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Jeane de Fatima, Rio de Janeiro - Brasil 

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Jeane de Fatima, Rio de Janeiro - Brasil 

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I have created mixed groups of robotics with the intention that the union and the activity can be developed

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I encourage students work in mixed-gender groups.

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I treat my students equally regardless of gender. Sometimes I allow they to group as they want, and create teams with only girls, teams with only boys and mixed teams. At other times I randomly group them. Other times, I subtly organize the teams. In some teams, the coordinator is a boy, in other teams the coordinator is a girl.

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I give equal roles to girls and boys.

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I make my students watchthe video TED about engineer, and further discussion was very interenting.

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In class, I don´t observe differences between the work of men or women, both show a similar participation and interest in  STEM activities.
We avoid gender stereotypes, work in mixed cooperative groups, and  try to show equally all the professional possibilities.
However, in society are still entrenched certain gender gap, which in some families feature strongly in labour counselling of their children.

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Maria P. Italy         In my school boys need to be encouraged to scientific disciplines since they are less attentive  and intituitive than girls. However after school the chance for girls to work are very few.

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Maria P. Italy         In my school boys need to be encouraged to scientific disciplines since they are less attentive  and intituitive than girls. However after school the chance for girls to work are very few.

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We avoid gender stereotypes and implement collaborative team work

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Gender equality in the classroom

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Creating sterotypes by labeling professions according to gender is the main problem. Teachers should avoid this negative approaches...

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I always try to avoid differences between boys and girls, in my class there are 9 girls and 18 boys. I would like to have a boy working with a girl on the tasks.

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I always try to avoid differences between boys and girls when grouping.
My main idea when working in groups is mixing gender , abilities and needs.

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My pupils usually work in pairs or in little groups. I can not see any difference nor gender prejudices during the technical discussions. I don’t detect dife¡ferences between girls and boys with regard to their abilities.

However, I see that cultural tradition affects their future choice.

The prejudice appear at the moment of tiding ur the classroom or the lab at the end of the class.

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We avoid gender stereotypes and implement collaborative team work .

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I generally avoid to create stereotypes, and instead implement collaborative mixed-group work.
I surprised when UMI proposed two different team competition : one for boys and one for girls. Why not a mixed-team competition?

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I teach FP in construction projects. I always try to encourage girls and provide them feedback to improve their belief in their own capabilities.

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I use gender-neutral language and descriptive instead of judgemental terms and avoid statements that generalize behaviours and activities based on gender. In the primary school, boys and girls don’t feel so different even if they prefer to play and do activities in homogeneous groups by gender, but students are used to working in heterogeneous groups.

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I teach technology in a secondary school in Spain. First year students have this subject. Everyday, in the class, all of them create, search, construct and tidy up the workshop. Everybody asks and make suggestions. The interest for the subject does not depend on gender. In these ages I can not find differences between girls and boys. Teachers put in practise the tips on the sheet everyday in our schools

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It is important to use a neutal gender language
“When you think about food, it’s often seen as a female domain, but as soon as it becomes something where you can win a crown, then the boys move in, right?”

This is a statement that we often discuss in class after my female student  quarreled with a mate during an exercise. He said to her "The woman is cook, the man is chef"

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Last year, with my students we wrote a biography on Rita Levi Moltancini; a woman, a neurologist from Italy who has devoted her life to research in medical science. I chose her because of her passion and she is a gorgeous example of a woman in STEM career.

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Lithuania
During my classes I usually provide historical and contemporary female role models (and their work) in STEM through stories, posters, films, , class assignments.

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In the classorom and exercises I try to break stereotypes, using female names as engineers and bosses and male as subordinates.

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I use gender sensitive instructional materials and I always organize mixed- gender Group.

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The other day in my classroom I told my pupils about some famous engineers. They weren't interesting at all, but when i told them that that engineers were women, they showed themselves so surprise that I had to talk them more and more.

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Jose Molto, SpainEven having only 2 girls in my class, what we did was a game were girls were implementing typical boys roles and the other way around. It was really funny because the girls chose the role of a plumber and boys the role of a babysiters. They realized how ridiculous is to sterotype jobs and people because the gender. 

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Jose Molto, SpainEven having only 2 girls in my class, what we did was a game were girls were implementing typical boys roles and the other way around. It was really funny because the girls chose the role of a plumber and boys the role of a babysiters. They realized how ridiculous is to sterotype jobs and people because the gender. 

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Telling them about women in science (dead and alive). Inclusive group practices. Boosting their dream careers and helping them to achieve them.

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Telling the biography of girls that, now and in the past , study or work in Stem: the girls love listening to them and the boys, at the beginning they seem surprised, but then they ask me more information (with pupils)

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I told them about some female mathematicians and they we're surprised and enjoyed it

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In my classroom I implement inclusive group practices. In my experience girls are more sure than boys in the STEM areas

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The students work at workshop in mixed-gender groups successfully.

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let me copy and paste something as the main thing to do in school:
-  gender bias free environment in the class .
Teachers can gives examples for their lessons about women who are scientists, and they have to encourage specially women and show them they are really capable to do it.

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Discussing with pupils the stereotypes that often we discover in books, films, advertisments, etc.

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Using neutral language and avoiding to divide students into girls and boys groups is on daily bases while teaching.

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I have picked up the tip "Give examples of women in STEM from the past and the present. Providing students with female role models will encourage more girls to take up STEM careers. I used the Google special day activity proposed for the International Women´s Day and my students were extremely curious and impressed. They loved it!

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I am already trying to apply this tips in my classroom

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I always try to avoid in class gender based stereotyping.

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During my lessons, I constantly apply many of the principles listed in the info sheet, but mainly help all my students, females and males, to discover their potential and to cultivate interests and develop skills in the STEM field. I favor cooperative work in mixed groups that children accept spontaneously and enthusiastically.

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I always Implement inclusive group practices. Mixing gender in groups and mixing abilities and needs is my main idea when making team work.

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I always use tips because I believe that our classroom should reflect real society. That's why, I use mixed-gender groups and avoid assigning productive and active roles to male students and relegating passive and supportive roles to female students.

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I always use a neutral language because I really do not think it depends on the gender and the students notice it to you.

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In my automotive classes I only have one student, and from the beginning of the course I chose the board to "implement inclusive group practices". Usually, I form work groups for the workshop and impose the typical rolls of the same, and broken the workshop boss, starting with it. It is a very positive and inclusive experience. Both for ellea, and for them. The almnos change their mental schemes with respect to the positions of responsibility.

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I try to avoid stereotyping and I encourage the participation of both genres. It is positive.

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I always work with mixed groups in my area. I think they usually get to do better things when they are mixed. Even I usually use myself as example in strengh activities to show that women can do a lot of exercise as the same way as boys and it the same in other subjects or activities.

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I use to avoid gender-based stereotyping and over-generalizations, and many times I reinforce the students telling them we are concerned about gender gap, but in our class there isn't.
Also I don't have a gender criteria to do groups for working, we use other features.

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Sometimes, in my class, the students spontaneously divide into two groups: male group and female group. To avoid this, I help them in the choice for several reasons: mixed gender, mixed ability...

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All groups that perform from now on must be heterogeneous.

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I presented to the students some important scientists in the last century and asked the students to say if they were man or woman (Including Curie, Okazaki or Margulis)

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I also try, in my classroom to Implement inclusive group practices by making up heterogeneus groups when working in cooperative teams.

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I think this is a very difficult proble, to be solved only in classroom or inside the scolar environment. We can implement inclussive groups practices, we can do coeducation and developing non discriminatory practices inside the lab, field experiences or so on, but there is still a long way to walk.

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I usually use Implement inclusive group practices in classroom. I like to see how students work together with their partners and manage to solve their tasks in a cooperative way. However, there is a problem in primary education: girls normally do not want to work with boys and viceversa, they prefer working with children of the same sex; in infant school this difference is not so clear, but in the first levels of primary education it is.

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Activities for the classroom are designed for groups which are mixed

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To be honest, I can't chose only one of these tips, in fact, I really try to follow and put them in practise everyday, because this is something I'm quite concern about.
However, I should invest even more effort in this tip: 'give example of women in STEM from the past (female role models)'. From now, I'll take this more in consideration and I'll give the importance that  this topic deserves in my classes.

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I always want mixed groups in my class and the ones that normally complain the most are girls. The attitude of boys is what make them do that but thay normally get the work done.

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I have been using inclusive group practices. I reckon that the biggest problem we have in education is that boy and girls do not get to interact as much as they should. In some cases, particularly at teen age, students are ashamed of sharing their thought, experiences and ideas with the opposite sex. This makes them build certain stereotypes, or cetain ideas or even certain ways of thinking that get fixed in their minds and it is then difficult to get rid of those sexist thoughts. Thus, I use in my class mixed gruops, giving the chance to every student to experience different roles at different projects.

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I think I have always used methodology based on gender equality, for example when working in groups, students have to work with very  diverse colleagues, in terms of gender, ability, etc. BUt what I always tend to do is to used gender sensitive materials, especially because normally all the students learn lots of new things they didn't know and they are provided with lots of stories and personal experiences they would have never expected.

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I have applied  in my classroom some of the activities. We have done some works ( presentations, power points, etc) about Madame Curie, Margarita Salas, Jane Goodall,
Gerty Theresa Cori, María Goeppert- Mayer, Dorothy Crowfoot, Rosalyn Sussman Yalow, Christiane Nusslein Volhard,  Linda B. Buck, Francoise Barre- Sinoussi, Elizabeth Blackburn, Carol W. Greider, Ada E.Yonath, May Britt Moser, Tu YouYou.
THey loved it and they were very motivated and I am sure that it encouraged many girls to choose a STEM career. For these activities I have used another technique presented in this topic, because I didn´t divided the groups by gender.

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We have heterogeneous groups for work in classroom; there aren't gender problems.
I use already the ideas proposed in the module in my classrooms.

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In my class apply all tips to ensure gender equality. The most applied is "Implement inclusive group practices" with good results.

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In my classes there is no distinction by gender. I talk to them all the same, regardless of their sex. Raquel

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In my classes there is no distinction by gender. I talk to them all the same, regardless of their sex. Raquel

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I do many of the things listed in the guide but I think think the first is really the basic one. I try to constantly support both boys and girls in identifying their strenghts, weaknesses and interests, especially when I make them work in groups, asking them to choose their roles based on their expertise in order to contribute at their best in the group work.

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I always try to be egalitarian when working with my students, and fight for the visibility of women in all fields.
But what I love to do in class is to reverse the roles that my students expect to hear when I pose them a problem. I put forward statements with female architects, engineers, and male nurses or cleaners.
And I am happy to see that it does not surprise them as much as I expect, but if I amaze them, I already have an excuse to generate a debate with them and to make them aware of the enormous change that has, fortunately, given our society in this regard.

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All tips mentioned are very useful and as teachers sometimes we tend to be carried away. Most important is my opinion is to use gender-neutral language in the classroom as norm we tend emphasize more on the 'he' than the 'she'

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I don't think I ever have to think about this.   Even in Sports.

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I already apply all of these tips in my daily activity. Actually, it is the most normal way to act.

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I ussually aply all the strategies and techniques mentioned in the sheet. Maybe, the most important for me is implementing inclusive practices. From my point of view, the best way to achive the real and complete gender equality is not making any difference at all, so giving normality to every inclusive activities and take them as a daily routine is the best way to achieve it. Is essential that all of us work togheter. We are not only men and women... We are just PEOPLE.

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The fact that my students can come to know that I have to use different strategies to involve males and females, would make me feel ashamed. Fortunately, I apply daily, naturally and naturally, these behaviors that are recommended to support all students in STEM

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I tried to enhance girls's self-confidence in science. They often are afraid to answer and to fail. I tried to give them clear objectives and to stimulate their thoughts and answers. I gave them positive feedbacks so they can encourage themselves to believe in their capabilities.

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I always try to use almost all the tips mentioned above. If I had to disclose one, would be the first (Consider your interactions with students) because for me is very important the interaction with students not only teacher-student but also student-student no matter the gender. Because we are a team!

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I always try to do my very best to follow these guidelines especially since I clearly know how it feels when the people around you always seem to imply that a women's place should be more around the family rather then focusing on a career.  I experienced such attitudes myself as I was growing up.  Unfortunately some female students are really difficult to move towards a more empowering mind frame.  During parents' evening you tend to realised why.  Parents and teachers should work hand in hand to overcome gender stereotypes and help girls reach their full potential.

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I have applied these tips for years. I use to tell them about very relevant women and men at ICT.

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I already use many of them. I share my experience which I have in the “guide class” (In Macedonia we have this classes once a week). I read one text in which was described how two women worked like a mechanical. Fist, I read only a title, and asked students what did they think about it? Students started laughing and said it is impossible women worked like a mechanical. I asked the why, and they said the cars are heavy for women. When I finished the text, and I ask students what they are thinking, they told me they did not have the right opinion about a women who works like a mechanical, and they didn’t have a right to judge anyone.

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I usually apply the tips mentioned in the guide. When my students work in groups they are always mixed-gender groups. We also give examples about important women and men in STEM in order to avoid gender differences.

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I normally use the tips mentioned in the guide and I often give examples of important women in STEM. Students show interest.

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I try to ensure gender equality in my classroom working in groups (cooperative learning activity) and avoiding materials that reinforce stereotyped roles.I always invite girls to express their real choices and opinions regardless what they are supposed to do or think.

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I already used and give it to me good results!

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I normally use this type of procedures in the classroom. We try to avoid any kind of gender difference although it is difficult because the gender stereotypes are still evident in our society.

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I already use many of them, as most of my colleagues here. My students are not really worried about gender, but about sexuality...besides, girls are obtaining higher marks in sciences than boys, and I try to remind them how good they all are as much as I can.

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I already use many of the practises here suggested, above all work group activities. My students are only 8 years old, and they already make differences between male and female classmates. I'm trying to avoid this bad situation.

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In my class, my partners work without genders, and is normal to be together

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In the class I usually use mixed groups that have the same tasks and do not want to work stereotypes between boys and girls because I'm allergic to it. Students draw numbers and, accordingly, rank in groups

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I use inclusive group in technology subject. The students work at workshop in mixed-gender groups successfully.

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Italian newspapers and news sites underlie the importance of Women of Science, as Samantha Cristoforetti. I would like that doesn't come as a surprise to students. Is it abnormal for a woman to go into space? Al least it shouldn't be.

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Sometimes I invite students to review the history of past and present figures that have been successful in the scientific sphere.

In classrooms such as speaking of the Universe and Space, I usually ask students to find material on female figures who have been interested in the subject like Margherita Hack or Samantha Cristoforetti whom most students know.

In doing so, students find that even lesser known women have been equally important in scientific progress and usually answer them with the classic phrase "Behind a big man there is always a big woman" but it is important that this great woman is no longer behind but alongside the great man.

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I really already do all these practices in the classroom and my students do not make any difference between their classmates by gender.I have only begun to notice certain macho reactions in students of certain ethnicities or religions, but it is their own companions who correct them.

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In recent times I have worked in class following the advice of the“A Guide for Gender Equality in Teacher Education Policy and Practices”. I love implementing inclusive group practices, using monitored mixed-gender groups and rotate them frequently, using gender sensitive instructional materials. I observed that children 11-13 years old have a very open mind, they do not think about gender differences if their familiar background has a good culture.

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I use inclusive group practice in the classroom. We make activities in real world and interdisciplinary contexts and I incorporate investigation tasks and projects, and place responsibility for thinking and learning on themselves.

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I have choosen the first one: Consider your interactions with students.
Specially in one of my classes, girls use to speak more than boys, but I'm going to try to alternate them: a boy answers and the next time a girl will do.

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I apply this Guide to  ensure gender equality in the STEM classroom and I must say that the results are positive. I teach math and I usually define the module's goals helping students to do self-assessment. Self-assessment improves girls to believe in their own capabilities. I sometimes suggest to my students the cooperative Learning where they work on a project  in small groups of males and females. I must say that  girls are very  more motivated than when they work  by themselves because  they realize that their creativity are useful for their group  to find a solution.

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In my classes (Primary Education), I use inclusive group practices. My favourite methods to use in Science and Language are Collaborative and Cooperative Learning Methods. In my opinion, Cooperative Learning Methods are very useful in class. Students take responsability, learn to learn, play different roles. This way of learning helps to prevent gender inequality.

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About using gender sensitive instructional materials, I love working on gender stereotypes, using drawings, pictures, cartoons, books, songs etc., to get the students understand that stereotypes can have a deep influence on our minds. Usually they can understand very well and quickly, as at 12-14 they are open-minded, but it depends mostly on their cultural background and religion of course. School books are very old in this sense, maybe except for languages books.
Usually I work forming inclusive groups and considering both boys and girls in the same way. I ask them to collaborate and if I can see a boy who asks a girlmate to do his part of work, I ask him not to do that, but to cooperate as a responsible person, being part of a team.

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In my opinion there is a lack of gender equality in the job market, which is changing but very slowly.
In relation to gender sensitive instructional materials, I love working on the gender stereotypes to get students notice that images and pictures can often have a powerful influence on our minds.
Usually they are open to understand, even if it depends on their cultural background and the religion practiced by their family.

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To subdivide the interventions I use a 30-sided die that does not make gender differences.
In addition, groups are never made on the basis of gender but on the level of learning, I find it very useful because peer education gives better results.

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Lora Italy         According to Pilar sometimes we have to face with wrong cultural prejudices rooted in the family. I had to face my family to study at the University and to realize myself as teacher .My family viewed for me a future made of wedding , sons and h ouse . However In my class I work with mixed group I encourage them to collaborate , I assign different tasks and responsabilities to ensure that both genders partecipate equally.

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Lora Italy         According to Pilar sometimes we have to face with wrong cultural prejudices rooted in the family. I had to face my family to study at the University and to realize myself as teacher .My family viewed for me a future made of wedding , sons and h ouse . However In my class I work with mixed group I encourage them to collaborate , I assign different tasks and responsabilities to ensure that both genders partecipate equally.

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In my classes I do not make any kind of distinction between genres, the groups are always heterogeneous and the types of applied works are the same for everyone.

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In my opinion, one of the most important tip mentioned above is "try not to diverse students by gender. Instead group students to different criteria to encourage them to think about their identity in different ways".
I believe every teacher should apply this. It is proven that children learn better from their "equals", this means, from another kid. That is why teachers should group the students with different abilities and levels together. There is any reason why we should group the students by gender so I will never do that.

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In my classroom, I usually try to ensure gender equality. My pupils work in mixed groups with girls and boys. I think that in school there is no gender gap, we promote activities to prevent gender discriminations and pupils assume them in a natural way .However, society, social networks or tv programs sometimes spread male stereotypes.

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I, actually, try to ensure gender equality in my classroom. There isn´t any gap gender . In fact, we work in mixed groups in laboratoy or pilot plant and always, there is a "Head of practices" who organices and leads the whole group. All the students are Head of practices at least once.

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I’m always aware to my student’s conditions and, therefore, I use gender-neutral language. There are no conflicts between them and myself, and they treat themselves equally.