Equality Measures In Schools

Equality measures in schools

Introduction

The main problem that exists in this school is that the Coexistence Plan has not been reviewed in 6 years. Although the school is the same, they are not students and possibly the teaching staff, so it is essential to analyze the existing plan and improve or add all those actions that are considered necessary. If I would maintain the initial proposal to work in a transversal way gender equality, since for me it is not a matter of whether to work it transversely or dedicate a specific time for it, but what actions are being carried out, if reallyWork is being done in the different areas or if this issue is only named, for example, on March 8 "International Day of Equality".

Developing

All teachers must contribute ideas on how to work on this topic and get to a consensus. These measures will be organized to achieve the proposed objectives and after taking them to execution, an evaluation of them and their value will be made. The coexistence plan must go hand in hand with the equality plan, since we can see that there are gender problems within the school. You can work the coexistence and equality in a thousand fun ways for students, we can not only read articles or receive talks about it, since the student will not pay attention and will not give him the importance he deserves. 

That said, I would like to propose the following measures to implement the Coexistence Plan at school. Taking into account at all times the equal plan: at a general level, guidelines must be created that each tutor will continue in its class such as creating class standards, making debates about it, reading articles from different newspapers on this subject,group works, etc.

The whole cloister must be coordinated and there must be good communication between tutors and specialists, to try to put ourselves to the possible problems that usually arise, observing the first manifestations of the same and not letting "explode". 

Adequate recreation dynamization. Game corners will be created at recess and teams to play in them. These teams will try to have more or less the same number of boys as girls, and that students are the same age. For example, 1st and 2nd mixtures can be organized in the equipment or 3rd and 4th, since they share more or less the same age, thus avoiding possible conflicts with students of higher courses and in reverse. The teams will rotate. Students can see on the board of school which team touches every day and who are its components. A bad behavior within the team can have a sanction of not being able to play that game the next time I touch them.

Related to the previous point, there may be a voluntary student for patio surveillance. They can be put a color bib of those used in physical education, since this motivates them enough. This students will be an observer, in case of a conflict between students, the vigilant students can against the guard teacher as the facts have been in an impartial way. You can make a corporate cinema about movies or shorts related to bullying and equality. Asking questions from the title of the film and analyzing it once visualized in large group. To do this we can put the tables in a circle in class looking at each other and make a debate. 

However, when they are asked for younger girls to do it, we see how they try to do their best possible. This shows us how as we grow we are internalizing a macho language. An open doors can be made for families, for example, on Book Day. Thus we try to participate more in the center, inviting them to a chocolate and to see the actions and exhibitions of their children. We can work the coexistence and equality in different ways, for example, previously analyzing in class the traditional stories of princes and princesses to which we will change the end and the princess will not always be rescued.

Once this we can do a theatrical representation for families. Stories invented with puppets or puppets, reading poems created by students around fellowship, to the importance of loving ourselves, equality, etc. Workshop creation for a families school. Once to the quarter you can teach workshops in the afternoon at school to try to bring families to the center. On March 8 "Day of Equality" analyze the reason for this day, make students see that women and men have not always had the same rights, seek information about it, for example, the right to voting.

The one that the woman could not acquire properties, read the guide of "the good wife" and analyze it, etc. From what I have observed in schools, this day is usually celebrated, but students really do not understand, know that we say that we are equal, that we can work in the same professions, but they really do not understand the struggle that has been to be able to getThese rights. Of course, the activities will be adapted to each course or level. You can capture these achievements in a timeline in which the date appears and the achievement achieved and decorate the halls with it in a very visual way. Analyze or discuss whether it is equally women in all countries or cultures.

conclusion

Fashion or popular song analysis among students. Have you stopped to listen to the lyrics? What do you think about it? How could we make this song better changing words? Analysis of expressions such as "is a pain" or "is a fuck" is Spanish a macho language? Many of the activities that I have proposed can be done from different areas in a transverse way, for example, song analysis could be done from music or from Castilian language and literature. It is fundamental work of all teachers and the involvement of families in the education of their children.