8

Skill-Building Classroom Activities

As every teacher knows, observing is no substitute for doing. Students gain a lot by watching teachers model the proper use of the refusal skills, but they will never be able to internalize the skills completely until they practice them themselves. For AIDS education to be most effective, every student must have the opportunity to engage the skills personally, to practice using the skills in the classroom. This chapter will examine methods teachers can use to bring their students into active contact with refusal skills and the AIDS curriculum.


ROLE-PLAYING

The most effective method of instilling the refusal skills in adolescents is role-playing. Students learn how to make proper use of the skills through practice and repetition. In order to assure that an AIDS education program is effective, every student must participate in role-plays and must be able to demonstrate, at least once, that he or she is capable of using the skills correctly to handle a risk situation.

-151-

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Teaching AIDS
Table of contents

Table of contents

  • Title Page iii
  • Contents v
  • Preface vii
  • Acknowledgments ix
  • 1 - The Extent of the Problem of AIDS and HIV in Adolescents 1
  • 2 - Preparing an AIDS Education Program 14
  • 3 - Facts and Information 35
  • 4 - Age-Appropriate Information 54
  • 5 - Individual and Group Activities to Uncover the Facts 69
  • 6 - Skills to Change Student Attitudes toward AIDS and Risky Behavior 99
  • 7 - Modeling the Skills 125
  • 8 - Skill-Building Classroom Activities 151
  • Notes 167
  • Bibliography 173
  • Index 191
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