PPE1B – Spring 2009

Jan Martinec

                                      Gender in the classroom



Gender differences in (English) lessons


  * Boys are generally more competitive that girls in classroom


  * They are often faster in response, louder, break rules more easily whereas girls often stay
behind because of  following rules closely, reacting only after a careful thought and thus more
slowly, as well as being quieter than boys


  * Unintentionally, teachers often give boys more space and are more tolerant towards their unruly
behavior


Classroom Strategies


  * Girls´ and boys´ approach towards learning and participation in lessons may be different but
teacher’s approach to them must be equal and respectful of their differences


  * Assist in the acceptance of the differences that female students bring to classroom.


  * Try to be gender-neutral. Avoid sexist expressions in teaching (even “positive” ones) and do
not allow use of sexist opinions and behavior in class.


  * Set clear rules in your classroom and be consistent when using it.


  * Give both boys and girls equal feedback. Respect their different approach to responding


  * Include female role models when presenting new topics


  * Involve those female students who are not participating in classroom discussions.


  * Notice and respond when girls raise their hands. Generally, disregard boys' greater tendency to
verbally (and through body language) demand greater teacher attention. Devise a specific response
selection protocol and consistently use it.


  * Permit students to bring life experiences into the science learning environment. (All students,
especially female students, tend to perform best when content is related to previous experience.)


  * Teachers should examine their own behavior and assumptions on gender issues. Monitor your own
use of sex-biased language.


  * The difficulty of questions should be the same for both female and male students.


  * Use praise equally for boys and girls. Encourage girls more often.


  * Use real-life metaphors and examples in teaching that are pertinent to female students. (Female
metaphors should be balanced with male ones.)


  * Use the same nonverbal cue to address both boys and girls (e.g., head nodding and encouraging
smiles).


  * Check to see if textbooks and other materials you are using present an honest view of the
options open to both males and females.


  * Watch for any unintended biases in your own classroom practices.


  * Look for ways in which your school may be limiting the options open to male or female students.


  * Use gender-free language as much as possible.



Conclusion


Classroom climate and academic achievement are directly related. Gender-fair teaching, in short, is
good teaching that benefits all students.


Gender-fair teaching challenges educators both to treat all students equally and to individually
recognize and accommodate different learning styles.