- Phuong's Reflections
- Teachers as Changing Agents
- Moral Education
- Sand, Brink and Seeds
- Education for Citizenship
- The principles and practice of teaching and class management
- Second Thoughts about Democratic Classrooms
- The Other Side of Inclusion
- Learning or Unlearning Racism
- The Victimization of LGB Youth
- Multicultural
- Education Toward a Culture of Peace
- Becoming a Professional
- Teachers as Changing Agents
- LL's Reflections
- Why Teachers Must Become Change Agents
- Moral Education and the Need for Teacher Preparation
- Sands, bricks, and seeds: School change strategies and readiness for reform
- Educating for Citizenship in Canada
- Class Management from the Side of Teaching
- Democratic Classrooms: Promises and Challenges of Student Voice and Choice
- Learning in an Inclusive Community
- Breaking the Cycle of Racism in the Classroom
- Victimization of LGB
- Equity
- Psychological Needs
- Becoming a Professional
- Why Teachers Must Become Change Agents
- Mike's Thoughts
- Jeremys stuff
The Victimization of LGB Youth
“Warren (1984) observed that when students had disclosed their sexual orientation to teachers in the hope of enlisting their aid, very little help was offered” (D’Augelli, 2001, page 203) When I read the recounts of some of the students and what they had to say about how the teachers reacted to them, I was outraged by how the teachers acted. To ask the student if he was dropped on his head as a baby, how can a teacher ask such a question? Making public ridicule of a student’s sexual orientation in front of the class and calling him a homosexual is unimaginable. Telling a student that it’s his fault for being ridicule by other students because he would not deny his sexuality is unforgivable. I believe that teachers need to know how to deal with these situations to help eliminate the victimizations of LGB youths. In the article by Morillas and Gibbons they say that teachers and school staffs have the power to lessen these consequences by preventing LGB bullying, if the teachers and school staffs provide services and enact policies to defend those students, their efforts serve as protective factors which shield LGB youths from being victimized. Teachers need to become visible ally, teachers need to put a stop to discriminatory words or phrases to prevent thespread of homophobic attitudes and show students that the teacher is against such things. Teachers and school staff should not be silent and refuse to intervene when they are confronted with these bullying situations, they should set themselves as an ally to discourage other students from joining in the bullying. Teachers need to be aware of the supportive websites for LGBT so they could provide these resources to their students.
p.h
Video: that calls on school to help protect LGBT youth
http://www.youtube.com/watch?v=2hU1fKdOtmo
References
Unknown. (2009, June 18). Connecticut youth calls on schools to protect LGBT youth. Retrieved from http://www.youtube.com/watch?v=2hU1fKdOtmo
Rivers, I., & D’Augelli, A. (2001). The victimization of lesbian, gay, and bisexual youths. In A. D’Augelli & C. Patterson (Eds.), Lesbian, Gay, and Bisexual Identities
and Youth: Psyhological Perspectives (pp. 199-223). Oxford: Oxford University Press.
Morillas, C., & Gibbons, C. (2010). Strategies for school personnel to support and Protect Lesbian, Gay, Bisexual and Transgendered students.
“Warren (1984) observed that when students had disclosed their sexual orientation to teachers in the hope of enlisting their aid, very little help was offered” (D’Augelli, 2001, page 203) When I read the recounts of some of the students and what they had to say about how the teachers reacted to them, I was outraged by how the teachers acted. To ask the student if he was dropped on his head as a baby, how can a teacher ask such a question? Making public ridicule of a student’s sexual orientation in front of the class and calling him a homosexual is unimaginable. Telling a student that it’s his fault for being ridicule by other students because he would not deny his sexuality is unforgivable. I believe that teachers need to know how to deal with these situations to help eliminate the victimizations of LGB youths. In the article by Morillas and Gibbons they say that teachers and school staffs have the power to lessen these consequences by preventing LGB bullying, if the teachers and school staffs provide services and enact policies to defend those students, their efforts serve as protective factors which shield LGB youths from being victimized. Teachers need to become visible ally, teachers need to put a stop to discriminatory words or phrases to prevent thespread of homophobic attitudes and show students that the teacher is against such things. Teachers and school staff should not be silent and refuse to intervene when they are confronted with these bullying situations, they should set themselves as an ally to discourage other students from joining in the bullying. Teachers need to be aware of the supportive websites for LGBT so they could provide these resources to their students.
p.h
Video: that calls on school to help protect LGBT youth
http://www.youtube.com/watch?v=2hU1fKdOtmo
References
Unknown. (2009, June 18). Connecticut youth calls on schools to protect LGBT youth. Retrieved from http://www.youtube.com/watch?v=2hU1fKdOtmo
Rivers, I., & D’Augelli, A. (2001). The victimization of lesbian, gay, and bisexual youths. In A. D’Augelli & C. Patterson (Eds.), Lesbian, Gay, and Bisexual Identities
and Youth: Psyhological Perspectives (pp. 199-223). Oxford: Oxford University Press.
Morillas, C., & Gibbons, C. (2010). Strategies for school personnel to support and Protect Lesbian, Gay, Bisexual and Transgendered students.