For example, write teaching examples that feature a male flight attendant, a female mechanic, or a stay-at-home dad.
You might say, “I heard you tell Max he serves ‘like a girl. ’ What exactly did you mean by that? Lots of women are incredible at tennis; take Serena Williams. ” You could say, “I heard you tell Alex to ‘be a man. ’ What does that mean to you? Playing the violin is difficult, and Alex has worked really hard to master it. I don’t think there’s anything unmanly about that. ”
For example, say a short story in an English class features one woman who constantly asks men in the story for direction and approval. You might say to your class, “Women are self-sufficient and don’t need this much direction. What do you think the author of the story is telling us about this narrator? How do you think he views women?”
Girls are perfectly capable of carrying sports equipment just as boys are of keeping a class calendar.
Alternating will give all students a chance to be heard. If you find that some students are shier than others, make a point of calling on quieter students as you alternate. That way everyone gets to contribute.
Call all students by their first names unless a student directs you to use a nickname.
Working together in a group will show your students that both genders can provide valuable contributions. If your class doesn’t do many group projects, try an arranged seating chart to integrate the class more fully and increase engagement between students of different genders.
For example, if a significant event has taken place that is an “elephant in the room,” take 5 minutes and address it before class. You might say to a group of high schoolers or college students, “I know we’re all thinking about yesterday’s school shooting. These events can be distressing and bring up a lot of emotions for everyone. How are you doing? It’s okay to share your feelings. ” For younger children, you might say, “That fire alarm this morning really surprised me. I felt a little bit scared. How did you feel? It’s okay to talk about your feelings. ”
You might rephrase the question, “How did you feel about the representation of men in this story?” Let both boys and girls weigh in about how gender is portrayed in a given text or work. There isn’t a need to have only girls discuss the representation of women, for example.
A librarian can typically introduce you to new authors or filmmakers so your syllabus is more inclusive. Your students will benefit from being exposed to multiple points of view. If you have trouble finding a range of critical opinions on a given subject, call out this shortcoming for older students. Describe any historical or social context that might explain this disparity.
Creative play is an important part of development. Boys should feel free to experiment with glitter and girls to dress up as police officers. For older pupils, ask students of both genders to read dialog aloud in class without regard for the gender of the speaker. A female student can just as easily read the part of a king as a male student can read the part of a maid.
You might say, “I hear that you liked Alexei’s point. Let’s respect her by using the pronoun she prefers. ” Avoid “outing” anyone. If a pupil says they are transgender or non-binary, but are uncomfortable with anyone knowing, keep it a secret unless they are in danger.
Take notes to strategize about how you can tailor your own teaching to create a more equitable environment for your students. Most schools won’t have a problem with this, but it never hurts to ask an administrator first. You might say, “Do you mind if I film a class session to examine my own teaching methods?
If possible, have them sit in a future session to note if you’ve improved in their eyes. If not, brainstorm a new approach together. If there’s a teacher you feel does a particularly great job of creating gender equality in the classroom, ask for tips on achieving an optimal environment.
