5 Measures For Equal Coexistence Between Boys And Girls

5 Measures for equal coexistence between boys and girls

Taking into account that after working in a transverse way gender equality and that positive results are not observed in this regard, I would not maintain such proposal. I consider it pertinent that there is an important modification in the Coexistence Plan, and that of course continues in line with the objectives set in the Equality Plan but that there is a change in programming and strategies to follow. Some of the measures that would propose are the following.

1. In the first place, a project at the center level can be designed, in which objectives related to gender equality, the development of social skills, development of values ​​fundamentally aimed at the peaceful resolution of conflicts, to the improvement of the communication and dialogue as a means to have a good coexistence, etc. Within this project, activities such as: women’s talks with special relevance can be programmed within the neighborhood of our center, viewing of short films or films with values ​​that we want to work and give rise to debates within the classroom and inviting them to common reflection, etc.
2. Taking into account that there is a higher percentage of violence among male students and that mediation teams are mainly composed of students or teachers, I think it would be interesting to strengthen that male students also want to train and be part of these mediation equipment. This would be a way to value, within male students, that boys can also learn to resolve conflicts in a peaceful way.

   Wait! 5 Measures For Equal Coexistence Between Boys And Girls paper is just an example!

   Get an unique paper

   In addition, it is positive that these teams are formed by boys and girls because teamwork is enhanced between them. Likewise, the possible reluctance that may arise in students to solve their problems with the help of this mediation are minimized if there are both girls and boys in these teams. To enhance the increase in men in these teams, awareness campaigns can be done in the importance of knowing how to resolve conflicts and encourage them with certain rewards or “privileges” for all students who want to train as mediators. These rewards will be determined in consensus by the cloister.

3. To "balance" the number of delegated students, who apparently are mostly men, we could propose that instead of having a single classroom delegate, there is a couple of delegates and who must necessarily be a student and a student. I think this is important to work equality because students begin to form their vision of the society in which they live from schools. If students always choose boys to have the role of delegates and do not "get used to" to see students in that responsibility, the false perspective is created that girls are not as valid as boys to have a position with responsibility ( In the school they are delegates or delegates, but in the professional field they are directors, managers, bosses). Likewise, that these delegates assume this responsibility together improves their skills to work as a team and regardless of the genre of its members.
4. A measure to encourage the participation of male parents is to organize activities or coexistence days with families such as solidarity sports tournaments, hiking, video game championships, talks or training courses with snacks, etc. In this way, parents are gradually approaching the educational center, in the first instance in a physical way in order to give rise to knowing the facilities, teachers, students and little by little they believe links with our center and projects, they feel more connected and participate more actively.
5. Since in recesses there are conflicts between boys and girls due to the use of the court, it is necessary that coexistence must go hand in hand with equality and the solution does not go to separate girls from girls in their games but because they learn to play together in harmony.