GRP presentation for a teacher in a teaching and learning classroom environment

Basically to have an inclusive classroom learning environment

1. Welcome to Phase Two of the Training in Gender Responsive Pedagogy

2. The topics covered under the first phase of training in Obongi district Introduction to the guide Unit one: Gender and Education Unit two: Creating a Gender Responsive learning environment

3. Welcome Welcome back from the first training on Gender concepts and creating a Gender Responsive learning environment. How were you creating your classroom learning environment before the training? How are you now creating your classroom learning environment after the training? Reflect alone Discuss Form groups of three schools and discuss how you have made use of the Gender Concepts and how you have used these to create a Gender Responsive learning environment.

4. Focus on these Scenarios to do a self-reflection and evaluation of your current efforts in creating a gender responsive classroom environment.

5. Teacher Mawa is a P. 4 teacher in Koboko district. He splits his pupils into groups of 6 and gives them a task. Then, he sits down at his desk at the front of the class and reads his newspaper. The pupils do not understand the instructions for the task. One student raises his hand to signal to Teacher Mawa that he needs help, but Teacher Mawa doesn’t see him. Another student goes up to Teacher Mawa and asks for help and Teacher Mawa helps her without getting up from his chair. The other pupils are still confused. One pupil in each group ends up just taking charge and doing the assignment on their own mostly the assertive boys in the class. The other pupils, particularly girls, do not contribute very much to the group.

6. GENDER RESPONSIVE TEACHING AND LEARNING

7. By the end of this unit, you should be able to: Use a variety of the teaching methods to cater to different learners’ abilities. Promote equal and equitable participation of both boys and girls. Use gender inclusive language, instructional materials, and examples Recognize and challenge stereotypes and misconceptions portrayed in the textbooks and other instructional materials used in the classroom .

8. This theme builds your knowledge, understanding and skills on the key aspects of Gender Responsive teaching and learning. These include: o Gender- responsive Teaching Methods o Gender-responsive Language o Gender- responsive Instructional Materials o Gender- responsive Lesson Plan

9. Gender- Responsive T e a c h i n g Methods

10. Welcome! Now that you have learned the skills to set up a gender- responsive learning environment, you will strengthen teaching methods that: further promote equal treatment and participation of both girls and boys, thus enhancing learning and education outcomes .

11. Teaching methods, in general, refers to the general principles and strategies used by teachers to enable student learning.

12. Form groups of 5 members each. Drawing examples from your teaching and learning practice, which learner- centered methods have you been using? Explain the techniques you use in each of these methods to make them more gender- responsive.

13. Plenary presentations

14. Gender- responsive Language Gender- responsive language ensures the realization of gender equality in written and spoken language. This is attained when girls and boys are made visible and addressed by using language that promotes equal value, dignity, integrity and respect.

15. Examine the language you use to define and reinforce positive gender relations in your classroom. Always consciously and carefully review the gender-responsiveness of the language used in the teaching and learning materials.

16. Context Specific Gender Inclusive Terms in class Instead of boys and girls (in a classroom), use students , pupils , learners or friends . Instead of head master of head mistress, use Head teacher or administrator, Principal etc. Instead of Almighty Father (in a religious setting), use God or Supreme Being .

17. Using language that is gender- neutral or gender- inclusive Gender Inclusive Terms for Daily Life Instead of he or she, use they . Instead of him or her, use them . Instead of his or her, use their . Instead of men and women, use everyone . Instead of male and female, use human. Instead of girls and boys, use kids or Children. Instead of using Mr., Ms., Mrs., use M i x .

18. Gender- discriminatory language Gender- discriminatory language is the opposite of gender- sensitive language. These always go on with a description of the person in focus (gendered language). It includes words, phrases and/or other linguistic features that foster stereotypes, or demean or ignore women or men . At its most extreme it fails to treat the genders as equal in value, dignity, integrity and respect.

19. Ensure that language used in the instructional materials are gender- sensitive. Identify potential gender stereotypes or biased language during lesson planning so that you can use words with intention which challenge these

20. Promote Gender Equality in Your Classroom Teaching is the work of the Heart!