ASKAIDS/How to consult pupils: Difference between revisions

Teachers are potentially one of the most important tools in HIV/AIDS education. Research tells us teachers can become these important tools when they engage in consultative learning and teaching. Not only does this approach enhance sustainability of positive teacher-pupil relationships, but it also builds capacity among the teachers to support pupil learning.  

=== E. Additional Readings  ===

For more advice about how to work ethically with pupils please see [[file:BERA_ethical_guidelines.pdf|click here]]

== Tools for Consultation with Young People ==

''Click on the tool numbers in the menu to skip to these sections''  

==== Focus Group ====

We have suggested some more questions which you can use in this activity in the section 'Tool 1: Finding out Young People’s Sources of Knowledge '

==== Suggestion Box ====

We have suggested some questions which you can use in this activity in the section 'Tool 2: The HIV/AIDS education that pupils want'.  

==== Group Survey ====

We have suggested some questions which you can use in this activity in the section 'Tool 1: Finding out Young People’s Sources of Knowledge’.  

==== Spot Check ====

* Rate the observation from 1-3, with 3 being the best rating.  

* Feedback to the pupils and discuss the situation e.g. if the pupils are tired and sleepy, is it because they are hungry? If they are silent, is it because the lesson is too abstract?  

==== Drawing ====

We have suggested some questions which you can use in the activity in the section 'Tool 1': Finding out Young People's Sources of Knowledge'.  

==== Role Play ====

See the videos in Section C. 'Pupils' suggestions of the HIV/AIDS education they want to receive'. They are examples of role plays done by the pupils in our study.  

==== Pupil to Pupil Interview ====

We have suggested some questions which you can use in this activity in the section 'Tool 2: The HIV/AIDS education that pupils want'  

==== Voting Sticks or Cards ====

** drop them in a ‘ballot box’  

** hand them over to one pupil who will tally the votes for you and feedback the results to the class

==== Working Group with Student Representatives and Stakeholders ====

We have suggested some questions which you can use in this activity in the section 'Tool 3: Working with community members' and 'Tool 4: Working with fellow teachers'.  

==== Photography ====

We have suggested some questions which you can use in this activity in the section 'Tool 1: Finding out Young People's Sources of Knowledge'

== How We Used These Activities in Our Research ==

Binti: Children know what sex is because they see it.  

Dalila: It is the norm to make love in the open... even as cars pass by. They do it there and then. They do not go to hidden places, they do not fear... they have drunk and used drugs, they will not care who sees them.  

Naledi, a 13 year old girl from South Africa said that children already knew about sex, ‘we see it on TV; and some of us are already doing it'. Everyday habits such as shaving and washing also pose a risk as pupils in poor communities may share razor blades, tooth brushes, and wash sponges. As you watch the video, think about  

# Which forms of information might be more powerful to boys or to girls?  

# How can they (in-school and out-of-school knowledges) work together?  

==== Reflection  ====

=== B. Pupils' perception of the HIV/AIDS related education they receive  ===

In many schools, HIV/AIDS education is offered through formal instructional programmes that provide young people with information on human development, emotions and relationships, self esteem, sexual health, sexual behaviour and sexual violence. Pupils are very clear about the kind of information they want and need. Please watch the video below and listen closely to what the children are saying. Watch the video below and think about what pupils think about the HIV/AIDS related education they receive.  

{{:Video/Sexual know Medium}}