Summarize this article in one sentence.
Use examples that subvert conventional gender roles both professionally and in the home during lessons. This will help your students expand their perception of who can hold particular responsibilities. For example, write teaching examples that feature a male flight attendant, a female mechanic, or a stay-at-home dad. Explain the social implications of gendered language, such as to “run like a girl” or “man up” when you hear these expressions at school. Describing the limits these expressions place on both genders can help your students grow in their thinking.  You might say, “I heard you tell Max he serves ‘like a girl.’ What exactly did you mean by that? Lots of women are incredible at tennis; take Serena Williams.” You could say, “I heard you tell Alex to ‘be a man.’ What does that mean to you? Playing the violin is difficult, and Alex has worked really hard to master it. I don’t think there’s anything unmanly about that.” Call out when class texts or videos tokenize one gender and talk about what it means for understanding the material. This will help your students analyze sources critically. For example, say a short story in an English class features one woman who constantly asks men in the story for direction and approval. You might say to your class, “Women are self-sufficient and don’t need this much direction. What do you think the author of the story is telling us about this narrator? How do you think he views women?”

Summary:
Choose teaching examples that upend traditional gender stereotypes. Ask students what they mean when they use sexist language. Address when class materials stereotype one gender.