In todays society, volume harbour many different belief and value systems. Whether it is cultural or religious, political or simply family tradition, they all require a delicate approach in order to effectively apprise and treat personal subjects, especially in a host or schoolroom setting. It is of the utmost importance to ascertain students rough value-sensitive subjects with a sense of understanding, confidentiality, impartialness and objectiveness in a structured, comfortable, and well(p) environment in order to provide the patients with the best practical care.
In order to effectively teach people value-sensitive subjects in this particular arena, personal opinions need to be avoided in order to allow the students to become more open to discuss sensitive subjects amongst a group setting or classrooms. The intellection of the discussion is not necessarily to reach a steadiness or a majority rule but instead to produce a type of forum in the classroom that enhances the students learning experience and to teach them that different attitudes are a part of the process and how to better deal with those mind-sets. Subjects such as sex, STDs, HIV, religion, drug abuse, and even healthcare decisions can be in truth difficult to discuss with, for the most part, complete strangers.
For the teacher, trying to teach these subjects especially in groups, can lead to confusion, arguments, and even attack among the group if not handled in an appropriately structured environment that provides a sense of assumption from its leader. As stated by Bradshaw & Lowenstein (2007), Affective learning is enhanced when an atmosphere of trust has been built among the classroom participants. Once this sense of trust has been realised and the confidence of the group is made with the teacher, the learning process becomes nonthreatening and nonjudgmental (Bradshaw & Lowenstein, 2007)
In reference to the potential issues that...
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