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A teacher, Bill, initiates an activity for his students and allows them to choose how they will divide their classroom, they choose boys vs girls. As the activity continues more and more animosity grows between the two groups due to the girls winning and two groups criticize each others intelligence based on their gender. Such as "girls are smarter than boys". Matt, a first year teacher who was observing wrote in his notes "gender stereotypes" and Bill took offence saying it didn't matter. Matt wondered if he was being too sensitive.

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Bill was a veteran teacher that disregarded possible issues that may stem from separating the class based on gender.
Matt was a fist year teacher who noticed that gender stereotypes negatively affected the classroom.
The girls in class were winning the activity and had one the previous ones as well, they likely preferred to keep their streak and wanted to be girls only. The boys were likely embarrassed and insulted over the assumptions made over their intelligence.

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Possible challenges include altering the perspective some teachers will have, just like Bill. They may not see the issue with boys vs girls simply because that's been the narrative for so long. They may say it's easier and spending too much time on making neutral teams would waste time in class. The students may not want to be on the same team with another gender because they are uncomfortable.
Possible Opportunities in the classroom include having more varied perspectives and results when team dynamics are shifted. You get more variety in answers when the teams are a mix of different genders. This also encourages teamwork between boys and girls and gets rid of the vs aspect as well as any issues over one gender being smarter than the other.

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Equitable outcomes would destroy any notion of one gender being smarter/better in what ever way than another. The students wouldn't attack each other over their gender stereotypes and if the teams had been more neutral they wouldn't carry these biases outside of the classroom or in their life as they age. If they experienced girls vs boys only and only girls one they would carry that bias. But if they are continuously put in gender neutral situations and everyone is given the same opportunities then they wont hold any gender stereotypes against another.

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Matt was unsure if he was being too sensitive but he had just witnessed how gender stereotypes could be damaging in the classroom. An immediate response could have been to point this out to Bill and try to make him understand the benefits of creating gender-neutral teams. Matt can also decide he'll pursue gender neutrality in his future teachings.

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A long term response may include adjusting the curriculum for aspiring teachers and implementing gender neutral teaching strategies/activities.

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My plan of action includes addressing the issue directly with all teachers/faculty in the school and making them see the downsides of gender stereotypes in the classroom, how it affects their students, and how gender neutral practices will encourage the students instead of isolating them. The long term solution is to implement a short training before the school year that should be re taken every now and again that educates current teachers on how to maintain gender neutrality. Furthermore there would also be a change in curriculum to aspiring teachers where they are taught how to maintain equity early on concerning gender and situations where gender may bring issues.