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Inclusive Classroom Environment  \nNicole Aydt Klein and Linda Markowitz  \nABSTRACT  \nObjectives: By completing the “Rewind and Replay” activity, participants will: (1) identify heterosexist language in common classroom interactions,(2) discuss underlying heterosexist assumptions embedded in common teacher statements,(3) brainstorm inclusive terms and expressions for use in place of heterosexist language, and (4) verbally practice alternatives to common heterosexist expressions. Target Audience: Pre-K through high school teachers and teacher candidates.  \nKlein NA, Markowitz L.“Rewind and replay:” Changing teachers’ heterosexist language to create an inclusive environment. Am J Health Educ. 2009;40(6):329-332.  \nInTroDuCTIon  \nThe American Association of Health Education, 1 American School Health Association2 and the National Association of School Nurses3 specifically commit to protecting students of all sexual orientations. In 2007, however, a majority of lesbian, gay, bisexual, transgendered and questioning (LGBTQ) students between the ages of 13-18 reported feeling unsafe in school.4 Eighty-six percent reported being harassed verbally, 73.6% frequently heard derogatory language such as “faggot” or “dyke,” and almost half (44%) claimed they had been physically harassed. Although most of the harassment came from other students, more than onefifth of students reported experiencing what they considered“offensive”LGBTQ language from teachers and staff.  \nWhile the school climate for LGBTQ students appears grim, most teachers do not intentionally condone homophobia in the classroom. For example, when asked, 73% of teachers reported that they believe  \ncreating a safe environment for all students is a teacher’s obligation.5 Unfortunately, when teachers use heterosexist language in the classroom, they unwittingly contribute to an unsafe learning community.6, 7  \nHeterosexism is typically defined as the process by which an individual assumes that everyone is, or should be, heterosexual.8 Heterosexism can occur both intentionally and unintentionally. Intentional heterosexismin schools occurs when policies or practices limit the rights of LGBTQ students. Some examples include when school personnel: (1) ignore violence against LGBTQ students; (2) prevent LGBTQ students’ groups on school campus; (3) allow only heterosexual dates for school-sponsored events; and/or (4) prohibit students from wearing clothing with non-lewd, pro-gay messages. School personnel are warned against such overt instances of heterosexism, and legal case decisions usually have been sided against the school.9  \nUnintentional heterosexism can occur  \nwhen school personnel use non-inclusive language and, therefore, promote traditional notions of heterosexuality. Most individuals do not realize that emphasizing traditional gender roles is related to heterosexism, yet when gender is defined as a strict dichotomy, the false notion of “opposite sex” is established. Although many educators intuitively realize that boys and girls do not strictly follow stereotypical roles, (i.e., females are emotional and males are rational), they may unintentionally emphasize a false dichotomy of “opposites” to children.  \nAlthough it may be tempting for teach-  \nNicole Aydt Klein is an assistant professor in the Department of Kinesiology and Health Education, Southern Illinois University at Edwardsville, Edwardsville, IL 62026; E-mail: nklein@ [siue.edu. Linda Markowitz is a professor](siue.edu. Linda Markowitz is a professor) in the Department of Sociology and Criminal Justice, Southern Illinois University at Edwardsville, Edwardsville, IL 62026.  \nAmerican Journal of Health Education—November/December 2009, Volume 40, No. 6 329  \nNicole Aydt Klein and Linda Markowitz  \ners to ignore heterosexism in the classroom, thinking that it only affects a small minority of students, the truth is that heteros","cbCaipLcrSgcpp2D","https://ap.wps.com/l/cbCaipLcrSgcpp2D","pdf",115718,"English","# Objectives\n## Rewind and Replay activity outcomes\n# Background: LGBTQ safety and school climate\n## Reported verbal harassment and unsafe experiences\n# Heterosexism: definitions and forms\n## Intentional heterosexism in policies and practices\n## Unintentional heterosexism through non-inclusive language\n# Why an unsafe environment matters\n## Academic achievement and well-being impacts\n# Activity design and target users\n## Use with preschool teachers and university teacher candidates","[{\"question\":\"What is the “Rewind and Replay” activity designed to help teachers do?\",\"answer\":\"It helps teachers become aware of biased, heterosexist language they may use and replace it with more inclusive terms and expressions.\"},{\"question\":\"What objectives do participants complete by the end of the activity?\",\"answer\":\"Participants identify heterosexist language in classroom interactions, discuss assumptions behind common teacher statements, brainstorm inclusive alternatives, and practice the replacements verbally.\"},{\"question\":\"What does the document explain about heterosexism in schools?\",\"answer\":\"It distinguishes intentional heterosexism (e.g., policies limiting LGBTQ rights) from unintentional heterosexism that can arise when educators use non-inclusive language and reinforce strict gender-role dichotomies.\"}]","Rewind and replay - Changing Teachers’ Heterosexist language to Create an Inclusive Classroom Environment | PDF",1792074249]