If appropriate, use clear directionality in your touch. If the student says yes, combine the verbal cues you have been using with your touch so that the student can make the association. If you have verbally articulated to a student what you would like them to change, but the student is still not “getting it,” now might be a good time to employ touch in your teaching.īEFORE you touch them, be specific about what you are asking them to allow: “May I put my hands on the top of both your shoulders?” Informed Consent when Using Hands-on Corrections This helps the instructor develop new habits, and supports the students’ understanding of their own agency and boundaries. For teachers, asking for consent can become a regular habit, built by asking the question, “May I…” repeatedly. It is important to both understand and reiterate to your students that giving consent once does not mean that consent has been given indefinitely.
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