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close this bookSchool Health Education to Prevent AIDS and Sexually Transmitted Diseases (STD) : Teachers' Guide (UNESCO - WHO, 1994, 117 p.)
close this folderUnit 3. Responsible behaviour: protected sex
View the document(introduction...)
View the document1 The condom - Information about the condom
View the document2 Arguments people use against using condoms - How to deal with a partner who is negative about condom use
View the document3 How to use a condom - Humorous explanation about condom use
View the documentCondom practice - Students practice putting a condom on a model
View the document5 No to unprotected sex (demonstration) - How to be assertive with someone who doesn’t want to use a condom
View the document6 No to unprotected sex (class participation) - How to be assertive with someone who doesn’t want to use a condom
View the document7 No to unprotected sex (individual participation) - How to be assertive with someone who doesn’t want to use a condom

Condom practice - Students practice putting a condom on a model

1. Decide how to teach this activity.

a) Provide each student with an activity sheet to follow the steps of effective condom use.

b) Divide students into small groups and assign a peer leader to each group (one activity sheet needed per group).

2. Demonstrate how to use a condom with a student (peer leader) helping you by reading each step as you do it. (You will need one or two condoms and a model penis or a banana or a cucumber; alternatively students can practise on their fingers.) If time permits, change positions with the student and read the steps while the student (peer leader) demonstrates.

3. If the class is divided into small groups, ask the peer leaders to demonstrate condom use to their group and encourage all students to practise themselves. The peer leaders may have to have had prior instruction.

4. Discuss questions with students (under Teacher asks). Students may share what they have heard about experience with condoms.

Note:

1. Humour is important. A relaxed class atmosphere is important.

2. It is alright to make mistakes. It shows that students too can make mistakes while practising.

3. Having a student demonstrate is the best learning situation as peers will listen and follow their classmates more than they do their teachers.

4. You may need someone to hold the banana, cucumber or model penis (you need two hands).

What the peer leader(s) does

Peer leaders could help you:

· Demonstrate
· Read the steps in effective condom use
· Hold the model penis, banana or cucumber