Make sure you don’t subtly indicate to high-energy girls that they should be quiet and more docile. Girls often are given implicit messages such as don’t get too excited, run too fast, don’t overdo it, get too tired, don’t be too you. Girls often try to gain acceptance through being similar to others and that can squash the spirit of some girls and engender over-compliance. Talk about women who have been rebels. Joan of Arc, Eleanor of Aquitaine, Julia Gillard, Germaine Greer, Margaret Thatcher and Mother Teresa are just a few examples. Know that it is easy to disempower girls by showing them how to do things rather than getting them to solve them. Encourage their independence. Many boys often get plenty of screen time. Girls tend to use computers for social networking, however in these situations it may be beneficial to increase their academic computer literacy skills, such as conducting research and gathering data. Some studies have found that girls are not as adept as boys at non-verbal problem solving and spatial visualisation. For this reason, make time to help them develop spatial problem solving. This can be achieved by: Playing puzzles: jigsaws, scrabble, chess, pottery and weaving Making and reading maps Using physical objects such as blocks to stand for variables in equations physical representations of atoms, electrons, planets Often girls need to discuss an issue in small groups and then need time to think about an issue before applying the knowledge. Try to structure most activities for girls in the sequence of talk-think-do.
Make sure you don’t subtly indicate to high-energy girls that they should be quiet and more docile. Girls often are given implicit messages such as don’t get too excited, run too fast, don’t overdo it, get too tired, don’t be too you. Girls often try to gain acceptance through being similar to others and that can squash the spirit of some girls and engender over-compliance. Talk about women who have been rebels. Joan of Arc, Eleanor of Aquitaine, Julia Gillard, Germaine Greer, Margaret Thatcher and Mother Teresa are just a few examples. Know that it is easy to disempower girls by showing them how to do things rather than getting them to solve them. Encourage their independence. Many boys often get plenty of screen time. Girls tend to use computers for social networking, however in these situations it may be beneficial to increase their academic computer literacy skills, such as conducting research and gathering data. Some studies have found that girls are not as adept as boys at non-verbal problem solving and spatial visualisation. For this reason, make time to help them develop spatial problem solving. This can be achieved by: Playing puzzles: jigsaws, scrabble, chess, pottery and weaving Making and reading maps Using physical objects such as blocks to stand for variables in equations physical representations of atoms, electrons, planets Often girls need to discuss an issue in small groups and then need time to think about an issue before applying the knowledge. Try to structure most activities for girls in the sequence of talk-think-do.
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