Education in practice, for me, is how we blend facts, theory, skills, research, experiences, and ideas into practical application to promote lifelong learning, growth, and development in both individuals and groups. In my focus areas, sex education, consent, and sexual violence prevention, I practice teaching the functionality of adaptable knowledge and skills my students can implement in real life situations. This is done by blending the educational philosophies of Essentialism, Humanism, and Social Reconstructivism. 
 Education is not limited to formal, in the classroom experiences, or attaining degrees. There is no degree in consent. Being educated means my students have acquired the knowledge and skills to develop and apply their sexual values while critically thinking about their sexuality and related decision making. This means there is a strong emphasis not just on the research and theories, but the socioemotional skills needed to effectively apply what they have learned. 
As an educator, my role is multifaceted. Due to the sensitive nature of my work, it is important I set a common understanding and framework for my students by teaching essential knowledge around sexual violence, relying on research and definitions. The opportunity for revictimization and triggering content for student survivors is high, so maintaining a safe educational environment is very important to me. By developing this common understanding and setting ground rules, I am creating an environment where my students can learn and hold each other accountable. It is important I continue to model and embody these elements as well so my students understand how to apply the content practically and feel comfortable engaging in discussions around the topic. This includes being authentic, responsive, and not an academic robot. Giving my students the space to process, discuss, ask questions, and think critically about the content is a non-negotiable piece of my role as an educator.
In the classroom, this type of education is both highly structured and intentionally controlled chaos. This is accomplished by using a variety of teaching techniques, such as lecture, discussion, interactive activities, self-reflection, and media that focus on the practical application of material to themselves and their community. By using repetition via these different teaching techniques, students will be able to make meaning of the materials for themselves.  
The effect and outcome of this style of education is for students to be better citizens and lifelong learners. Students will be able to think more critically and have productive discussions around challenging topics. Students will also be more self-reflective and responsible of their sexual decision-making and how it impacts not just their partners, but the wider net of who is around them. Students will have a more authentic understanding of their sexuality by incorporating the learned elements and how to practically apply this understanding outside of classroom scenarios.