How and where in the curriculum of the subject you plan

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Reference no: EM133367276

Case Study: When Ms. Espinosa decided it was time to teach a unit on gender to her seventh graders, part of her motivation was that the girls were complaining that the boys were always touching them and the boys were calling each other "gay" or "faggots." Her unit raised the students' awareness of stereotypes and gender rules that pigeonhole students into femininity and masculinity identities. It also introduced them to sexism. However, much more is needed to help students understand and think critically about gender. The unit did not address the sexual harassment issues about which she was worried. It did not address gender identities beyond maleness and femaleness. She may have been supplementing the curriculum with gender-conscious materials and examples.

It is quite likely that she is reinforcing the messages from the unit throughout the school year, encouraging respectful interactions with each other regardless of student gender identity, and using transgressions, such as touching inappropriately and calling each other names, as teachable moments. Teaching about gender is a never-ending project as students mature and progress through school, and teachers can be the catalyst for expanding students' knowledge and improving their behavior.

Questions: Reflect and Apply

1. How and where in the curriculum of the subject you plan to teach could you insert a unit or information on gender? What topics would you include?

2. How and when could you talk about gender identities with students at the grade level that you plan to teach?

3. How will you handle incidents of sexual harassment in your classroom or in the hallways such as calling other students names or touching girls inappropriately or making sexual innuendoes?

Reference no: EM133367276

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