Have you ever found yourself wondering why only the boys ever play soccer during recess, or how girls are almost always called on when the class needs mopping but not nearly as often when a question needs answering? Have … Continue reading Teacher Training on Gender
You asked, we investigated! Some volunteers wanted to hear suggestions or advice for working with counterparts of the opposite sex. We polled current volunteers from all sectors and here’s how volunteers responded in their own words… … Males PCVs with Female CPs … “I always hear comments or chisme about how I’m dating the profeI work with. When it’s kids from class I tell them that we just work together, but when it’s adults making jokes I laugh it off.” “I made a point to get to know my profes’ husbands and families. And also just co-plan at times and … Continue reading Counterpart relations across genders: Volunteers speak
In the English classroom we all have some go-to games that are helpful for reviewing all types of new vocabulary and information. A golden rule in the second-language community is to teach no more than 7-10 new words in any given class. As a TEFL volunteer preparing a charla on the reproductive system for 5th and 6thgrade girls, I was struck by how much vocabulary is involved and how little practice I had originally planned into the session.
In light of that, here are 3 games I easily adapted to help the participants (girls ages 10-13 in this case) become more familiar with the new information about their bodies:
1. Busca el (los) órgano(s) que…
This activity is adapted from the common game “Find the person who…” and is a good follow-up to the presentation of different organs and their functions. It gives the participants a chance to actively investigate and review the positions and functions of different body parts.
Education is a key to preventing the spread of HIV and reducing stigma and discrimination against those who are living with the virus. Teach English to Prevent HIV: A Teacher’s Manualis designed to enable PCVs to teach English while also providing students a safe space to learn about HIV/AIDS and develop life skills that reduce their vulnerability to infection. The curriculum focuses primarily, though not exclusively, on speaking and listening skills and aims to achieve a measurable impact on students’ knowledge, attitudes, self-efficacy, intentions, and behaviors.
This manual is designed for school-based programs targeting students ages 13–16 with an intermediate level of English language proficiency, but could be adapted for an intermediate community class, a group of college students studying English or even a class with English teachers.
Most lessons last one hour, except lessons 10 and 11 which require project work and more time; however, all lessons could easily be extended to an hour and a half with more time for review and language reinforcement activities.
Even if it the words weren’t aimed directly towards us, we’ve all heard piropos. Cat calls… Hola mi amor. Chelita bonita. Regálame un beso, mwah! Preciosa. Mírame con esos ojos gatos. Oooh baby. Dame su número. The tone of voice, the leering stares, the kisses and mocking laughter—it’s enough to make your skin crawl right off your body and into a cleansing bleach bath. It’s one thing when piropos come from truck drivers or intoxicated men on the street, but on school grounds, or in the classroom… what do you do?
Volunteers from around the country sound off on how they responded to piropos in the education environment…
I was very excited and surprised in a planning session with one of my counterparts (CPs) because the CP had printed flashcards for presenting different types of sports. Soccer, football, cycling, swimming, tennis, baseball, basketball, volleyball… we were ready to go! Except, then I realized every single picture was of a male athlete. When I brought this to the teacher’s attention, the CP responded “But girls don’t play football.” That’s true, I conceded, but we went on to make a pile of the sports women do play (most of them) and the sports women don’t play (football and baseball).
I don’t think this teacher was intentionally favoring male athletes. My CP was just going with what they see most often, and probably some of the first images that popped up on an online search. It’s an easy thing to do. That got me thinking about all the topics during the year when it’s especially important to be conscious about how we portray gender norms to our students.