Spring

2015

RealEd...Through the Eyes of Nancy Suminski

Talk Spring Calendar >>>

Real

<<< We envision a generation of young people who are able to self-reflect, process their emotions, and display self-control which then

enables them to make positive decisions toward forming and maintaining healthy relationships >>>

February

Father Judge HS

Haverford HS

Norristown HS

Perkiomen Valley HS

March

Perkiomen Valley HS

E.T. Richardson MS

Upper Darby HS

April

Beverly Hills MS

Norristown Area HS

Strath Haven HS

Villa Maria HS

Arts Academy at Benjamin

Rush HS

Phoenixville HS

May

Haverford HS

Marple Newtown HS

H.A. Brown HS

June

Garnet Valley HS

Penn Wood HS

Beverly Hills MS

Norristown HS

Drexel Hill MS

Teacher from Norristown Area High School talks about the impact of the RealEd presentation.

One of RealEd’s goals has always been to provide support to educators in

their classroom environment. This takes shape through the presentation content, the energy we are able to provide as a guest, and the personal stories we are able to share with the students. Oftentimes, however, the teachers we partner with offer us as much support as we can offer them. Nancy Suminski has been one such teacher. As the host of one of our first speaking engagements of the year, Suminski provided invaluable support and hospitality as we were discovering our rhythms as speakers. Her warmth, hospitality and kind energy has provided a sense of

consistency as we visit her class several times each marking period (due to the school’s three week rotation for health classes). We recently sat down with Nancy to ask why she invites our speakers to present in her 12th grade health classes. Why do you invite the RealEd team to speak at your school? I invite the RealEd team to speak to my students because they are engaging and they really connect with my students. Teenagers need to hear about sex, relationships and intimacy, and the RealEd team are experts on reaching teens on these topics. The Real Ed team would really enhance any high school health class. What kind of impact have you seen through class discussion in the days following our presentation? My students really enjoy having the RealEd team speak to them. The team leaves a very positive impact on my students. I find that my students consistently reflect back on the stories and discussions from the RealEd team during the days following a presentation. Would you want your child to hear the RealEd presentation once they get to high school? Yes, I absolutely want my own children to hear the RealEd presentation once they are in high school. The RealEd team discusses very mature and personal topics that are so vital for teens to hear about. As a parent, I plan to discuss sex, relationships and intimacy with my own children, but I know so many parents don’t feel comfortable discussing these topics with their children. The RealEd team reaches all of my students in a respectful and professional manner all while being “real” with them.

SAVE THE DATE! Saturday, June 6, 2015 Amnion 5K Run/Walk for Life Ridley Creek State Park, Media, PA

2251 Garrett Rd

Drexel Hill, PA 19026

Main 610.622.9957

Fax 610.622.9844

www.real-ed.org

info@real-ed.org (for general questions)

ahoot@real-ed.org (for scheduling questions)

EDUCATION

To Help SUPPORT the RealEd PROGRAM...

RealEd Realities: An Interview of RealEd Speaker: Joe Tatum

What is your favorite aspect of being a speaker? Those who have seen me present can probably tell that I am an extrovert, and I enjoy meeting people and connecting as deeply as possible during that first meeting time. There are some classes in which I feel the ability to immediately connect with all or some of the students. These classes give me energy and drive, which helps me to consistently improve my portion of the presentation. My favorite aspect is, therefore, connecting and, thus, engaging with each group of group of students in a different way.

What have you learned from students? Although I am in the classroom to teach, I find that I am learning more about relationships and life, myself, through the miniature conversations I have with each group of students. The first thing the students have taught me on a practical level is some of the slang that is used in today's high schools. How would I ever have known what terms like "cuffing" mean without working with students each day? High school seems to be a microcosm of society which has its own codes, rules, language, and standards. It is interesting to come in from outside the social order and hopefully guide it towards a better place. In addition to learning high school slang, students have at times been actively engaged in discussing some of the intricate details of our presentations. Some students have even provided alternatives to some of the points in our presentation that have been extremely well thought out. For example, one student wrote a suggestion on his evaluation that an alternative way to view "The Hill" analogy we use would be to think of it as a slippery road. In this analogy, if you're going too fast, you may slip and crash into unintended consequences, whereas if you begin to slow down in the beginning, you may be able to avoid crashing. Although I still love our hill example, this student brought a different perspective to light, which I appreciated greatly.

What are your thoughts before you enter into the classroom? Before I enter a classroom, I typically attempt to acclimate to the environment into which I am entering. I tend to analyze the group I am speaking with while either Andy or Jaime is doing the introduction. I really try to accommodate the given time structures, group dynamic, and school culture as I am presenting. Sometimes, I will give a more energized or relaxed presentation based on the feel of a group. As I enter into a classroom, that is typically where my mind is.

What is your favorite type of group to present to? Some teachers have warned us about particular groups of students that may be more disruptive in class. The interesting thing is that I tend to enjoy speaking with the more energetic and engaged groups than those who do not respond at all. The groups that are labeled as more disruptive tend to outwardly engage with us about the topics of our presentation more than (most of) the other groups that are labeled as obedient. I'm not quite sure why it happens, but it seems like we're finding a way to connect with students who normally don't give their teachers respect and attention. By being "real" with the students, we're finding a way to meet them where they are. We love playing a part in transforming the classroom dynamic through delivering information that will make an impact on their decision making process in current and future relationships.

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Did You Know? In Pennsylvania in

2013… Teen Births: 8,657 Teen Birth Rate: 20.9* Teen Births by Age:

Under 15: 1% 15-17: 27% 18-19: 71

Teen Births by Race/Ethnicity: Non-Hispanic White:

50% Non-Hispanic Black:

27% Hispanic: 21%

*Per 1,000 teen girls (ages 15-19) **The National Campaign

to Prevent Teen and Unplanned Pregnancy

The RealEd Team (Left to Right): Joe Tatum, Jaime Schwartz, and Andy Hoot