Author Archives: Meghan Wright

Exciting New Learnings 3

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In class, we learned about LPP which is language policy and planning. It was an interesting topic to talk about in our groups. My group discussed the Canadian citizenship tests and how people need to write these tests in English or French. The tests also require you to have taken English classes before you even write the test. I think it shows Canada’s hypocrisy as we talk about the diverse amount of people here, but don’t talk about the ways they have to change to live here. On the other hand, I do understand that it would be really hard to communicate with someone if you didn’t speak English but moved to Canada. If I moved to Germany, I would not be able to communicate very well, as I don’t speak German. I have heard that it is easier to learn a language if you are immersed in the language. Moving to a new country and needing to speak a new language would be very stressful but you might be able to learn the language faster if you experience it.

In my group, we also talked about names. Someone mentioned a boy from China was in her class. His name was Harry but that wasn’t his name given at birth. He changed his name when he moved to Canada with his family to make Canadians feel comfortable saying his name. That is crazy, having to change your name to make others feel better. I can’t imagine growing up as Meghan Wright and then moving somewhere totally new where I have to make new friends, learn a new language, and find my identity as a new person. I had someone in my school choose their name to something they liked in elementary school but didn’t like it as she got older and more mature.

I think it’s interesting that Canada’s second language is French, but we have such a large population of other cultures that speak other languages. For example, where I live, we have a large Filipino population, but we don’t have any language classes that our Filipino population can feel represented in. We did have to take French up until grade 8. I just find this really interesting because the chances are that I will most likely need to communicate with someone in a Filipino language rather than in French. I am also very interested that our two national languages don’t include an Indigenous language. I can’t say I’m surprised as when Canada was created Indigenous peoples were not viewed as equals, but I am a little confused why we don’t celebrate indigenous language as much as we should. Many indigenous people lost their language through residential schools and 60’s scoop, so why don’t we do more to reincorporate their language. It needs to be clear that if we are incorporating an indigenous language into our country indigenous people need to have power over it. In feedback from Rubina, I learned that we need more indigenous language speakers. Because the language is diminishing we need more people to speak it and pass it on to others. The feedback also stated that it is a privilege not to take an Indigenous language course because you have the choice to learn the language or not. For example, as I stated above many people entering Canada are required to learn English or French to be able to take the citizenship test. It is not their choice if they want to live in Canada they have to learn this language, we get the choice. We have the opportunity to learn an Indigenous language if we want to but it is not a requirement

The reading by Coelho (2012) says that we as teachers should include our student’s languages in our classroom. One example they give is using the non-Englsih speaking student’s first language as a written reference (p. 237). This is a good way to include their language and help them learn without totally ignoring their language. For example, if a French student is learning to say English numbers you can write the French number and the English number so the student can have multilingual awareness.

The Coelho reading also talked about intonation (p. 241). I learned a little about intonation while I was in French 100, for example when you ask a question you say the last word in a higher pitch. I didn’t realize that we do this in English as well. The image by Danwyn (2019) linked here is how we use intonation in English. While looking at this image, I had to say all the examples out loud. It is funny how my brain just knows how to ask the question without needing to read the intonation. I cannot imagine how hard it would be to learn English as an alternative language. So many statements can be misconstrued by your tone. If someone were to say “nice shirt” there are so many ways you can take it. You might think: do they like my shirt, do I have something on my shirt, are they making fun of me? Some of these questions could be solved by the intonation of the person’s voice.

Finally, the Coelho reading speaks on the miscommunication that comes from speaking verbally with students, specifically EAL learners. The example given in the book is a teacher telling students to answer questions 1 to 6. Students might hear “Do questions 1,2,6” or “Do question 126” (Coelho, 2017, p.237). People learn differently, so some students may need to hear the assignment, some need to read it, and some may need both. It is fascinating that people just talk and expect others to understand them. For example, one day I was cleaning out our family trailer, I had a bucket with garbage in it. My mom told me to throw it all out, the whole thing. So that’s what I did, I threw the entire bucket into the dumpster. Funny enough, that is not what my mom wanted; she just wanted all the garbage in the bucket thrown out. We are both English speakers, but we thought two different things from the words that my mom said. This example shows me the importance of clarification and asking questions. As a teacher I will never turn down a question for being “a dumb question”, this can often result in students feeling isolated and might limit them in asking more questions.

References

Danwyn. (2019, March 2). Rising and falling intonation- examples & exercises. AccentsU. Retrieved October 9th, 2021, from http://www.accentu.com.au/intonation/.

Coelho, E. (2012). Chapter 8. In Language and learning in multilingual classrooms: A practical approach (pp. 237–241). essay, Multilingual Matters.

Exciting New Learnings 2

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Something that I was glad that we discussed in class was the importance of names. My name doesn’t have a special meaning to it, my parents just liked the name. But many names have more important meanings. Someone in my high school had a Nigerian name that meant “Beloved”, it was a hard name to read, but once you heard it said aloud, you could easily pronounce it. Her teacher chose to call her “Sally” instead of her real name because it was “easier”. Coelho, 2012 states that we must “respect students’ names” (Coelho, 156) because their name is who they are, it is part of their identity. Overall, her teacher could have put in a little effort and tried to pronounce her name. Names have such important meanings, and you cannot just change someone’s name because it is easier for you. My city does not have many people that are not born in Canada. We have a large Filipino population, but we have a minuscule amount of Nigerian people. So, the fact that she wanted to assimilate this Nigerian student with the name Sally was very sad to hear. It is also important to note that the student gets the choice of what they want to be called, if their name given at birth is not what they identify with we have to respect what they want to be called.

Another subject we discussed in class is the need for diversity in the curriculum. My group figured that majority of the curriculum was made from the perspective of middle-aged white men. The curriculum needs to be diverse to show the different viewpoints of people who are minorities people of color, women, and the LGBTQQ2S community. We need everyone’s view to show what we think students need to know for their future.

When talking about the curriculum I thought about when I had to read “To Kill a Mockingbird” in grade eleven English. We can see the change in language from when that book was written to today’s standards. I think that the subject matter in that book, although important, is outdated. A new novel that students are reading is called “The Hate U Give” which deals with more modern issues, and with modern language. It is easier to understand the language that you speak every day rather than the language spoken in 1960. Another part of language is incorporated in “The Hate U Give” is new slang, if you look at the first letter of each word in the title it spells out the word “THUG”. A sticker by omgiavanna is posted below, it shows the work thug in the title.

omgiavanna. (n.d.). The hate U give sticker by Omgiavanna. Redbubble. Retrieved September 26, 2021, from https://www.redbubble.com/i/sticker/the-hate-u-give-by-omgiavanna/32885299.EJUG5

Language is a very important part of many people’s lives. The Coelho reading states that “children’s mother tongues are fragile and easily lost in the early years of school” (Cummins, 2001 as cited by Coelho, 140). As teachers, we must show our students that we support them and their language. School is a major part of our students’ lives, they are in the classroom for 6 hours a day, this is a long time that can “create a linguistic gap between parents and children” (Cummins, 2001 as cited by Coelho, 140). We need to celebrate our students and their language rather than diminish it because we don’t understand it. Students’ families are important in their lives. I really enjoyed the Ten Point Action Plan that ended with “find(ing) new ways to involve parents” (Coelho, 143). I hope that involving the parents/families of the students will create a way that the families can see their students in their school lives.

Another insert from Coelho, 2012 reading had a caution sign telling teachers to not make “students read aloud when reading something for the first time” (Coelho, 170). I think this is a good idea for all students but especially students who are learning English as an additional language. Reading aloud a passage that the students have not read before can cause embarrassment and can discourage students from reading aloud in front of the class. Coelho suggests that we as teachers allow the students to read a passage that they found interesting or described a character well.

Finally, I wonder if learning a language is a privilege. A classmate of mine was worried about taking Cree in university for a language credit because of the privilege that comes along with it. Many Indigenous Peoples lost their language because of residential schools. My classmate posed the following question: is it inappropriate for her as a non-Indigenous person to learn this language when some Indigenous peoples don’t have the opportunity to learn the language of their ancestors? I don’t know the answer to this question, I see both sides. On the one hand, I do understand her point of view because she understands her privilege, but on the other hand, I wonder if learning this language helps celebrate Indigenous culture.

References

Coelho, E. (2012). Language and learning in multilingual classrooms: A practical approach. Multilingual Matters.

Cummins, J. (2007) Promoting Literacy in Multilingual Contexts. Research Monograph No.5.Toronto: Ontario Ministry of Education.

Exciting New Learnings 1

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ELNG 200- Exciting New Learnings 1

In class, we discussed the use of English in the classroom. I found it interesting that if you push for only English to be spoken in the classroom some students may feel like their home language isn’t welcome. I remember a time in high school when I heard a classmate speaking Turkish on the phone to her parents. She might have felt that she was not welcome to share that part of herself. I never knew that she spoke a different language at home. It must be hard to be one person at school and a different person at home. As teachers, it is important for us to be willing to understand these students. We need to recognize that they have different lives at home, and they should feel welcome to share those lives at school.

Something I found interesting in the Coelho (2017) reading was about the Fourth Grade Slump. I was looking at the curriculum to see what the reading level had to be for a student in third grade compared to a student in fourth grade. After seeing the indicators for grades 2,3, and 4 I can see why the fourth-grade slump is something students struggle with. According to the Ministry of Education (2011) the grade 2 curriculum students should read 70-100 words per minute, in third grade 80-110 words per minute, and in fourth grade 135-185 words per minute. It is clear to see that the word count for grade two students overlaps with grade three. But in grade 4 there is a big jump with no overlap. I can see that students may have trouble with the jump, especially because the rest of the grades have an overlap as well. It kind of makes you take a double look at the curriculum in case you read something wrong.

Also, in the Coelho (2017) reading the different perceptions of bilingual are shared. When I hear that someone is bilingual, I would think that they are fluent in 2 languages. But another way of looking at it is someone who’s “able to function like a native speaker of the same age of both languages” (Coelho, p. xv). I wonder if this is representing adults as well. I work with people who would rather have me talk on the intercom or call for supplies because their perception is that their spoken English isn’t as good as mine. So, are they bilingual? They can speak 2 languages, but they are not as confident in their English.

In my breakout group, we talked about the struggle children must feel if their families don’t understand very much English. If a student wants to come home and tell their family what they learned at school, they will have to do an extra step of translating what they learned in English into the language they speak at home. This may cause more of a disconnect between home and school. Another problem that may arise is communication with the parents. If there is a student who is having trouble in class, the teacher would have to discuss the problem with the child’s parents. This means the teacher must try their best to communicate the problems the child is having. I don’t know the best tool to use at this point but at the least, we could find someone who can translate between English and their native language. Some school divisions subscribe to a translation service to help with this, but that requires a lot more scheduling to get everyone available at the same time. Another thing we could do is use a tool like google translate to type what the teacher needs the parents to understand and vice versa what the parents may be concerned about.

Finally, I smiled when we learned that language is a socially created power. English must be one of the hardest languages to learn because of all the slang that is constantly being created. It is interesting to know how old someone is based on the words they use. Even I (as a 20-year-old) am already feeling old because I don’t understand this new wave of slang. The video linked here explains new slang words in 2021. I think this can create a power dynamic between the students and teachers because the students may all know words that the teacher doesn’t understand. In the video, Rachel shows how words can change over the years. This can cause miscommunication between the teacher and students.

Link to the video- www.youtube.com/watch?v=XzjRsCTDn30

Refrences

Coelho, Elizabeth. Language and Learning in Multilingual Classrooms: A Practical Approach. Access and Diversity, Crane Library, University of British Columbia, 2017.

Ministry of Education. (2011). Saskatchewan Curriculum: English Language Arts 2. Retrieved September 10, 2021 Retrieved from https://www.edonline.sk.ca/webapps/moe-curriculum-BB5f208b6da4613/

Ministry of Education. (2011). Saskatchewan Curriculum: English Language Arts 3. Retrieved September 10, 2021 Retrieved from https://www.edonline.sk.ca/webapps/moe-curriculum-BB5f208b6da4613/

Ministry of Education. (2011). Saskatchewan Curriculum: English Language Arts 4. Retrieved September 10, 2021 Retrieved from https://www.edonline.sk.ca/webapps/moe-curriculum-BB5f208b6da4613/

Rachel’s English. “Learn American Slang | My Niece Teaches Me Slang.” YouTube, YouTube, Retrieved September 7, 2021 Retrieved from https://www.youtube.com/watch?v=XzjRsCTDn30

Faith Haberstock- I SEE YOU

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I am a little scared about how good I am at finding information on the internet. My first step to looking into Faith Haberstock was pulling up an incognito tab on google. I am friends with Faith on all social media so I figured I should make this a bit harder on myself.

When I first googled Faith, I looked at google images. I quickly found that Faith was a dancer, played in a trumpet quintet, performed in speech arts, and got a $100 scholarship for Souris Valley Theatre Camp. Faith also graduated with Principal’s Distinction in 2020. This would lead me to believe that she was born in about 2002, which means she is about 20 right now.

When I looked at Faith’s eportfolio I found that she has an iPhone. So if I had the skill, need or knowledge on how to hack Faith, that’s where I’m guessing I would start! I also found out that Faith plays the French Horn, she’s learning to play the guitar and her favourite artist is Alec Benjamin

I started to take on the role of a super sleuth. I found the obituary of Faith’s grandfather and found her mom’s full name. When I googled Faith’s mom, I was able to find videos on YouTube of Faith performing poetry and speech arts.

It was very interesting looking at Faith online however I think it is time for me to hang up my sleuthing hat (at least for now)! I felt a little funky looking for the information about Faith, but it is clear to see how people who stalk others online can take the littlest piece of information and run with it until they know everything.

I Have Been Humbled

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I have been doing my placement in a grade 4 classroom, where students are about 10 years old. When I was younger, I wasn’t allowed to get any social media until I was 13 but students in today’s world use social media as a communication tool. My cousin had to get Snapchat as a way to communicate with her volleyball coach and team. Students need to be literate to understand things that are appropriate and inappropriate to post on social media as well as who to add. Snapchat is a tricky subject because someone can add you on “Quick Add” and all you might see is their first name and their Bitmoji (if you are confused about what a Bitmoji is you can find an explanation here). The quick add section is where someone can add you because you have mutual friends. Snapchat thankfully tells you when someone added you on quick add or if they have searched up your username. The image below is from my personal Snapchat account. I have had a person try to add me 4 separate times using 4 different accounts.

This is from Snapchat, a few days later, she added me again using a different username

Something I have learned, and I will try to teach my students is actually to look at the name. Do you recognize the name? No? Well then don’t add them! Why do you want some stranger texting you or seeing your Snapchat stories? Sometimes someone’s username can come in handy as well. Some people have parts of their last name in their usernames or recognizable words. This is another tool to help your student think clearly before they add strangers on Snapchat.

Learning about online safety would build on the health curriculum in grade 4 and make connections to developing new relationships.

The scores you see below are my results to the quizzes “Can you spot the fake news headline?”, “Spot the troll”, and Break the fake. As you can see, I am not the best detective to when it comes to determining if an account is real or fake. However, I still swear by the method if you don’t know them, then don’t add them. You don’t need to be best friends to add someone on Snapchat but it is good to at least have an idea of who you are adding.

Can you spot the fake news headline?

Spot the Troll

Break the Fake

These quizzes have humbled me and my ability to spot a fake account. People on the internet have been getting very good at faking accounts and news headlines. This is why it is so important to fact-check your information including the site the information is coming from.

 

Thanks for reading,

You’re a gem ☺️

Cheese Puffs and Cake!

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Coding is hard!! I understand that this coding isn’t what people who are in computer science take but I must say that I had a really hard time understanding it. I took on more than I could handle with this task. When I started, I wanted to do a task that had a cat who needed to jump on a milk carton, for the milk carton to crush, and then for the cat to shoot a ball into the basketball hoop. After about 2 hours of working on this cat jumping, moving, and crushing, I wasn’t making enough progress. However, I found a video from scratch linked here that explained how to make a simple jumping game. If you want to give my game a shot, feel free to click here! My game consists of a bowl of cheese puffs jumping over a cake. Scratch was very interesting to try. I think that having a basic knowledge of computers would be helpful because I found it difficult to use the different actions, and then when I thought I had an action that worked I would click the green flag, and nothing would happen! I also spoke to a few friends who have used scratch and they mentioned that they had trouble using it in school. I think that if I were to use Scratch in the classroom I would give the students the freedom to choose their characters and background, but then project the game onto the board so that the students can participate with the teacher while also using the program themselves.

Thanks for reading!

Read My Blog. Read My Blog!

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From punctuation to cyberbullying and MySpace to Instagram digital citizenship has been here from the beginning.  In school, there is much to remember when it comes to digital citizenship.

In a time when we use the internet for many different parts of the school, we need to be aware of our student’s digital access. When school was totally online many students needed to have school, computers brought to them because of their digital access. If this is not an option schools need to be aware of what needs to be available for students. Just because they have a computer doesn’t mean that they have wifi to use their computer.

Digital literacy is something that many students need to learn, and school can be a great place for them to begin their journey. When I was in school, I learned that lots of writing come with biases. If you were to get your information from a very conservative website, it will give a different view than a liberal website.

I had to learn digital communication in school along with many others. There are so many ways to miscommunicate in a text message. First off, a period will change the entire conversation.

If a conversation went

  • “Are you okay?”
  • “Yeah! I’m fine!”

Both people in the conversation seem very happy, however this conversation…

  • “Are you okay?”
  • “Yeah. I’m fine.”

The periods give the idea that the person answering the question is in fact not doing fine. There is so much that we need to learn when it comes to digital communication. I think that Jimmy Kimmel hits some key ideas in the video linked here. Texting requires lots of context as well as assumptions but the meaning behind the message can very easily be misconstrued.

Thanks for reading!

Final Cut Pro- Yes or No?

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It has been a week!

I needed help this week. To be real with everyone, I didn’t want to work this week. As I walked back from class my friend told me she would come downstairs and do homework with me. This is all I needed because having someone with me helped, I was able to focus, and I actually got a lot of work done!

This week I decided to show my piano progress through a video on Final Cut Pro. If you want to give it a watch, that would be great!

Final Cut Pro has some very cool editing tools. It is important to note that the program that I am using requires you to buy it, however, my dad already has this application, so it was no cost to me. Also, Final Cut Pro is the more intense version of iMovie, for little editing projects iMovie works perfectly.

While using the program I found the “rename clip” very helpful. With this tool, it was easier for me to organize my clips with the different songs I played. This week I played

“You Belong With Me” and “Love Story” by Taylor Swift,

“Hey There Delilah” by The Plain White Tees,

“Sweet Caroline” by Neil Diamond,

“What Makes You Beautiful” by One Direction, and

“Mama Mia” and “Dancing Queen” by ABBA.

Needless to say, there were a lot of clips that needed to be labeled and organized so this tool was helpful.

The highlighted section says “Rename Clip”

Another tool that saved me was the blade tool. This tool helped me cut a clip at any point. I played for about 2 hours on the piano so there were times that I had to cut parts of the video. Sometimes I needed to cut the clip because I messed up my song and I went back and improved.

The highlighted portion says “Blade”

So, when making my video I chose the clips that best exemplified where I am at in my piano process. The piano I play on is in the basement of my residence and it is a place where many people like to hang out, this caused a few problems when I was recording. The image below shows a clip that is labeled “TOO MUCH SOUND”. I had to cut this clip out because there were people playing pool in the room beside me, so the blade tool made it easy to cut out the times that they were really loud.

The clip on the bottom is labeled “TOO MUCH SOUND”

The final tool I used in this program was to increase the speed of my piano playing. I was learning this week on YouTube how to play different songs. The video ex. linked here was of the song in the regular tempo, but this was a bit too fast for me. My solution was to play the YouTube clip at .5 or .75 times the speed. This was very helpful but because I was playing slower the song is not as easily recognizable. The first minute or so of my video is of me playing the song at .75 times the speed but when you hear it, it sounds very slow. Final Cut Pro allows me to increase or decrease the speed of my clips.

The highlighted portion is the video being sped up to 125% times the speed of the original clip

The image above is of me setting the speed of the clip to 125% times the speed. This counteracts what I am playing at .75, and ends up with the song sounding similar to the tempo it is meant to be played.

Different video editing softwares would be a great tool in the classroom. Students can use this to make a presentation rather than using presentation tools such as PowerPoints. Students who do not like speaking in front of the class would be able to use this to do a presentation without having to stand in front of the class.

Overall, I would recommend video editing softwares as a classroom resource. However, for students who are using this to make videos for class, I think iMovie would be a better tool to use because it is simpler as well as cheaper!

Tune in next week, I don’t know what I’m going to be doing but I know that it will be a blast! Thanks for reading, you’re a gem! ?

Maybe I Should Have Started With This

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This week I decided to do a bit of theory. As I began moving towards harder songs, the notes I needed to play were WAY too low and WAY too high on the staff. Even when I tried to count upwards using the handy dandy mnemonic. Every Good Boy Deserves Fudge (E, G, B, D, F) I couldn’t seem to get the song to sound right. I got really frustrated with myself I thought to myself “What the heck Meghan! You’ve been reading the notes that are on the staff with no problem, why is this so different?” Then it hit me! Cue the flashback memory music…

When I was in high school I played the trumpet. I liked to think that I was really good but I don’t think this was necessarily the case. I was a second trumpet, for those of you who are unaware in my school we had a band with first trumpets, second trumpets, and third trumpets. The first trumpet players most commonly played the more difficult higher notes, and the second trumpet players played music that was less difficult than the first trumpet players, so their goal is to help the first trumpets. The third trumpet’s music was less difficult than the second trumpet player’s. For more information on trumpet, sections click here.

Other than the subtle brag that I was an average trumpet player I realized that I never really had to learn the notes very high above the staff or far below the staff. This was my chance!

My first step was to understand why my fingers wouldn’t work when I was counting up the scale. Then I came across this photo

Image retrieved from https://socratic.org/questions/how-do-you-read-the-music-notes-above-below-the-staff-in-piano-sheet-music

I thought that the scale was based on the staff. I figured that E, G, B, D, F, and F, A, C, E, was

Image retrieved from: https://socratic.org/    questions/how-do-you-read-the-music-notes-above-below-the-staff-in-piano-sheet-music

the pattern that all the notes would go in, this is not the case. After the last note on the 5 lined staff (an F), I assumed that we would then go up again starting with E then G, B, D F. But in reality the notes go on from F to G then to A, B, C, D before they get back to E. After learning this it was time to get started on learning a new memorization tool. I saw a memorization tool online that went Good Boys Deserve Fudge Always, I think that this saying would work in some situations but because I already learned a similar saying for the treble clef I decided to come up with my own saying! For the bass clef, I came up with the saying Gary Buys Divorce Frosting After. I think this saying will stick in my head much easier.

Also not to mention, I didn’t realize that the bass clef was just an extension of the treble clef. This is a zoomed-in version of the image above. This is something that messes me up! The B on the bass clef is the same as the B on the treble clef however, they are totally in totally different places on the staff.

I used a great website called MusicTheory.net after I figured out how the music staff worked. Linked here is the website. The website had a section called note identification, this section gave

This is a G flat

you a note on the staff and asked you to label the note’s letter. This section was very helpful, and even though I am going to have to practice more, I am feeling confident with my progress thus far.

 

So that was my week! Lots of thinking to finally figure out music theory (a little late but better than never).

Thanks for reading, you’re a gem ?

I Scare Easily, Other’s Do Not!

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We watched many videos in my school that were used to scare us!

I also was shown the video about Sarah a girl who had unwanted images released. Everyone in her community then asked her creepy questions about when she was going to post more pictures or the colour of her underwear. This video was shown multiple times in school to deter students from taking or sending revealing images to others. If you want to take a look at the video, it is imbeded below.

The next video is of a girl who posted a photo of herself on a bulletin board. When the photo is taken by one student another one pops up in its place. Before long the entire school has this photo. When the girl decides that putting the photo on the bulletin board was a BAD idea, she takes down the image but another one pops up in its place. Then we see the terror in the girl’s eyes because she can never take the image off the bulletin board. This video definitely deterred me from taking and sending revealing photos of myself.

We also watched a video in middle school that unfortunately, I cannot find. The premise of the video was to show that in the 1980s if you took a revealing photo it would take 1 min for the image to develop whereas if you were to take it in 2014 the image could get around the world in the same 60 seconds. This video was meant to show us how quickly one decision can change your life however, again, I do not think that in one minute of posting a photo it would necessarily get to other countries.

The goal of the 3 videos was to scare us, and it worked for me! I think that many students were not affected because of the probability of this happening. In the video with Sarah, there were multiple old men asking her very uncomfortable questions, which is something that is unlikely to happen given that the adults (including a coach at her school) would be admitting to looking at child pornography.

Overall I wish that we watched videos that were meant to inform us rather than scare us. Why would posting a revealing photo be a bad idea? Who can see the photos you post? What are some solutions if you are feeling pressured into sending photos to others? If you do send photos what are ways to keep yourself safe? I think the last question is very important because although everyone in my class watched the same videos there were still students that sent revealing images of themselves to their peers. If we teach older students how to keep themselves safe this may be a better tactic than just telling them that they are not safe.

Thanks for reading!