ner. It is essential that children must not only be taught that homosexuality and bisexuality is accepted, but that no man or woman is confined to the traditional myth of "masculine" and "feminine." Accepting the fact that there is a need for representation in the schools for this minority is a simple step, identifying and altering customary practices to fit such representation is much more difficult. Alteration must began with the educator, as they create what will be taught in the course.
             The image of the good teacher is often one that can educate their course content while keeping a quiet and controlled class (Robinson 3). This preconceived n
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