Try giving a kid information on "affection" without telling him what is "sexual affection" and what isn't.
See that kid go through high school with everyone thinking he's gay, when he isn't. It screws with a person.
Can you clarify this a bit? I'm confused as to what you mean.
*sigh*
Improper teaching of social rules, in general. You tell someone that a given behavior is affectionate, but you don't teach them when it is appropriate or when it isn't... or things like "affectionate behavior in cats may be affectionate behavior in humans as well, but it will be construed sexually."
Screw my funky childhood ;_;
1. catering to the lowest common denominator is necessary in any single-group exercise
-necessary if you wish all of the group to advance at the same pace.
2. "with certain assumptions as to what the maturity level..."
-Why make assumptions if you can test?
If maturity is an issue (and only if. Also this applies to other distinguishing factors), then one should divide students accordingly and actually teach at their individual level. Or at least closer to it.
When you can write a standardized test for maturity, we'll talk >_>
As-is, I'm not saying that catering to the lowest denominator is necessary in any single-group exercise. What I'm saying is that in this particular case, the results can be far worse than in other cases.
Example:
Math class is far too fast for a student's mathematical maturity. The student may develop low self-esteem and decide to concentrate his efforts on the liberal arts.
Material is violent and student does not understand the implications of violence. Student develops violent tendencies and a habit of attacking people when they do not do what he wants. Much difficulty ensues.