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1, Teachers - Coggle Diagram

- - - - HW- 'But there was like a ring missing. And I was like, oh, who's is this? And they were all going it must be a girls. And then we were like, Well, actually, no. And in fact... IP went it could be a boys? Yeah, that's really true.'
    - - comfortable addressing issues and they come up in different subjects
        
        HN- 'Yeah we do it all the time... we've recently done Beatrix Potter in history. So we talked about how she wasn't allowed to go to school and men were...we've also in the past, done votes for women, and we've got a book that we've used, the Greatest Women...we've used those in PSHE as well.'
        
        HW- 'And we do do a topic that is about nurses so we have Mary Seacole and Florence Nightingale, we do loads on them... And we also have like, like a day about women's votes...we like all wear sashes and things like that. And we did a protest in the playground.'
      - Year 2- HW 'it doesn't really get brought up because they're quite young to be honest but yeah we did have 'A' who used to dress up as a girl and things like that, paint his nails but it was just part of the class.'
        
        I asked how did the other kids react- 'sometimes they'd laugh at him... I just like called them out for it basically and tell them off.'
      - CP- 'I had a boy in my class who ended up the year being called a girl's name because he was very feminine and I actually didn't address it because it wasn't an issue to the other kids in the class, so I was prepared to address it if I needed to but I watched it for a couple of weeks and all of the kids in the class kind of just got on with it...I didn't feel the need to intervene but I would have if needed.'
      - This becomes an opportunity for me in my teaching to make more intentional steps in creating a more gender neutral classroom, as this research has shown that children are impacted heavily by their experience both in the classroom and at home. So the classroom needs to be a place that can challenge any preconceived ideas and stereotypes that children may be exposed to outside of the school.
- - - - 'it doesn't come into any part of my lesson it's more about the individual child so i suppose i probably do is like subconsciously but i don't do it on purpose i try and make sure that every child is in the right place'
- - - - HN- 'Grace, is it? The young girl, who wants to be a ballerina. So that's really typical of gender as opposed to the other way.'
- - - - because 'everybody accesses everything... I wouldn't think one person wouldn't like this because of that reason. All of the children have got different interests, and it doesn't necessarily have anything to do with their gender.'
  - - - interesting to note that it is the male teacher who is more consciously making an effort to try to make that classroom neutral
      - 'I don't do pink for example, but I've got pink things in my classroom.'
        
        classrooms don't follow any gender-stereotyped paterns or colour
  - - - HW- 'mines behaviour, because we have quite a lot of behaviour issues at this school. So I, you know, with the boys in my class, making sure they're all separate'
      - HN- 'behaviour as well, where i'm sitting people definitely.'
      - CP- 'I do my seating plan I do it purely based on like behaviour and different children clashing
    - - HN- 'things that are going to help the children. So it shouldn't just be like wallpaper and to look nice. I don't see the point in filling my walls with nice little pictures and posters that the children just aren't going to use...make it so that they can all see it.'