Gender Responsive Pedagogy ( G R P)
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Teaching science using gender responsive techniques involves considering the specific needs of both girls and boys. It requires training teachers to make their lesson planning, classroom management, and assessments responsive to both genders. Creating a gender responsive learning environment also involves undertaking sensitization activities for students, parents, and community members; establishing counseling services; and providing gender equitable infrastructure and support for students.
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Gender Responsive Pedagogy (GRP) is a teaching system that gives attention to the specific learning needs of girls and boys. It ensures a comprehensive gender approach throughout the teaching and learning process, including curriculum preparation, lesson planning, classroom interaction, infrastructure, and performance evaluation. GRP is important because girls and boys are socialized differently and taught different skills, so they have different competencies, talents, and ways of being valued. Gender Responsive Teachers understand these differences and can respond to the specific needs of girls and boys to ensure equal access to learning materials and extracurricular activities.
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Gender School and Curriculum final
Gender refers to the social roles and behaviors assigned to men and women through socialization processes, rather than biological sex. Schools play an important role in socialization and can help promote gender equality by ensuring equal treatment of boys and girls. However, textbooks and classroom practices often portray gender biases, such as depicting girls as weak and boys as strong. To create more gender-responsive schools, teaching materials and classroom environments should provide equal opportunities for participation and avoid gendered language or stereotypes. Teachers also need training to understand gender issues and promote non-discriminatory practices.
436596958-Gender-and-School-ppt.pptx
Schools play an important role in gender socialization and can help address or perpetuate gender inequities. Gender is a social construct that influences roles and expectations, and schools are a key site where children learn about gender through interactions with peers and teachers. Teachers may unintentionally model gender stereotypes and show bias in their treatment of students. To promote gender equality, schools should provide equal opportunities, challenge gender bias and stereotypes, and encourage non-traditional roles through inclusive policies, training for teachers, and gender-sensitive curricula and resources.
Gender sensitivity
This document discusses gender sensitivity and how to promote it in education. It defines sex and gender, noting that gender is socially and culturally determined while sex is biological. Gender sensitivity means gender awareness and showing how gender shapes roles in society. It provides recommendations for promoting gender sensitivity, including training teachers and officials, developing gender-sensitive curricula and guidelines, addressing gender in policies and organizations, and strengthening partnerships between schools and parents. Teachers should understand gender roles, attend training, promote gender-responsive schools, conduct research, and treat all students equally to help address issues of gender sensitivity in education.
Classroom Behavior Management Plan ComponentsFoundation .docx
Classroom Behavior Management Plan Components
Foundation
A- Classroom Demographics
lowa the King Catholic School consists of approximately 240 students from pre-k to 8th grade. The kindergarten class, the classroom in which I observed, consists of 21 students. Students’ demographics are 15 white students, three African American students, one Asian student, and one Hispanic student. The classroom is managed by two teachers who are trained to deal with different ethnic groups. Because the school is a private school, most of the students represent middle to high levels of socioeconomic status.
The students’ behaviors in the kindergarten class are diverse. As students in the kindergarten class are a younger age, they normally are very active and teachers were very professional in dealing with them. The teachers always reminded the children of the rules of the class such as, “Don’t speak when the teacher is talking. Don’t answer questions until the teacher asks you to answer”. In addition, in the class, there is a leadership board and every day the teachers put one of the student’s name on the board to be the leader of the day. The leader’s job is to do the morning work such as set the date of the day, weather, and season on the smart board by getting help from the teachers and students. Also, some of the leader’s job is to organize the students’ line when they go to the restroom in the restroom times and when they go to the play area.
The teachers plan the lesson carefully to meet all students’ needs. They develop the curriculum to align with all students’ cultures and backgrounds. They print all of the vocabulary they teach students on cards and put them on the board. In addition, they put different books that are related to different cultures in the class library for students to read in the reading time.
B- Philosophy
From my point of view, most of the students’ problems and misbehaviors happen for a reason. Therefore, it is the teacher’s job to find out the reasons for the misbehaviors and teach the students the appropriate behaviors. The most effective way to prevent the misbehavior is to focus on replacing and teaching the positive behavior instead of eliminating it. the theory of Ibrahim Maslow supports this idea and shows that undesired behavior happens not because of a bad child, but because of the child is reaction when one or more of his/her basic needs are not being met. These needs include Knowledge and understanding, self-actualization, self-respect, belongingness and affection, safety and security, physiological needs. He suggests that to reduce child negative behavior, parents and teachers should work to meet the child’ needs.
Furthermore, I believe that teachers can create a productive and positive classroom atmosphere by conducting group activities to help students form good relationships with classmates and became familiar with other cultures and ethnicities. The theorist Rudolf Dreikurs also supports this idea. His th ...
Gender bias in curriculumand school practices
This document discusses gender bias in school curriculum and practices. It notes that while boys and girls may receive different educations, the differences observed between them could be a result of social experiences rather than inherent qualities. Gender bias operates in many facets of schooling, including curriculum content and materials, classroom interactions, examinations, and school organization. For example, some subjects are considered more masculine or feminine. Language can present derogatory or stereotypical representations of gender. Pictures and illustrations also frequently depict gender biases. To reduce gender bias, it is important to change mindsets about gender roles, encourage women in top positions, make curriculum and materials more balanced, and increase awareness among educators. Schools should aim to eliminate divisions between boys and girls
Active learning
It shows the 2 types of learning: active and passive, and the different ways of the active learning. It also discusses that this type supports educational equity and embraces the various types of diversity.
Module 16: Relevance of Gender Dimensions in Teaching and Learning Process
This document discusses the importance of integrating gender considerations into teaching and learning processes. It notes that classrooms consist of diverse students from different backgrounds. The document outlines how this module will help address gender biases in textbooks, content, and classroom discussions. It lists learning objectives around developing gender-sensitive pedagogy and fostering a gender-sensitive classroom environment. An activity is provided to discuss gender stereotypes and how they are formed. The document then provides guidance on integrating gender concerns into teaching various subjects like language, social sciences, mathematics, and science. It concludes with the role of principals in making schools more gender-sensitive.
Benifits of charachter education
This document discusses the benefits and implementation of character education in schools. It outlines several key character traits that can be taught such as responsibility, trustworthiness, and respect. Effective character education programs have been shown to increase student achievement and develop socially responsible students with good decision-making skills. The document provides recommendations for what is wanted from teachers, administrators, parents, and students to fully integrate character education. Suggested teaching strategies include reading stories that promote character values, student reflection activities, and establishing monthly character education themes.
Are men and women different
1. The document discusses the importance of promoting gender awareness and sensitivity among parents and teachers. It outlines various strategies to ensure educational systems and policies are gender-sensitive and equitable.
2. Key recommendations include revising curriculum to remove gender biases, mandatory gender sensitivity training for teachers, strengthening school-parent partnerships, and establishing committees to address issues like sexual harassment and child abuse.
3. For gender mainstreaming to be successful, institutions must adopt procedures to systematically recognize and address gender issues in areas like curriculum, teaching practices, and school culture. Teachers must play an active role in promoting gender equality.
White Paper: The Essential Characteristics of a Boy-Friendly Learning Environ...
An often overlooked issue in today’s schools is the dire state of boys’ education. Research shows that institutions are failing to engage male students, and the outcome couldn’t be any clearer. Across all age, ethnicity, and economic demographics in the US, boys consistently account for the overwhelming majority of disciplinary referrals, failing grades, and ADHD diagnoses. While boys are as capable of learning classroom material as well as girls are, they are often not given the support they need to learn effectively. Fortunately, studies have also pointed us toward the environments that boys learn in best. The following white paper describes some key features of a boy-friendly learning environment.
the importance of human connection
In order to establish human connection in schools, teachers must have a sophisticated understanding of how to interact with and foster learning experiences for all students. Students need connections with their teachers and peers to collaborate, socialize, and develop academically. Providing opportunities for participation and ensuring students feel included, regardless of abilities, allows all students to reach their potential.
Gender awareness
This document discusses gender awareness and disparities in Kenyan primary schools. It begins by defining key gender concepts like sex, gender, gender roles and stereotypes. It then analyzes causes of gender disparities in schools, such as socioeconomic factors, sociocultural beliefs, and teachers' attitudes. Traditional gender roles can negatively impact school performance if they create an imbalance in boys' and girls' workloads. The document suggests solutions like using role models, gender sensitization of parents and teachers, guidance and counseling for girls, and making schools more gender-friendly. The overall goal is to promote equal learning opportunities for boys and girls and reduce inequalities between them.
GENDER AWARENESS
This document discusses gender awareness and disparities in Kenyan primary schools. It begins by defining key gender concepts like sex, gender, gender roles and stereotypes. It then analyzes causes of gender disparities in schools, such as socioeconomic factors, sociocultural beliefs, and teachers' attitudes. Traditional gender roles can negatively impact school performance if they create an imbalance in boys' and girls' workloads. The document suggests solutions like using role models, gender sensitization of parents and teachers, guidance and counseling for girls, and making schools more gender-friendly. The overall goal is to promote equal learning opportunities for boys and girls and reduce inequalities between them.
Sib sample essay 2
This document is a statement of informed beliefs by a teacher discussing their philosophy of education. It covers several key topics: recognizing that students learn differently and it is the teacher's responsibility to meet their needs; having high expectations for all students regardless of background; understanding how family and social factors influence learning; promoting socialization and community involvement; addressing the needs of diverse ethnic and cultural backgrounds; using various methods of planning, assessment, and adjusting curriculum to accommodate different learning styles and needs. The overall message is the importance of treating each student as an individual, modifying one's teaching approach, and connecting learning to the wider social context to help all students succeed.
Gender stereotypes
The document discusses how gender role stereotyping impacts education. It notes that schools often reinforce stereotypes like girls being nurturing and boys being naturally intelligent. This leads to different expectations and behaviors toward students. For example, boys are more likely to dominate classroom discussions while girls receive criticism for risk-taking. These stereotypes influence how students view their abilities and can have long-term effects on motivation, achievement, and career choices. The document calls for educators to establish equitable classrooms that do not favor one group over another.
ED 501 TEMPERAMENT POWERPOINT PRESENTATION
An educational slides for graduate studies and undergrad students
FSIEDL8.pptx
The document discusses principles of effective inclusion in education. It advocates for including students with disabilities in general education classrooms, with support services provided within the classroom. This improves the system for all students. Successful inclusion also requires teachers to modify their practices to accommodate individual student needs and collaborate with others. It is important for teachers to help all students feel a sense of belonging and facilitate positive social interactions and relationships through strategies like cooperative learning groups.
Eduo1
Teachers are agents of change and national builders. As change agents, teachers have the ability to influence students and society through both quantitative and qualitative changes. They can challenge mindsets and social norms to reform attitudes and project new values. As national builders, teachers play a vital role in educating and shaping future generations of citizens. Through their work, sacrifices, and guidance, teachers help build the foundation of a strong nation by molding students' characters and showing them the right path. A country relies on its teachers to develop well-educated citizens and instill good morals in the next generation.
Similar to Gender Responsive Pedagogy ( G R P) (20)
INTEGRATION OF LEARNING EXPERIENCED RELATED TO GENDER PARITY.pptx
INTEGRATION OF LEARNING EXPERIENCED RELATED TO GENDER PARITY.pptx
Lack-on-Awareness-and-Appreciation-on-Gender-Equality-and-Gender-Issues-withi...
Lack-on-Awareness-and-Appreciation-on-Gender-Equality-and-Gender-Issues-withi...
Classroom Behavior Management Plan ComponentsFoundation .docx
Classroom Behavior Management Plan ComponentsFoundation .docx
Module 16: Relevance of Gender Dimensions in Teaching and Learning Process
Module 16: Relevance of Gender Dimensions in Teaching and Learning Process
White Paper: The Essential Characteristics of a Boy-Friendly Learning Environ...
White Paper: The Essential Characteristics of a Boy-Friendly Learning Environ...
Gender Responsive Pedagogy ( G R P)
- 1. Teaching Science Using Gender Responsive Technique
- 17. Musengwili Ahsanteni Thank you
Editor's Notes
- GRP calls for teachers to take an all encompassing gender approach in their process of lesson planning, class room management, and performance evaluation. Many of them are in use eg group discussion, case studies, demonstration, study tours etc. however, the teachers do not take into account specific needs for girls and boys.