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OER 3 Language and gender: learning and equality in participation

3.1 School leaders – Activity 1

Observe participation


Let teachers know that you would like to listen in on their lessons for your own professional learning.

Make clear that you are not making any assessment or evaluation of them.

Informal observation can give you useful and realistic information, and it should not put the teacher under pressure.

  1. Make informal observations of lessons in different subjects around your school. Do this over a few days, walking around the school and standing or sitting outside classrooms.

    Your teachers may be required to teach in a certain language, such as English, or, teachers may be permitted to use local languages to help students understand. So, whatever your context is, the focus here is on:

    • what teachers do to help students understand
    • how teachers check student understanding
    • how students show they do or do not understand
    • how girls and boys are addressed
    • how girls and boys participate.

  2. As you listen to lessons, make mental or written notes:

    • How do students show or tell the teacher that they understand? How reliable is this, do you feel?
    • How do students show or tell the teacher they do not understand – and what does the teacher do in this case?
    • How do teachers check on students’ understanding? Does the class repeat words or phrases? Do students stand and recite?
    • Does the teacher check on individual students, or certain groups of students?
    • How do students practice their understanding? Do they answer questions, make notes, repeat what the teacher says word-for-word, or use their own words?
    • How many students ask questions?

  3. Make notes on the participation of girls and boys. It is not necessary to record the names of individual students.

    • Which students speak more and less?
    • Are there students who never participate – who are they?
    • If students are disengaged or disruptive, why does this happen?
    • Does the teacher seem to be addressing all students, or only some students?
    • Do teachers address girls and boys differently, verbally or non-verbally, or in different languages?

What did you notice about teachers, girls and boys?

Girls in Nepal in a classroom in school uniform
Figure 1 Observing comprehension and participation (EMEGen project: Nepal)

Discussion

Write down what you think teachers do well for student participation, and what they could develop further. For example:

  • Teachers give time for girls to answer.
  • Teachers could check on the comprehension of girls and students from the language minority group.
  • Ask teachers to share what they do that to help student participation, such as:
    • Slow down, repeat and rephrase in different words.
    • Allow students to discuss briefly with a partner before answering.
    • Reward students who demonstrate understanding, not punish students who get it wrong.
    • Reward partial understanding as well as correct mistakes.
    • Ask questions to girls first, then boys.
    • Give girls time to form answers.
    • Arrange seating to break up students who dominate.
    • Arrange pairs or groups so girls can work together.