Chapter 8: Skill-Building Classroom Activities.
Saved in:
| Title: | Chapter 8: Skill-Building Classroom Activities. |
|---|---|
| Authors: | Tonks, Douglas |
| Source: | Teaching AIDS. 1997, p149-163. 15p. |
| Subject Terms: | *AIDS education, *AIDS prevention, *Sex education, *Teacher-student communication, *Role playing, AIDS awareness |
| Abstract: | This article examines methods teachers can use to bring their students into active contact with refusal skills and the AIDS curriculum. The most effective method of instilling the refusal skills in adolescents is role-playing. Students learn how to make proper use of the skills through practice and repetition. In order to assure that an AIDS education program is effective, every student must participate in role plays and must be able to demonstrate, at least once, that he or she is capable of using the skills correctly to handle a risk situation. Another method that teachers might find helpful while conducting these role-plays is a video camera. Reviewing the tape after a role-play, teachers and other students can point out errors to the student who has just completed the exercise. If students are allowed to see themselves somewhat more objectively, they can more easily recognize their own weak points in utilizing the skills. Once they recognize their weaknesses, they will be in a much stronger position to correct them. The following are a few scenarios that teachers can use until they devise their own to more closely reflect the concerns and experiences of their students. The characters in these role-plays have been given names and genders to make them easy to follow. Most characters are not gender specific and can be played by either males or females. Depending on which skills a teacher particularly wants students to model, that teacher might use all or only part of a scenario. |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
|---|---|
| Header | DbId: ehh DbLabel: Education Research Complete An: 17462129 AccessLevel: 6 PubType: Book PubTypeId: book PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: Chapter 8: Skill-Building Classroom Activities. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Tonks%2C+Douglas%22">Tonks, Douglas</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Teaching+AIDS%22">Teaching AIDS</searchLink>. 1997, p149-163. 15p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22AIDS+education%22">AIDS education</searchLink><br />*<searchLink fieldCode="DE" term="%22AIDS+prevention%22">AIDS prevention</searchLink><br />*<searchLink fieldCode="DE" term="%22Sex+education%22">Sex education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher-student+communication%22">Teacher-student communication</searchLink><br />*<searchLink fieldCode="DE" term="%22Role+playing%22">Role playing</searchLink><br /><searchLink fieldCode="DE" term="%22AIDS+awareness%22">AIDS awareness</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This article examines methods teachers can use to bring their students into active contact with refusal skills and the AIDS curriculum. The most effective method of instilling the refusal skills in adolescents is role-playing. Students learn how to make proper use of the skills through practice and repetition. In order to assure that an AIDS education program is effective, every student must participate in role plays and must be able to demonstrate, at least once, that he or she is capable of using the skills correctly to handle a risk situation. Another method that teachers might find helpful while conducting these role-plays is a video camera. Reviewing the tape after a role-play, teachers and other students can point out errors to the student who has just completed the exercise. If students are allowed to see themselves somewhat more objectively, they can more easily recognize their own weak points in utilizing the skills. Once they recognize their weaknesses, they will be in a much stronger position to correct them. The following are a few scenarios that teachers can use until they devise their own to more closely reflect the concerns and experiences of their students. The characters in these role-plays have been given names and genders to make them easy to follow. Most characters are not gender specific and can be played by either males or females. Depending on which skills a teacher particularly wants students to model, that teacher might use all or only part of a scenario. |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=17462129 |
| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 15 StartPage: 149 Subjects: – SubjectFull: AIDS education Type: general – SubjectFull: AIDS prevention Type: general – SubjectFull: Sex education Type: general – SubjectFull: Teacher-student communication Type: general – SubjectFull: Role playing Type: general – SubjectFull: AIDS awareness Type: general Titles: – TitleFull: Chapter 8: Skill-Building Classroom Activities. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Tonks, Douglas IsPartOfRelationships: – BibEntity: Dates: – D: 06 M: 03 Text: 1997 Type: published Y: 1997 Identifiers: – Type: isbn-print Value: 9780415908757 Titles: – TitleFull: Teaching AIDS Type: main |
| ResultId | 1 |
