Situational Analysis: Gender Differences In The Classroom

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Situational Analysis
An educator is a lifelong learner. They do not just expect their students to be lifelong learners, but they to stay current and on top of what’s new in education. Even though they may still use the same lesson plan for years before, they know how to change it to keep up-to-date with what is current. A great educator knows gender differences.
Evidence has emerged that students’ achievement levels are much influenced by the school environment and, in particular, the daily management and organisational procedures of schools which are frequently reliant on gender as a management tool. Girls and boys may be separated for classroom registers, classroom activities and team sports, for example. Dress codes may be different for
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As one of the top 10 countries, the Philippines keeps company with high-income Nordic countries, such as Finland, Norway, Sweden, and Denmark. Perhaps surprisingly, several low-income countries such as Nicaragua and Rwanda also made the top 10 (Fiona MacPhail, UNBC, 2015).
Gender equality, equality between men and women, entails the concept that all human beings, both men and women, are free to develop their personal abilities and make choices without the limitations set by stereotypes, rigid gender roles and prejudices ... Gender equity means fairness of treatment for women and men, according to their respective needs. This may include equal treatment or treatment that is different but which is considered equivalent in terms of rights, benefits, obligations and opportunities (UNESCO 2000, p. 5).
However, Magno and Silova (2007, p. 649) argue that there is a difference: ‘gender equality’ for them means the same, i.e. ‘the assumption that all students should receive the same interventions, at the same time, in the same way’ while their preferred option ‘gender equity’ implies the ‘guarantee of fair educational outcomes, regardless of sex
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Sources of Data The study will be conducted in the Senior High Schools of the 2nd District of La Union.

Materials and Procedure The data on this study on “Gender Difference and Teaching Styles in Conducting Lectures Among Senior High School ESL Teachers will be gathered through a questionnaire that will be answered by the respondents.
During the conduct of the study, the researchers will solicit the permission of the Schools Division Superintendent of La Union channels.

Instrumentation and Data Collection
Specifically, the questionnaire will focus on the status of gender difference and teaching styles in conducting lectures among Senior High School ESL teachers based on the analysis of their responses.
Regarding on the form of a questionnaire, the guided response type which is also called as close form restricted type will be used in the conduct of this study. Concerning on the type of data that will be asked to the respondents, a degree of judgment will be used by the researcher in letting the respondents answer the

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