Teaching Plan
Regarding the preparation of the teachers, teachers should look up local resources for credible and confidential clinics that students could access easily or create a Local STD Testing Resource List like assembled cards, brochures, or flyers from local clinics in the community. It is appropriate to let the students preview some online films and check if the films are accessible from the classroom computer. If the availability or accessibility is not possible, teachers should inform the school IT staff on how to show them the film. In fact, the IT staff blocked films as such purposely to avoid the students watch the films by themselves. Proper guidance is highly needed in viewing the kind of films for young people viewers. Post notices are also appropriate to place it around the classroom. For example, questions like why someone would want to avoid getting STD, how people can get an STD, what are the symptoms of STDs, what are the preventions of STDs, and how people can reduce their risk of giving or getting an STD.
Epidemiological Rationale
STD or Sexually Transmitted Disease Prevention is the focus of the lesson. STI or Sexually Transmitted Infection is acceptable as to ongoing debate that concerns to which term is most preferred. The Centers for Disease Control and Prevention (CDC) still used the term STD and teachers should apply consistency if students ask what term will be used. New researches show that it is more effective to focus on skills, attitudes, and behaviors to improve health results compared to memorize the facts only. In teaching, it is better to deemphasize to memorize every symptom, treatment, and the image of STDs. The key is not to recommend the utilization of graphic images of genitals infected with STDs. In fact, these images produce intuitive and negative reactions in students. It also falsely leads people to believe that the end stage or the worst scenario symptoms are the sign of sexually transmitted infection and most STDs have no symptoms. The STDs end stage pictures lead discouragements to people from being tested until it became bad. Most importantly, students should understand that they could get STDs; a test at a clinic is the only definite way to determine if they have an STD and to complete a treatment is important if diagnosed with an STD. The lessons are integrated with HIV lessons about prevention, enrichment lesson about STD Risk that have some activities that assist students to personalize the risks of acquiring sexually transmitted diseases.
STDs are infections that most people can catch through oral, anal, or vaginal sex or skin – to – skin contact with a person who are already infected by STD; it is transmitted through blood, semen, or vaginal fluids. STDs such as herpes, syphilis, gonorrhea, Chlamydia, human papillomavirus (HPV), and HIV have major impacts on public health and around the world as well. Teens are one of the maximum risk groups for STDs since they have the tendency to engage in new sexual relationships frequently compared to adults. In addition, health care providers do not commonly discuss STDs with teenagers when they visit the clinic for a general check – up and teenagers do not have the idea on how to bring it up. STDs are life threatening, if it is not cured, it leads to chronic pain, can damage some organs like heart and brain, cause infertility, and miscarriage, premature births or birth defects, and even death. STDs should be cured to avoid rejection by future partners, end a relationship if found out having an STD. The purpose of educating the students is to avoid them being among the young people who will catch STDs over the years to come.
Teaching Experience
There are do’s and don’ts for sexual health teaching or awareness about STD; practical teaching tips for teachers to consider as a general advice as highly recommended that sexual health education teachers keep parents or guardians informed concerning all aspects of their sexual health program. Teachers made sure to set a positive classroom conducive for learning while discussing the topic in STD prevention. Lesson plan is a tool for educators for discussion and open to questions freely and respect is implemented to any point of view. It includes appropriate speaking and listening skills; to show respect to students who are hesitant to share their personal information in a group setting. In addition, to maintain a confidential state in every story shared in the class. Critical thinking and open – mind are necessary for teachers to promote and refrain from taking any side on one point of view. Teachers ensured the awareness of the students if they disclose personal information indicating a risk of harm. Classroom management and teaching follow some tips for sexual health teaching about sexual transmitted diseases. Sincerity is an attitude that makes any communication easier and expresses reservations about the topic. Teachers should be brave enough to express ideas with any discomfort in a more relax atmosphere. Listening is significant part of authenticity and efficiency in communication. Teachers impart their knowledge and attentive to questions, concerns, worries, and thoughts from the students. An open mind for the students to express themselves freely and accept to receive different opinions, value every student, and aware enough on emotions. Flexibility responds to any concerns and needs that arise in the classroom despite some imperfect on the content itself. There is a specific intention discussed on facts and opinions as to respect the privacy of the students and to remain calm even some responses do not agree with the statements.
Community Response
Sexuality education is no longer new to anybody in the community. Since 1960 to 1970, sexuality education is the target by some organizations to be eliminated in schools. However, by the end of the decade, there are states that entailed schools to provide sexuality education. The widespread detection of the deadly disease made known to the public. According to Surgeon General C. Everett Koop, sex education should start as early in the third grade. Sex education in institutions is needed that includes information on homosexual or heterosexual relationships, and STDs and prevention. The young people’s lives are depending on the education and awareness of STDs. Later, more states responded quickly, many states required institutions to provide effective instructions about STDs. In 1988, CDC provided technical and financial help to all states and some local and national education agencies and organizations to develop sexuality education in schools .
Areas of Strengths and Improvements
New strategies are discovered as early as 1990s, the debate and its substance over sex education has changed in response to the necessity to fight STDs. Despite some improvements to prevent STDs, some populations persist to be affected by these diseases. CDC utilized proper supervision from local health departments and state to keep an eye on disparities in STDs. Disparities are also measures through examination of some differences through sexual orientation and location geographically. To address some disputes in sex education and the prevention of STDs is to point out several significant steps for teacher preparedness and perceptions from the community as well. It is necessary to improve professional trainings, establish local advisories in the community, and encouragement on parental involvements.
Reference
CDC. (2013). Sexually Transmitted Diseases (STDs). Centers for Disease Control and
Prevention: Division of STD Prevention. Retrieved from http://www.cdc.gov/std/dstdp/ .
Donovan, P. (1998). School-Based Sexuality Education: The Issues and Challenges.
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Gay, C., & Cohen, M. (2013). Prevention of sexually transmitted infections. (N. Hynes, & A.
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Parsippany, & Troy. (2007). COURSE OUTLINE for Health Grades 9, 11, and 12. THE BOARD
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