Q: Although you should encourage students to openly ask questions, you should also evaluate which questions are appropriate to answer and which are just asked to produce a reaction rather than to enhance learning. Tell your students: "If I don't answer a question, it's not because it's a bad question. It might be that I feel it isn't an interest to all students." "If you ask a question and I don't answer it, ask me again after class in private." Even if you don't answer a question or come across an opinion or question you can't respond to, you can validate the student's comment. Some helpful ways to respond to students' comments is to: Give affirmation: "Thanks for asking", "That is a great question!", or "Please tell me more about what you'd like to know." Ask for clarification positively: "Sounds like you have a real concern. Can you please tell me more about what's on your mind?" or "That sounds like an important question. Could you explain it to me a bit more?" Address feelings: Some questions may be loaded with feelings such as embarrassment or disgust. Try prefacing your answer by saying, "We are all embarrassed sometimes, but it's important to discuss it". Normalize the question: "Many people ask that question!" or "That's something a lot of people have wondered about" but never use the word "normal". Normal is not a proper term to use as it has a heavy social meaning to it rather than a medical meaning. In one setting or culture, something "normal" might be "abnormal" in another. If there is a question you don't know the answer to, let your students know. At the same time, validate their questions or concerns to let them know you understand them and will be working hard to answer their question eventually. If a question makes you uncomfortable, let your students know. You might not be able to control your reaction or feelings toward a question and letting your students know how you feel about a question can help clarify why you can't answer a question. Try saying, "I'm a bit uncomfortable with this question" and follow up with validation. Students might ask questions about their own personal behaviours that you may or may not want to discuss with the class. You might be asked questions like, "Is it normal to...?" or "Did you... when you were growing up?" These questions might be religious or culturally loaded and may question morals rather than the facts you are teaching. Deal with these questions by: Reinforcing the ground rules. If you choose not to answer personal behaviour questions, tell students, "We won't be discussing personal behaviour questions during this class." Referring students to other resources. Other sexual health care professionals, parents, guardians, or religious organizations may be better equipped at answering questions about morals surrounding sexual health. Speak to them privately about their concern. A question about a personal behaviour might be better understood in context. You might find out a student's family is religious after they ask you if abortions are okay. You might then refer them to the appropriate person to speak to about such an issue. Some students may ask questions to shock others into a reaction. They might have a real concern but are too embarrassed to address it seriously, or they feel the need to divert attention away from the topic being discussed. Never assume these questions are silly or tell students that their question is silly. Instead, remind students of your ground rules and try to guide this question into a teachable topic. Reword any slang vocabulary to diffuse the question. A student might ask, "Why do balls hurt when they're hit?" You could respond by saying, "First, the proper term for balls is testicles. Testicles are very sensitive and do hurt when they're hit" and proceed to answer their question. Students may also criticize certain topics and say statements like, "Guys only want sex from girls!" You can respond by addressing the underlying concern in a question or statement. In this example, you can respond by saying, "It seems like you are concerned about respect in relationships."
A: Reinforce what is an appropriate or inappropriate question. Validate students' concerns. Answer questions as honestly and as best you can. Determine if you will be answering questions about personal behaviour. Diffuse questions asked to "shock" others.

Article: The majority of common concrete stains can be coaxed out with enough force. For more noticeable stains like rust, mold and compacted dirt, a pressure washer may be just the thing you need. Pressure washers unleash a concentrated stream of water, chiseling difficult messes from smooth, hard surfaces. You can typically rent pressure washers from home improvement stores and gardening centers for just a few dollars a day. Aim the nozzle of the pressure washer downward and away from your body. Use slow vertical sweeping motions to push the dislodge dirt off of the patio Concrete is not easily damaged, so don't be reluctant to use the pressure washer on a higher setting. Make sure the surrounding area is set up for proper drainage. Otherwise, you could be left with standing water to deal with. Keep the patio clear until all remaining water has been drained and evaporated. It may be possible to speed the process along by wiping off excess water with a squeegee or dabbing it with a clean, dry towel. Once it's dry, you can put all furniture and other items back into place. Concrete patios need to be pressure washed an average of once or twice a year to keep them free from buildup that may eventually cause structural damage. Covering damp concrete with furniture can keep it from drying as quickly, and may provide a moist, shady place for mold to begin growing.
Question: What is a summary of what this article is about?
Equip a high-powered pressure washer. Spray off the surface of the patio. Wait for the concrete to dry.

Q: Sometimes it may be hard to get into a book, even if you have a comfy spot, good lighting, and no distractions. If there aren't any immediate time constraints, consider putting down the book and coming back to it at a later time. Try to choose a more relaxing time to revisit the book. For instance, you may find that you are better able to focus early in the morning, after working out, or when all your chores or tasks are done for the day. Your brain absorbs the unfolding of the story and information better when you read paper books. This is because you can observe the thickness of the book and use your body to interact with it (turning the pages, for example) while reading. If you prefer e-readers, that's okay too! However, if you are struggling to understand books, try reading a paper one and take note of any changes that occur in your comprehension. When you get to the end of a chapter or section of a book, stop and ask yourself if you understand the major themes and events. If you recall what happened and have a good understanding, feel free to proceed. If you don't, though, you should refresh your memory by going back over the previous pages, chapters, or sections. Keep a notebook next to you while you read. Use several different pieces of paper to keep track of main characters or key terms, major plot points, big-picture questions, and things that confuse you. You can refer to these notes later to remember what the book was about. This is especially helpful for academic texts. When reading a book for pleasure, however, frequently stopping can disrupt the flow of your reading. Talking about books is a great way to really understand them. Other people may notice things you didn't, and vice versa. Talk to your friends or go to your local library to join or organize a club. You can also find book clubs and forums for discussion online.
A:
Make sure you're in the right frame of mind to focus. Pick paper books over e-readers for better understanding. Check your knowledge of what has happened before moving onto a new section. Take good notes while you read. Join a book club to have group discussions.