curricula, in some form at all grade levels, is the lives of GLBITTQ people, including their identities, their experiences of oppression, and their struggles for recognition. In addition, curriculum should include ways to live with these differences. Furthermore, the rights for GLBITTQ community should be discussed, especially the right for all people to be treated equally and fairly. Curriculum should lead students to question the heterosexual norm that is presented in this culture and how that makes other people feel who are different.

Many of the students labeled as troublesome or demonstrating risky behaviors come from disadvantaged homes where parents lack education and communication with their children. Because parents are occupied working to provide, their children are often left home unsupervised. Students with little or no supervision in the home have been known to engage in risky behaviors outside the school (Dittus, Guilamo-Ramos, Jaccard & Ebrary, 2010). The lack of education and supervision from parents appears to impact these students emotionally and academically. Many of these boys come to school with unfinished homework or show up to school late for no particular reason. Though these boys demonstrate poor academics, administrators seem to ignore other contributing factor that have led the students to act out.

First, school leaders in schools with low number of students of color revealed a lack of direct strategies to reduce the gaps. For example, Kevin Labby, the principal of an upper-middle class high school with less than ten percent students of color, answered that he does not use data to support his diverse students. As Labby tells us, “There is no specific plan for that, you know. If we see a group isn’t performing like other groups we use that information to take action.” Here we see the coalesce of school context and no positionality towards supporting students of color informs his leadership practice with the “gap.” Also, another elementary principal in the same district held a similar position. When asked how he uses data to support his diverse students, the elementary principal states, “Same way [the same strategies he uses with all students], its kind of the same structure, you know. . .So, I don’t look at that child as from a diverse standpoint.” The implication from the above two school leaders, then, revealed a color-blind approach.

Society’s view of human sexuality is fluid, constantly switching between periods of tolerance and repression. The opinions people develop on subjects pertaining to this subject differ from culture to culture and society to society. In the current generation, many people who live in the United States are taught to suppress sexuality and to conform to heteronormative ideals (Sumara, 1999). The source of this problem can be traced back to the mindset of members of the population and the sexual education that is provided to children and adolescents that were born to that generation (Perez, 2010). Today’s education system promotes an “abstinence-only” method of sexual education, the government funnels money into programs that teach teenagers that abstinence is the only way to avoid getting pregnant and contracting sexual diseases (NYC Department of Education). However, this means that adolescents are not being taught about contraceptives and other safe sex practices, which would be taught with comprehensive sexual education (National Conference of State Legislatures, 2015). Usually, when schools teach sex education they use a heterosexual couple as the norm, they do not acknowledge that there are other sexualities like those of the LGBT community. If schools focused on teaching both comprehensive sexual education and acceptance of different sexual orientations they could decrease unwanted pregnancies, lower the risk of sexually transmitted diseases, and promote a more

The course on the perspectives of early childhood and elementary education in a democracy helped me further understand how important item 6 from the Portrait of a Teacher is. Principles of democracy and communication are crucial in a classroom, to ensure that every student is treated equally. I had not realized how heteronormativity could affect elementary school students, until a classmate brought her experience to the attention of our class. Usually papers that get sent home to parents/guardians say things such as “mother and father”, but not every student will live in a household like this. There are students living in LGBTQ households, who may have two mothers or two fathers. My classmate shared that her daughter’s teacher sent a paper

Many argue on which curriculum should be taught to students through the school’s sex education program, and there is actually many to choose from. While one side suggests to teach the program telling students to refrain from sex as a whole, it absolutely fails to provide education on how to prevent pregnancy and other consequences if an individual chooses to have sex. On March 24, 2014, university professor Scott McCann said a curriculum that pushes specific sexual acts and provides contraceptives are unsound and unsafe,and educators should remain neutral on homosexuality (Time 2).

This chapter discussed crises in schools. The rise of school violence has caused a great deal of public concern and has received widespread media coverage. Especially when its occurrence happens in communities where residents thought they were immune. The reality of the world is crisis can occur anywhere, even in schools. Schools are developing prevention strategies for profiling, screening, and preventing acts of violence both to oneself and to others. Contemporary crisis strategies in schools deal not only with prevention, but with intervention and postvention as well. Prevention is as equally important postvention especially in schools. Children may not be equipped to work through the incident after it occurs and postvention is very important in this instance. Crisis workers interact with students, faculty, and parents who have been associated with, witnessed, or suffered from traumatic events originating within the school or with students.

School violence among young people in society is increasing dramatically. Beginning in 1989, there had been an increase in school violence, ranging from verbal harassment, threats of harm, and violent crime (Aspa1). Overall national violent crime rates dropped after 1993 and continued at lower levels into the twenty-first century. Public concern about school violence rose significantly as school shootings dominated the media’s attention and many of them left scars in our nation (Juvonen1). Schools are actually taking a variety of measures to improve the safety of schools (Juvonen1). My purpose for writing this paper is because school violence happens a lot in the United States. School violence occurs in children who have mental, social, and family

Middle school students were the participants in a study conducted in 2014, by Totura, Karver, and Gesten. Their results indicated that student achievement is the factor that most directly impacts academic achievement. However, because victimization seems to have a relationship to psychological distress which, in turn, has a relationship to student engagement, which then has an impact on academic

The LGBT community has become highly prominent in the media over the past several years and while it is prominent, society has failed to properly inform the teen youth of today's society about the LGBT community which has resulted in a series of misconceptions. While the youth of today has not been informed the best, Haley and I both being a part of the community, we felt it would be best if we informed the teen youth within our school of the community. And while we did attempt to educate the teen youth within our school and it didn’t work out as we originally wanted it to we’re still satisfied with the end product that came from the work we put in on this project.

A few years ago, I served on my school’s Building Effective Schools Together (BEST) committee. As part of our training which was lead by Dr. Jeffrey Sprague the University of Oregon Institute on Violence and Destructive Behavior, we were coached to collect student behavior data, identify areas in need of support, and implement lessons to teach the desired behaviors.