Gender in the Classroom
Regarding gender diversity in the classroom, I have been learning and practicing how to approach it. I am creating different reading material supporting or demonstrating other genders and diverse people. When I was in high school, I had friends who came out as trans or nonbinary. Calling them by their name, the name they love and feel comfortable with, made their whole faces light up. It made them feel safe and validated. That is what I want my students to feel. Even though I might not be able to say at this moment, I have had many similar moments during my practicum. However, the few I did have were worth it if they helped the students.
The small experience I gained working with gender in the classroom started last spring when I was able to work with middle school students. Two students in my classroom preferred to use names different from those the schools have on file. They both had more feminine names and wanted to use masculine names. My mentor teacher then wrote those names in their notes so as not to forget them and continued to use them as if nothing had changed. I remember one day when we had a substitute; I took it upon myself to let the substitute know that those students wanted to be called by a different name. I felt proud to be able to help the students in such a way, even if on a small level.
My current position with my mentor teacher has only given me one chance to let a student tell me their preferred name to be called. This student has selective mutism and will only share with written work or through gestures. I worked with them one day while the other students read as partners. I noticed they wrote a different name on the top of their paper. I asked them if that was the preferred name they wanted to be known as in class. This is similar to the advice in an article by NCTE( National Council of Teachers of English) about gender and language in the classroom: "This process could be as simple as including the following questions on a basic student information sheet a student can fill out confidentially: "What name would you like me to use in referring to you in class?" and "What pronouns would you like me to use in referring to you in class?" ("statement on gender and language," 2018) When they shook their head yes, I said the name out loud when addressing them to let them know I was committing to it. I also reported this to my mentor teacher, letting her know that the student was writing a different name and wanted to be called. Students have yet to ask or show that they want to be called a different name or prefer a different pronoun. I hope that leading by example and showing through text the different diversity through gender can help them learn.
How will I provide learning instructions in my classroom that reflect gender identity and diversity? Providing them with different material and lessons that can be compared to the real world still shows them kindness and respect for themselves and others. It shows that wanting to be someone other than people perceive you to be is okay. In my classroom, there will be a safe space for students. I will take things slow, Allowing students to use a different or preferred name and pronoun. Be careful how you use language revolving around gender. We as teachers value how much our students have to say, and what they say that we can forget what we say is just as important. Give students the respect they deserve and the opportunity to feel safe in the space where they learn and grow.
I hope you all have a great Holiday and treat your students with the love and kindness you would give yourself.
Thank you for sharing your experiences affirming gender diversity in your field experiences, Lacy. Bravo! I appreciate the specific details showing how you demonstrated respect and care for your students by calling them by their preferred names and ensuring that other teachers would do the same.
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