Phobia versus Fear

Illustration Elements

Illustration Éléments


The Teacher’s Voice

Students in my classroom are often asked to consider social issues, particularly with reference to valuing diversity. This lesson was designed to prompt students to question what they hear, read and view, and to consider ways to overcome phobias, including homophobia, transphobia and biphobia.

Students investigated a specific phobia (e.g., arachnophobia; ophiophobia), researched physical and emotional reactions, and created a caricature. After sharing their representations of phobias, they discussed and reflected on reactions to SOGI. They considered:

  • Key understandings they developed
  • What they would like others to understand
  • How their learning connected to Social Awareness and Responsibility

A detailed lesson plan, Inquiry Lesson: Exploring Phobias, is available at the website below as part of a collection of SOGI resources.


Student Work Sample

Student Reflection



I can evaluate and use well-chosen evidence to develop interpretations; identify alternatives, perspectives, and implications; and make judgments. I can examine and adjust my thinking.

I can ask questions and offer judgments, conclusions, and interpretations supported by evidence I or others have gathered. I am flexible and open-minded; I can explain more than one perspective and consider implications. I can gather, select, evaluate, and synthesize information. I consider alternative approaches and make strategic choices. I take risks and recognize that I may not be immediately successful. I examine my thinking, seek feedback, reassess my work, and adjustI represent my learning and my goals and connect these with my previous experiences. I accept constructive feedback and use it to move forward.


I can interact with others and the environment respectfully and thoughtfully.

I can build and sustain relationships and share my feelings. I contribute to group activities that make my classroom, school, community, or natural world a better place. I can identify different perspectives on an issue, clarify problems, consider alternatives, and evaluate strategies. I can demonstrate respectful and inclusive behaviour with people I know. I can explain why something is fair or unfair.


I can take purposeful action to support others and the environment.

I can build relationships and be a thoughtful and supportive friend. I can identify ways my actions and the actions of others affect my community and the natural environment. I look for ways to make my classroom, school, community, or natural world a better place and identify small things I can do that could make a difference. I demonstrate respectful and inclusive behaviour in a variety of settings, and I recognize that everyone has something to offer.


I communicate purposefully, using forms and strategies I have practiced.

I participate in conversations for a variety of purposes (e.g., to connect, help, be friendly, learn and share). I listen and respond to others. I can consider my purpose when I am choosing a form and content. I can communicate clearly about topics I know and understand well, using forms and strategies I have practiced. I gather the basic information I need and present it.