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Things slow down a bit here around the holidays. So, this is one of the main times of each year when I try to review all the content we have at the site and map out articles I, and the volunteers, feel we should aim to write or have written to add in the next year.
To do that, I look at the running notes I keep from observing what our users ask for in direct services and our social media; places where they ask for things and I don't feel we have just the right pieces to refer them to, or what we'd want to be able to give when it comes to on-site resources.
I also like to ask our more general readership what they want, too. While our direct services are very busy, they only make up a very small percentage of our daily readers, so we might miss some expressed needs or wants when we pull only from the readers we most often interact with.
What would you like to see here in the next year that isn't here already, or where there isn't as much content here as you'd like?
That can be about:
I'm posting most of the text of the lecture I just gave at the University of Texas through the NSRC Regional Training last week. A bunch of people there asked for it, and it was a great experience for me (how awesome was it to be in a room full of current and potential sex educators? VERY). So much of what I said really sums up where I'm at with this work right now, have been going and want to keep going. Obviously, every current and potential sex educator in the world wasn't or couldn't be there, so here is my offering to all of you -- including you peer educators, formal and informal -- and I hope it's something you can use and be inspired by.
You might also notice that some of this lecture borrows some bits from a couple other pieces I've written recently, namely this one.
My name is Heather. I'm turning 39 this spring, and I'm a full-time sex educator.
I was asked to come talk to you to about how to be both innovative and inclusive with sex education.
In many ways, sex educatioRead more...
One of the things that has a great influence in both how I enact sexuality education and how I conceptualized my approach from the get-go is my background with teaching in the Montessori Method.
Overall, the primary way Montessori works is this: as educators, we observe our students, and based on our observations of what their self-directed interests, skills and questions are -- basically, what they're drawn to in terms of what activities they choose for themselves and what activities and areas they express interest in -- we choose what materials to make or find and to present to them. In doing this, we're also trying to help students learn to be observers, as well as working to empower them when it comes to trusting their own interests and instincts and to be self-motivated and self-directed, rather than reliant on -- or vulnerable to -- others to give them directives. Montessori teachers see ourselves more as helpers, as guides, than as directors or founts of knowledge. We seeRead more...