About
Personal Statement
Students often ask me, with wonder and disgust in their faces, "Why do you do THIS job??" Surely many adults wonder the same about sex ed teachers. Puberty and sex ed helps everyone. This education develops people's sense of body autonomy, self-confidence, and self-worth. It helps people avoid unwanted life-altering outcomes. It reduces unjust health disparities. I have no struggle finding a sense of purpose in my work, and I've found I suit the work well. I have an ease with the topic that most don't share. I enjoy tackling challenging conversations, and helping people see multiple perspectives. I trust in the good intentions of most people. I can notice and let go of my assumptions and judgements. I understand the trauma that goes hand-in-hand with this topic for many. I'm a nerd. I love factoids and obscure details. I love watching the year-to-year, sometimes day-to-day, or even moment-to-moment growth during adolescence. I want to nurture the people and place that have nurtured me.
"But how did you get started?" is another common question I've received. My work in the sexual health education field began in high school as a peer educator for Planned Parenthood. After living elsewhere (Washington D.C., SF Bay Area, Ghana) and pursuing other directions (journalism, non-profit administration, social work, counseling), I returned to my original passion and home region. Visit Qualifications for my job experience.
Qualities
Experienced
I've taught puberty and sex ed for around 15 years. I've taught 4th graders through college students, community members and professionals. I've taught in an office with 3 students, and an auditorium with 200. Navigating the complex task of teaching classroom sex ed is a dance. A sex ed teacher must constantly keep balance between these factors:
- individual and group needs;
- state education code requirements and cultural/developmental appropriateness;
- student, teacher and parent concerns;
- student engagement and trauma awareness;
- scientific information, inclusive language, and health literacy;
- precision of content, timing, meeting students "where they are at", and behavior management.
I am familiar and comfortable with this dance, and hope to continue to get better at it over the years.
Trauma-Informed
All students deserve to feel safe in sexual health classes. A brain focused on threats will not allow one to learn easily or enjoy the process of learning. In addition, acknowledging historical trauma can help students understand and process experiences within their own family histories. Here are a few examples of how I work towards a truama-informed sex ed classroom:
- I only call on volunteers. I give options for how students may participate, if they choose to.
- I uphold classroom rules and agreements evenly and consistently. I'm observant of classroom dynamics. At the same time, I don't sweat the small stuff.
- Discussion of sexual violence includes content warnings, sensitive wording, and handouts with crisis hotlines.
- I provide information about health disparities and historical injustices, as it is relevant to the topic and developmentally appropriate.
Fact-Based
I provide "comprehensive sex ed," not "abstinence-only" sex ed. Comprehensive sex ed is proven to increase sexual health protective factors and decrease risk factors. It includes ample discussion of the positive health benefits of sexual abstinence.
I use curricula that "evidence-informed" or "evidence-based." I update my knowledge base regularly by reading, researching while keeping the "heirarchy of evidence" in mind, consulting with medical professionals, and attending trainings on a yearly basis.
When I discuss topics where there are different and sometimes opposing opinions due to values, I provide the range of values that exist on a topic. I support students in the exploration and clarification of their own values. I do not share my personal values. I do state whatever institutional values (school) and laws apply.
Engaging
My students have fun! (Well, surely not all of them). I am comfortable with what I teach and know the information is deeply important. I enjoy students at all ages. I believe students can sense these things, and they usually respond with focus and good attitudes. My lessons are dynamic. I have rarely have behavioral issues in class, as most students stay engaged. Here are some strategies I use:
- Lessons are packed full of appropriate visuals, videos, and activities.
- In each lesson, I work towards including all learners - auditory, visual, kinesthetic.
- Activites range from individual reflection, small-group work, full-group discussions, brainstorms, coloring and art, theater role-plays of appropriate content, teambuilding and competative games.
- Breaks are well-timed, and adjustable to group needs.
Inclusive
LGBTQIA+ students, BIPOC students, and students with disabilities experience more discrimination and violence at school than other groups, as in wider society. It is deeply important to me that these students, and all students, feel included and as safe as possible in my classes. Working towards inclusion for some does not mean exclusion for others. Here are a few examples of how I work towards inclusion and safety:
- I use gender-neutral language when gender identity isn't relevant, which is often. This allows all students to relate to the content.
- Content on anatomy, sex determination, and biological sex includes intersex bodies.
- Before I arrive, I ask about classroom demographics and dynamics, such as instances of bullying or the presence of specific learning needs.
- I seek feedback from students and teachers to ensure I am treating students justly and keeping my privilege in check.
Rooted in Humboldt
Though I am open to serving clients and organizations outside of my region, my main focus is the community in which I live. I'm deeply invested in the quality of my work, in no small part because of this. My children are growing up alongside youth and adults that I help educate. I was born and raised in Humboldt County, and returned as an adult with a desire to better learn about and empower this diverse rural area.
I have professional experience working in nearly every school in the county. I am aware of the shared challenges faced by nearly all of the region's population, as well as the diversity in needs, cultures, and demographics that exist between and within communities. I seek to serve Humboldt's strong, unique, rural communities with humility, accountability, and respect.