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Masking Tape 5. Before you begin you may need to take time to assess your own attitudes and expectations of teens and gender biases. Are you comfortable with the topic of sexual harassment and can you deal with it in an open, non-threatening way?

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Masking Tape 5.

Before you begin you may need to take time to assess your own attitudes and expectations of teens and gender biases. Are you comfortable with the topic of sexual harassment and can you jfrsey with it in an open, non-threatening way?

Be sure to review background materials and consider asking a school nurse, counselor, or health educator to serve as a consultant or advisor, or to be your teaching partner. You also may want to invite teens to teach with you. When you invite teens to share the power and the responsibility of teaching you are sending a message that this isn't just another class, but one in which their input is valued and even essential for the success of the program.

If you involve students in the teaching process, be sure that they are chosen carefully and are well prepared to present the program with you. A good resource for how to involve teens as teachers is Sexual Harassment and Teens by Susan Strauss listed above.

The activities in the module stimulate discussion of a of related topics such as sexual pressure on dates, other forms of sex discrimination, and violence. Of course, topics discussed will depend on how comfortable students feel with one another, what kind of class it is, and what the teacher is willing to giros with students. It is important to be aware of emotional responses that might result from the activities and to follow up with discussions that address the needs of the group.

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Tell the students that humor, laughter, and jokes are welcomed, but not at someone else's expense. Ask them what they need to agree on as a group in order to feel safe talking about sexual harassment.

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Work together to establish mutually agreed upon guidelines for class discussion. Record and post these gkrls agreements so they can be referred to in order to maintain a safe learning environment. For example: Attentive Listening - Whenever a person is speaking, all other people acknowledge the speaker with full attention and eye contact, do not interrupt; they respect one person speaking at a time.

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Right to Pass - Students have a right to not jerseyy part in any activity that seems threatening to them; knowing that voluntary participation enhances learning. Mutual Respect - respect each others' confidentiality and resolve conflicts that might occur by offering feedback that encourages growth. Be sure to include in the introduction of the module the reasons you feel it is important to be addressing this issue and include the following: sexual harassment is not just a social problem, but also a legal one which schools should be concerned with; sexual harassment gets worse when it is ignored and that by identifying it, we will be able to prevent and stop it; and by learning about sexual harassment, we will create a healthier school environment for everyone.