Some gender variant children may be open and comfortable in expressing themselves but most are aware that they don’t fit expected norms, are subject to bullying and become shy and withdrawn in an attempt to protect themselves. It is also important to remember that even children that are not diagnosed with GID may also suffer bullying simply because they have features that resemble the opposite-sex, for example, children may notice that Mary has a deep voice and ask," Mary, why do you talk like a boy?". Therefore understanding how to address gender identity and expression within the classroom is crucial to helping children succeed. I will provide students with opportunities to discuss bullying and help them to develop more effective strategies for managing peer relationships such as cooperative learning and conflict resolution skills.

Upon reflection on my teaching, I became aware of using the phrase “boys and girls” to address my students and decided that in future I would use gender –neutral terms like “children”.  I also recognized how I unintentionally used gender to divide students into groups, teams and assembly lines. I immediately started to think of fun ways to line them up, for example, “if you like ice-blocks line up on the right and those that like ice-cream can line up on the left” other examples are:-

Which would you choose today?

           1.  Soccer or rugby?

           2. Pool or the beach?

           3. Dolphins or whales?

I realized how fun this could be and decided that even traditional music rhymes, songs and finger plays can be changed to include characters of both gender to prevent gender-bias in young children. I will also ensure that my classroom environment reflects diversity in gender roles by including posters depicting physically strong women, ladies in leadership roles, men participating in domestic tasks or showing emotion (other than anger) and  an alternative to a play kitchen could be a workbench or office desk. This inclusive environment will allow all children to express their interests and find confidence in their strengths (Marsh, 2008).

By providing thoughtful lessons on stereotypes, I intend to create a healthy environment in which boys and girls could come together to learn from and about one another, appreciate differences and discover their commonalities. To get children comfortable with a range of experiences I will establish non-sexists routines and ensure that students have equal opportunity in assigned jobs. I will also inform and work with the “real” experts who are the parents and caregivers that may provide insight into their children’s behavior and strategies to resolve sensitive issues.

To deepen the discussion on gender I would use developmentally and age appropriate lessons on the complexity of gender and the many ways children express it through gender roles in the media, celebrities, films, books and advertising. I will have my students explore their ideas and discuss what ‘is’ or ‘is not’ fair with respect to gender. This will allow them to formulate their own ideas to questions like:-

       1. Are there jobs that girls or ladies should not do?

       2. Why shouldn't boys cry?

       3. What is difficult about being a girl or a boy? How many of these difficulties are caused 

           by society rather than nature?

I will seize the opportunity to teach students ways to address hurtful gender put-downs and will honor children that stand up for themselves or others in the face of gender bias. This will help children develop skills for thinking critically and taking action. These skills, coupled with positive messages of empowerment regardless of gender will equip children with the self-concept of resilience.