Case Book Three

Char is in one of her weekly meetings with Ms. Thomas, her mentor. Ms. Thomas did an objective observation in the classroom yesterday, and now is sharing the results with Ms. Emmer.

MS. THOMAS: As you know Char, you asked me to look at the number of and length of interactions you had with different students, and which students asked for your help, so that you can consider if you are treating the males and females differently. We have previously discussed your concerns that your female students not drop off in trying to achieve in math, and while we can't know what they are thinking, looking at their interactions may help determine some next steps.

MS. EMMER: I don't want to be a statistic, and I don't want my students to be, either. I know what the research says about gender differences in student learning and teacher interactions at this age. Let' see what you've got!

MS. THOMAS: Not so fast, Char. First, I want you to know that there are differences in the number of times that boys and girls respond to questions when you are asking questions of the entire group. Yesterday, when I observed, there were 23 students, 14 boys and 9 girls. On average, 70% of the boys raised their hands when you asked questions of their learning, as opposed to 45% of the girls. You called on boys and girls an equal number of times, most of the time alternating between calling on boys and girls. You also called on everyone in the class at least twice, moving all over the room in no set pattern.

MS. EMMER: Okay, I have less girls than boys in that class, I called on girls and boys an equal number of times, even though boys raised their hands more. Hmm, I have to think about that one. What did you learn about the duration of interactions?

MS. THOMAS: You sustained interactions 15 times, 9 of those were with the boys. On average, it took you 20 seconds to move from one question-and-answer to the next. However, when you used probing questions, it took you 50 seconds, on average. I actually charted the information for you, so you can look at it. I think the pictures may tell you more.

MS. EMMER: Thank you. This is really helpful. I will look at the charts and try to figure them out. I really want to just think about this before we meet again. I know you don't have a lot more time today, because you gave me so much time yesterday. Is there anything else I should think about?

MS. THOMAS: One thing. I know you don't use whole group question and answer that often, so one of the considerations for future observation might be to look at interactions during small group work time. That might give you further information about your gender differences in responding in the classroom.

Teacher Notes:

• The literature on gender differences in the classroom shows different trends at different times. Teachers should know the literature, but also make sure that they are sensitive to the gender issues in their own classrooms. Deciding on what is "equitable" is important. Giving both genders messages that they can achieve is also very important. Think about the messages you give to males and to females about achievement.