PRACTICAL SIDE OF GENDER INSTRUCTION - GIRLS
(Remember these statements are not about all girls, but are generally true about girls.)
1. Girls need encouragement and enticement to use visual spatial skills.
 Encourage use of colorful and pattern materials
 Suggest girls draw what they have created
2. Girls choose more sedentary activities and need to be encouraged to get involved
in gross motor skill activities.
 Invite girls to play physical games on the playground i.e. recess
 Set-up physical activities that appeal to girls
 Make sure boys don’t intimidate girls so they won’t choose to join the soccer,
game etc. Adults may have to make rules ensure girls have their turn to use the
ball fields.
3. Girls need to be encouraged to use logicial-mathematical thinking
 Put in math games that can be played in small groups and are not competitive
 Setup hands-on science activities and experiments
4. Girls need to learn to be leaders and to use their verbal abilities positively with
peers
 Have girls work in pairs or small groups so they learn how to get along, speak up
for themselves and work cooperatively
 Encourage girls who avoid working with peers to be with others. These girls may
be more comfortable helping a younger child or one that is less advanced then
them.
 Make sure girls get a chance to speak since loud, impulsive boys often dominate
group discussions
 Let girls know when their verbal comments are hurtful to others and not
appropriate, but at the same time understand that this relational aggression is
natural for girls
Developed by Betsy Hoke
Edited by Dakota Hoyt and Lynn Ritvo
5. Girls are relationship oriented
 They enjoy drawing colorful pictures about relationships. Their pictures are full of
objects, not actions.
 Choose books for girls that are more relationship oriented and less action oriented.
 If you want girls to focus, you may need to separate them at times.
 Handle inappropriate relational aggression
6. When a teacher works with girls
 Remember that girls’ hearing is more sensitive and when you talk firmly with
them in a voice louder than usual they will think you are yelling at them.
 When working one on one, set the work so you are facing one another.
 Smile and look girls in the eye giving them the nonverbal message that you like
them.
 Girls will be more likely to ask a teacher for help when they need it and even
when they don’t because they want to be sure they are doing the right thing and
are pleasing the teacher.
 Girls in primary grades don’t do as well on timed tests because the added pressure
threatens them.
 Tough talking with girls often backfires because they stay angry with the teacher
and may become less motivated and give up --- they want to please the teacher.
 Girls need too be encouraged to take risks in situations where they will most
likely be successful.
Developed by Betsy Hoke
Edited by Dakota Hoyt and Lynn Ritvo