Answering student questions
Answering student questions
The anonymous question box is a useful educational tool used by sexual health educators to answer questions that students may need to ask under confidential conditions. This method provides students with an opportunity to ask questions that may otherwise be too embarrassing or ‘unsafe’ for them to ask openly in a classroom.
Quick Links
Setting up the question box
- Create a question box - This can be made out of an old box with a lid, a hat, a pillow case, etc. Do not use something like a clear fish bowl that people can see into.
- Explain to students how the question box activity works:
- Everyone will receive a blank piece of paper.
- Everyone has 5 minutes to write down a relationship/sexual health related question. If you do not have a question, draw a happy face or write a funny joke so that everyone has something written on their piece of paper. Please remember the ground rules and do not name anyone on your paper.
- Everyone must use a pencil to write their question.
- The pieces of paper will be collected in 5 minutes.
- The questions will be answered during the next class. Only those questions related to the curriculum will be answered. For example, no personal questions will be answered.
- Collect the questions.
Tips for the question box activity
Students’ questions within the context of sexuality can at times be challenging for teachers. The following are some principles to keep in mind when answering open students’ questions (i.e. those not from the confidential question box).
1. Clarify the question before providing an answer
- Make sure you understand exactly what the student is asking. For example, a kindergarden student might ask "where do I come from"? Before going into a detailed explaination about the birds and the bees ask the student to tell you what they already know. From this information you can then guage an age appropriate answer. The student might simply be asking if they are from Perth or Sydney.
- Re-phrase the question to check that you are answering the question the student has asked.
- Before answering a student’s question, consider whether it is appropriate to respond in front of the whole class or whether a private discussion with the student or a referal for them to speak to their parents may be a better option.
2. Accept all questions as genuine
- For sexuality education to be effective and relevant for students, teachers must genuinely accept students' questions.
- Questions based on incorrect facts should be challenged and clarified, but all questions are valid and should be treated as such.
- Teachers are encouraged to accept all questions as genuine and provide an answer even if a question seems obscure, as this may be an opportunity to address misunderstandings.
3. Be honest
Answer all questions honestly. If you are not sure of the answer to a question be honest and tell the class you are unsure and will follow this up prior to the next class. Alternatively, you can direct students to other sources of information. Ensure that all answers are age appropriate.
4. Provide simple and concise answers
Answer questions accurately and use simple language. It is important to not overload students with too much information.
5. Be non-judgmental
Avoid being moralistic when answering students’ questions. Instead provide a simple and correct answer. Be aware of what messages students may be receiving from your body language.
6. Group questions into common themes
Questions can be sighted by the teacher well in advance of the lesson, giving the opportunity to group similar questions together and prepare answers to questions. Prior to answering the question, students could be asked for possible answers.
Resources
The following are some helpful sites for finding answers to the question box questions.
- GDHR Question section
- Somazone http://www.somazone.com.au/
- Get the Facts http://www.GetTheFacts.health.wa.gov.au
- Go Ask Alice http://www.goaskalice.columbia.edu/Cat7.html
Types of questions and how to answer appropriately
There are 5 main categories of questions students ask in sexual health education. Once you learn to recognise these subtle differences it will be easier for you to respond appropriately.
1. Information questions
These are the easiest to answer, as they tend to be straightforward and have a clear factual answer.
For example:
Q: What is the best form of birth control?
A: The best 100% effective way to avoid pregnancy or sexually transmitted infections is to remain abstinent. Abstinence means different things to different people. In this context it means not engaging in any activity that involves the exchange of sexual fluids or skin-to-skin contact with genitals. However, if a person decides to become sexually active there are several different types of contraceptive methods available. For example, there are hormonal methods such as the pill, and barrier methods such as the condom. Contraception is the responsibility of both partners. It is important to become familiar with the range of methods available and determine with your partner and doctor which ones suit your needs the best as there are a variety of advantages and disadvantages for each.
For more information on contraceptive methods visit http://www.getthefacts.health.wa.gov.au/2/135/1/condoms_amp_contraception.pm
2. “Am I normal?” questions
Questions of this nature are actually information questions. However, they need to be treated differently in order to alleviate students’ fears. Remember to affirm normality and foster positive self-esteem.
For example:
Q: One of my breasts is smaller than the other. Is this normal?
A: People are not exactly symmetrical. For example, one arm might be slightly bigger than the other, etc. Usually, if one side grows faster than the other at first the other side will soon catch up. If there is a large difference then talk to your doctor as it can be indicative of a health issue.
3. Permission seeking
Sometimes these types of questions overlap value questions. When responding to this type of question offer information and validate the person’s values.
For example:
Q: Is it OK to masturbate?
A: We know that masturbation or self-pleasuring does not have any harmful physical side effects as many past myths have suggested that it can cause blindness or hairy palms. It is a matter of preference if a person chooses to do it or not and is 'normal' either way. However, some religions or cultures frown upon it. It is important to recognise your own values and to decide for yourself.
4. Values based questions
These questions can sometimes be tricky to answer. The best approach is to respond in an informational manner while acknowledging and validating a variety of values. Respond to value-laden questions by asking the student to reflect on his or her own personal, family, and spiritual values. Maintain respect for the diversity of the moral and religious beliefs present in your community. Remember not to give permission, rather give factual information and support for personal values.
For example:
Q: Is abortion murder?
A: There are several different positions on this issue. Some religious groups, for example, consider abortion wrong under all circumstances. This point of view is considered as 'pro-life'. A 'pro-choice' stance however supports the view that each woman is able to decide for herself whether or not an abortion is the right choice for her.
In Australia, the law varies between the states. In Western Australia an abortion is legal up to 20 weeks if the woman gives informed consent or if she is likely to suffer personal, family or social consequences, or if her health is in danger. In WA, a minor under the age of 16 who is financially dependent on her family does not need parental permission from one parent to obtain an abortion. However, the parent must be given the opportunity to participate in the counselling process.
Ultimately it is the pregnant woman’s decision. A minor who is not financially dependent also does not need parental permission and her parents do not need to be invited to be involved in the counselling process. After 20 weeks, two medical practitioners from a panel of six must agree that the mother or unborn child has a medical condition severe enough to justify an abortion.
If you are ever faced with this difficult decision, there are several resources in the community that can help you to make the best choice for yourself.
Source: http://www.fpwa.org.au/healthinformation/informationsheets/abortion/#law
5. Questions intended to shock or requesting personal information
Shock questions are often intended to provoke a response and see how the teacher or the class will react. However, they could in fact just be honest questions but not written appropriately. Personal questions may be asked out of curiosity about the teacher’s life or in order to validate the student's own personal views or actions. The best strategy here is to acknowledge the underlying concern but not to answer personal questions you are uncomfortable answering or which are inappropriate.
For example:
Q: Have you done oral sex?
A: This is a personal question about private matters, which are not appropriate for me to answer. However, I hear in this question a curiosity about oral sex. Some people enjoy it and others do not. It is important for both partners to communicate their feelings with one another about this issue. No one should ever be forced or pressured by their partner to do anything they don’t want to. All sexually transmitted infections can be transmitted during unprotected oral sex.
Above all else, don’t worry too much!
'The greatest danger in giving children too much information is that they will be bored.'
(Pamela Wilson, 2001)
Source:
Wilson, P. (2001). When Sex Is the Subject: Attitudes and Answers for Young Children. © ETR Associates.
Adapted from:
WA Department of Health (2002). Growing and Developing Healthy Relationships: Curriculum Support Materials.
