Reading IWD

Let's work on the vocabulary

• Emma Stuart, digital content producer and teacher of 7-year-olds, talks about the responsibility of teachers to work for a #BalanceforBetter. She also talks about why the classroom is an ideal environment to discuss issues surrounding gender inequality.
• It’s easy to consider talking about gender equality too ‘grown up’ for the classroom. However, there is no better place than the classroom to address the social issues that International Women’s Day challenges.
• Teachers are an incredibly privileged group. Their passion lets them touch numerous lives through their practice. They affect the community at a base level through their students. They have the honour of forming relationships with children who will grow up to become informed, empowered adults. Teachers are well-positioned to support students to become citizens who promote inclusivity and who are aware of imbalances in the community.
• environment (n)
• Sharks have adapted to their environment
• The mansion was a lovely environment for a wedding
• issue (n)
• She's concerned about the issue of work place harassment.
• This website talks about environmental issues.
• grow up (v) / grown-up or grown up (adj/n)
• It's a movie for grown-ups. It's certainly not for children.
• Not now, sweetie; the grownups are talking.
• challenge (n)
• Fixing the car was a challenge.
• Alex challenged me to a game of pool.
• touch (n/v)
• She touched her shoulder.
• She was touched by the woman's life story.
• through (prep)
• The bullet went through his body.
• We went through Girona on the way to Fornells.
• empowered (adj) / empower (v)
• It empowers girls to see strong female characters in movies.
• I feel really empowered when I feel good in my body.
• become (v)
• She became a doctor.
• They have become an important part of history.
• aware (adj)
• Drivers must be aware of the other cars on the road.
• I wasn't aware that it was dangerous.

Let's work on the vocabulary

• School is where relationships, including those between genders, are modelled, taught, and formed. The ways in which students are encouraged to interact with those around them at school are lessons which they take with them into adulthood.
• Teachers know how important it is that they foster positive relationships between the diverse children in their care from a young age. Teachers are role models from the moment they walk through the school gates. Not only do they model appropriate behaviour, but they also influence ways of thinking, processing and being open to the world around them. They should challenge gender stereotypes and confront bias through their everyday pedagogical practices. They should teach students activities which encourage them to question the status quo and provide a safe place to explore gender identity in society.
• encourage (v)
• They were encouraged by the coach's speech.
• The teacher encouraged them to discuss the book in class.
• adulthood (n)
• Young people face the transition from adolescence to adulthood.
• People in England legally reach adulthood at 18.
• foster (v)
• It's important to foster independence in your child.
• I'm trying to foster an interest in classical music in my children.
• gate (n)
• Jim forgot to lock the gate and the dog escaped.
• I pushed open the gate and went into the backyard.
• confront (v)
• I finally decided to confront my fear of spiders.
• She tends to confront her problems as they appear.

Let's work on the vocabulary

• Some examples might include:
• exploring the issues which International Women’s Day aims to bring to light, including facts about inequality in the workplace, politics, the social sphere and education
• examining gender-bias issues, such as stereotyping and bias, in role play activities -stereotypes are often so ingrained in their students that they aren’t even aware of them
• celebrating the achievements of inspirational historical and contemporary women - asking students to consider female role models in their life outside of school and encouraging them to explore how these women have worked to challenge gender stereotypes and bias
• issue (n)
• She's concerned about the issue of work place harassment.
• This website talks about environmental issues.
• aim (n / v)
• The soldier aimed his rifle and fired.
• The students aim for high marks during examinations.
• ingrained (adj)
• Sexism is ingrained in some work spaces.
• Some ingrained prejudices are difficult to get rid off.
• aware (adj)
• Drivers must be aware of the other cars on the road.
• I wasn't aware that it was dangerous.
• challenge (n/v)
• Fixing the car was a challenge.
• David challenged me to a game of pool.