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More theory to strengthen teachers background

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To add an anonymous google form with questions to ask which topics/questions they would like ask. So, teachers can prepare about the topics

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Do not mock and respect everyone

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Sex and sexuality: Local resources for teachers

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Involve an healthcare professional (Module 1 and Module 3)

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As an introduction, more info and resources for the Theatre of the Opressed

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accompany the theatrical part with some guidance (students can be very shy)

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Sex and sexuality: the Mystery Box activity could be added provided the teachers feel safe to address the issues that will arise

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Add more information for referring students to professionals in case of STI curiosities and checks

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Add more information for referring students to professionals in case of STI curiosities and checks

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Foresee more time for the implementation of the activities or make explicit in the tips fro facilitators that according to the group the activities could take longer and that participants (especially the ones with cognitive and intellectual diversities) should be given enough time to express themselves

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Tips for the educators- Who is this professional? 

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Tips for the educators- Who is this professional? 

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We should include terminology for the educators (e.g. what is transgender, transexual etc). Students in some cases wanted to be careful and use the right terms.

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use interactive tools such as Kahoot, Mentimeter etc.

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Extend the stories that are subject of discussion within this activity and include new situations and scenarios that are less mainstream and open more room for discussion and expression of different opinions.

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We can foresee a variation in which the activity is repeated with the condoms (as did by La Xixa during the pilot)

Depending on the group, it can be interesting also to show femenine condom

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Do not do the whole course in one day, but at least two.
At the beginning of each day summarise what was done on the previous day.

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When the students are quick to come to a conclusion, challenge these stereotypes, start a discussion that raises awareness. Don't forget to use examples of opposite gender professionals

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Tips for teachers to initiate open-ended questions about extreme ideas of gender roles. " have you ever thought.." "have you ever heard.."
tips for teachers also to not force students to answer or join the discussion

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Use multimedia material (e.g. videos) that can prompt discussion, combining them with stimulating questions.

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At the beginning of the first session, make a round of pronouns with which students would like to be addressed

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There are different ways of implementing this activity. You can ask the students to create the professional and ask them to participate in an interview, they can draw the professional etc. If your version includes acting, you should do a warm up for the students. Otherwise they might be reluctant to participate

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Use examples of experiences also relevant to students with disabilities of different forms

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dedicate more than 6 hours to the whole training

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Add a clear aim to the activity
tips for facilitator: make sure that you lead the brainstorming into an introductory summary

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Use examples of experiences also relevant to students with disabilities of different forms

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Make sure to include national 8mportant information for issues that might come up (e.g. harassment, rape etc). Include helplines, guides on what to do (contact an adult person you trust, or a helpline etc)

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make a mystery box or doodle to collect what students would like to know and talk about the 2 words "sex" and "sexuality". Then, ask to smaller groups to write down what they "know" or "relate" with these words.
This way facilitator will know where to focus while concluding this activity

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Give the students a doodle with the opportunity to ask questions they want to be answered. This way the educators can be prepared for the training

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Not basing the programme on theoretical/reflective parts and brainstorming but giving priority to activities

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All partners should prepare a final document in national partner countries with addictional resources from the national contexts addressed to young people - resources gathered on DB at the link https://www.dropbox.com/s/0df3h4ikuvte3zh/Resources.docx?dl=0

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It's important for teachers and course recipients to recommend that they go over and read the theory (even if is not the focus of the programme) that will support them in the delivery and e implementation of the various activities and topics.

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Use examples of experiences/questions/stories also relevant to students with disabilities of different forms