LGBTQIA STUDENT WORKSHOP S T E FA N I E V A N G E R V E N A1632149 ACKNOWLEDGEMENT OF COUNTRY I would like to acknowledge that this seminar is being held on the traditional lands of the Kaurna people, and pay my respect to elders both past and
present TEACHING LGBTQIA STUDENT WORKSHOP FOR EDUCATORS This workshop is targeted at teachers, leadership and all school staff. The aim today is to educate you all on sexual and gender identity and how this impacts your students lives and the culture of your school.
LEARNING OUTCOMES Understanding the range of identities present in our schools Developing strategies for effective pastoral care Developing strategies for a more inclusive and flexible curriculum Recognizing the appropriate resources to help students at risk, parent inquiries and teacher and student misunderstandings
PROGRAM: FIRST HOUR OH&S run down 5 minutes Starter activity 5 minutes Review 10 minutes Activity 15 minutes Questions 10 minutes Plenary 5 minutes Break 10 minutes PROGRAM: SECOND HOUR
Resources for students, staff and parents 20 minutes Conclusions 10 minutes Implications 10 minutes End STARTER ACTIVITY Lesbian Gay
Bisexual Transgender VISIBILITY Now that you have collected some names under each heading, which area(s) have more names under them. Why do you think this is? Does the visibility of LGBT folk effect the way we
perceive identity? Who do we associate most closely to being gay, lesbian, bisexual or trans*? Why are limited representations bad for both LGBT communities and the general public? VIDEO https:// www.youtube.com/watch?v=WA5n9YW4MVk ACTIVITY 2
You are now familiar with what it means to be lesbian, gay, bisexual or trans*. The LGBT acronym has grown in recent years to include QIA on the end. You may or may not be familiar with what terms these letters denote. In the next activity, I will get you to match words that are commonly used in the LGBTQIA community to address a range of identities and experiences. Understanding language is a key part of acknowledging and respecting the experiences of LGBTQIA folk.
PLENARY There are more ways to identity other than being lesbian, gay, bi and trans* LGBTQIA folk are all around us and always have been LGBTQIA visibility is important for the wellbeing of all same-sex attracted and gender diverse folk Terminology is a key part of understanding individual identities and creating inclusive and safe safes Being an ally means educating yourself, listening to
experiences and not occupying the space needed by LGBTQIA folk for visibility PROGRAM: FIRST HOUR OH&S run down 5 minutes Starter activity 5 minutes Review 10 minutes Activity 15 minutes Questions 10 minutes Plenary 5 minutes
MASLOWS HIERARCHY OF NEEDS SCHOOL CULTURE CHECKLIST Does your anti-bullying policy include discrimination based on gender identity and sexuality? Do you have any student led groups for LGBTQIA students? i.e. QueerStraight Alliance Does your Health and PE curriculum include LGBTQIA students when talking about sexual health? Do you have books in your library that include same-sex attracted or
gender diverse characters? Can students access resources on LGBTQIA issues? Do you have gender-neutral toilets on site? Have you provided the option of students being able to take a partner of the same sex to their formal? Do you have any LGBTQIA initiatives or recognition around the school? i.e. posters, IDAHOT celebrations Do you avoid dividing classes by gender and gendering activities and students unnecessarily?
ACTIVITY THREE LGBTQIA students are not one and the same. They all have individual experiences that influence the way they approach their schooling and how they behave. They should all be treated equally, however. In this next activity, I will get you to work in table groups to devise preventative and direct actions to some sensitive scenarios that may occur in your school with a range of gender diverse and same-sex attracted
students. You have 25 minutes to go through the scenarios and then we will re-form and discuss teaching strategies PLENARY 80% of LGBTQIA students currently dont feel safe at school Students need their physiological, safety, belongingness, esteem and self-actualization needs met in sequential order so they are able to perform well at school
There are many pedagogical and structural changes that can be done in schools to make them more inclusive. Implement the checklist in your school There are both preventative and direct approaches to improving student wellbeing Homophobia and transphobia intersect with other prejudices such as sexism and racism. All can and should be simultaneously addressed PROGRAM: SECOND HOUR
Resources for students, staff and parents 30 minutes Conclusions 5 minutes Implications 5 minutes Questions and feedback 5 minutes End AN INCLUSIVE CURRICULUM: THE MIRROR AND WINDOW APPROACH
KEY RESOURCES Safe Schools http:// www.safeschoolshub.edu.au/common/downloads/gu ide-for-kicking-starting-safe-schools_2015.pdf Rainbow Network http:// rainbownetwork.com.au/index.php/resources/resour ces Inclusion and Respect: GLSEN Resources for Educators
http://www.glsen.org/educate/resources SAFE SCHOOLS RAINBOW NETWORK GLSEN CONCLUSIONS What we covered
Appropriate terminology, LGBTQIA wellbeing and pastoral care approaches, making an inclusive curriculum and excellent resources for educators Things weve learned Visibility is important, terminology is important to understanding identity, Maslows needs hierarchy needs to be met for student wellbeing, the mirror and window approach to an inclusive curriculum Why its important High school is a sensitive time and student safety and happiness
is our duty of care Things to take away Its okay to be unsure, just listen to the experiences of your students and prepare to self educate. We are all learning together IMPLICATIONS FOR THE CLASSROOM Depending on your school, policy changes may be hard to implement. The religious and social interests of your parent cohort can effect changes Modifying content to be more inclusive can be laborious. Work
with teachers across the board to pool appropriate content and resources Be careful not to other your students. Provide flexible assessment options for all your students and consider their interests and experiences outside of their orientation and identity This is not a short term fix. School culture changes will take time and so will the roll out of the Safe Schools curriculum (if it even comes in) Be approachable. Make yourself available to talk to after class.
You are an ally and a teacher PROGRAM: THIRD HOUR An Inclusive Curriculum 5 minutes Resources for students, staff and parents 30 minutes Conclusions 5 minutes Implications 5 minutes Questions and feedback 5 minutes End
BIBLIOGRAPHY Gagne, R., Briggs, L. & Wager, W 1992, Principles of Instructional Design (4th Ed.), Fort Worth, TX: HBJ College Publishers McLeod, S. A. 2014, Maslow's Hierarchy of Needs, Simply Psychology, www.simplypsychology.org/maslow.html, 19/8/2016 Vygotsky, L 1978, Interaction between learning and development, Readings on the development of
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