Journal Report 21st Grade and Kindergarten <br />Stacia Snow<br />Jacqueline Sullivan<br />Kristina Shenck<br />Kelsey Fea...
Stacia and Kristina’s School SiteKyrene de la Estrella<br />626 students<br />8% of students on free/reduced lunch<br />70...
Kelsey’s School SiteKyrene de la Sierra<br />711 students<br />3% of students on free/reduced lunch<br />80% Caucasian<br ...
Jacqueline’s School SiteKyrene del Norte<br />558 students<br />41% Caucasian<br />24% Hispanic<br />22% Black<br />6% Ame...
Teacher interactions with students over 30 minute period<br />
Student off-task behavior over a 30 minute period<br />
Kristina’s Teacher<br />
KELSEY’S TEACHER<br />
STACIA’S TEACHER<br />
JACQUELINE’S TEACHER<br />
KRISTINA’S CLASSROOM<br />
Kelsey’s Classroom<br />
Stacia’s Classroom<br />
Jacqueline’s Classroom<br />
Findings From Literature<br />Male students continuously receive more attention from teachers, and interact more frequentl...
Findings From Literature Continued…<br />Teachers report more closeness with girls<br />Female students seek and finding n...
Problem Statement<br />Now that we have discovered that gender biases can vary greatly between teachers, what more can we ...
Solution to the Problem<br />It is important that educators examine their personal biases regarding student gender and exp...
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Journal report 2 powerpoint

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Journal report 2 powerpoint

  1. 1. Journal Report 21st Grade and Kindergarten <br />Stacia Snow<br />Jacqueline Sullivan<br />Kristina Shenck<br />Kelsey Feaman<br />
  2. 2. Stacia and Kristina’s School SiteKyrene de la Estrella<br />626 students<br />8% of students on free/reduced lunch<br />70% Caucasian<br />14% Hispanic<br />10% Asian<br />6% Black <br />
  3. 3. Kelsey’s School SiteKyrene de la Sierra<br />711 students<br />3% of students on free/reduced lunch<br />80% Caucasian<br />11% Asian<br />5% Hispanic<br />4% Black <br />
  4. 4. Jacqueline’s School SiteKyrene del Norte<br />558 students<br />41% Caucasian<br />24% Hispanic<br />22% Black<br />6% American Indian/Alaska Native<br />6% Asian<br />
  5. 5. Teacher interactions with students over 30 minute period<br />
  6. 6. Student off-task behavior over a 30 minute period<br />
  7. 7. Kristina’s Teacher<br />
  8. 8. KELSEY’S TEACHER<br />
  9. 9. STACIA’S TEACHER<br />
  10. 10. JACQUELINE’S TEACHER<br />
  11. 11. KRISTINA’S CLASSROOM<br />
  12. 12. Kelsey’s Classroom<br />
  13. 13. Stacia’s Classroom<br />
  14. 14. Jacqueline’s Classroom<br />
  15. 15. Findings From Literature<br />Male students continuously receive more attention from teachers, and interact more frequently with their instructors<br />Male students initiated interaction with their teachers more frequently, and were more prone to volunteering answers and actively participating in class<br />Males received more negative as well as positive attention from teachers of all genders, in all classroom subjects<br />Only 39% of children reported having either an “optimal” or “adequate” relationship with their teacher<br />Teachers report more conflict with boys than with girls<br />
  16. 16. Findings From Literature Continued…<br />Teachers report more closeness with girls<br />Female students seek and finding nurture from their teachers, whereas male students move away from comfort and relational closeness with their teachers<br />Research shows single gender classrooms do, in fact, allow for higher functioning students even at the first grade level<br />Suggestions on how to avoid gender bias:<br />Videotape self teaching<br />Have a colleague watch<br />Keep a chart<br />Cooperative learning groups<br />
  17. 17. Problem Statement<br />Now that we have discovered that gender biases can vary greatly between teachers, what more can we learn about the causes of gender favoritism or the successful avoidance of it within the classroom.<br />
  18. 18. Solution to the Problem<br />It is important that educators examine their personal biases regarding student gender and explore ways in which they can set these biases aside in order to effectively teach all students. <br />Acknowledge our and seek to understand the root causes of generalizations about sex roles <br />Keeping tallies on how many males/females have been called on<br />Encourage students to engage in an examination of their beliefs about gender roles <br />Hold class meetings to talk about gender conceptions, and explore ways in which we can assure we treat each other equally <br />

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