MEASURES WHICH PROMOTE HEALTHY SEXUAL DEVELOPMENT – PART 1
General classroom measures anchored in class leadership, social and emotional competency and sex education form an important basis for preventing problematic and harmful sexual behaviour. Therefore, the measures highly resonate with existing programs and focus areas in schools, and are based around teachers’ important role and position in the classroom.
«Relations between pupils and teachers are important to develop social competence.»
- VEILEDER UDIR, P. 26
«Make it possible to give the child/young person positive feedback and information.»
- THE TRAFFIC LIGHT
Listen to a read-aloud version of the text on this page
1. GOOD CLASS LEADERSHIP
Nordahl & co. (2005) present relation-oriented and proactive class leadership as important conditions to prevent unwanted behaviour. In addition, the relation between teacher and pupil is one of the factors most affecting learning outcomes (Hattie, 2009) as well as the pupil’s mental health (Drugli, 2011). The principles of relation-oriented and proactive class leadership make it possible for the teacher to be present for every pupil.
RELATION-ORIENTED CLASS LEADERSHIP
-
Get to know the pupil as an individual
-
Greet every pupil
-
Use names
-
Listen/acknowledge
-
Physical touch (i.e. a tap on the shoulder)
-
Eye contact
-
Give praise and positive attention
-
Show interest by asking about what they do in their spare time, hobbies, etc.
-
Do nice things, e.g. play games
-
Be humorous
-
Share things about yourself (be a little private)
-
NB! Spend time building a relation to parents/caregivers
PROACTIVE CLASS LEADERSHIP
-
Predictability
-
The pupils are familiar with rules and routines
-
The teacher praises positive effort and behaviour
-
The leader of the class gives good, clear instructions
-
Well-thought-out physical frameworks
-
Well-thought-out structure and organizing
(Examples inspired by Webster-Stratton (2005) and Bergkastet & co. (2009)).