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Watch 4k Mp4 Porn Teacher student ass domination Video 09:51 min.

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Teacher student ass domination

Wait-time, although a difficult behavior to change, could also be monitored. A conference between the observer and the observed should be held as Teacher student ass domination as possible after the lesson has taken place so that the experience is still fresh.

Alternatively, a teacher can be video taped and self or group analyses could take place. When inequities are identified, the following strategies have been found useful.

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Work on one problem at a time. Teacher student ass domination try to change the level of questioning as well as the kind of feedback all at one. Use a list of students' names and check them off after https://bdsm.capitalcityfoundation.london/count94-wobev.php ask a question.

Alternate Teacher student ass domination boys and girls. Ignore raised hands when selecting students, but allow students the option of saying "I'd like to pass on that question now. Prepare a list of questions ahead of time which are categorized into higher and lower-level questions. Prepare a list of examples that reflect the interests or experiences of both males and females or that emphasize a female activity.

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Two gorgeous big tits beauties are relieving their abduction fantasy.. Skinny brunette becomes a squirt slut from playing with the fucking.. A horny French slut fist fucks her ass and gets it machine drilled. A lovely blonde gets her pussy and tits caressed with the violet wand. Petite blonde is coaxed by master to leave the dark alley and follow.. Kristina Rose is trapped in stocks for nice whipping and fucking. Barbaric and rough fucking punishment for submissive slave chick. Big tits blonde mistress shows lusty slave stud no mercy with her pu.. Yet, the research indicates that females are getting a significantly poorer science education than males, even when they are in the same classroom. The consequences of this poorer education can be seen in gender differences in attitude toward science and differential course enrollment patterns. Females hold more negative attitudes toward science than males and are less likely to continue studying science in high school and beyond. Of course, these male-female differences in attitude and enrollment are not solely the result of what happens in classrooms. However, many teacher behaviors and teaching strategies have been identified that contribute to these problems. These teacher behaviors and strategies are often employed without malicious intent. Nevertheless, the result is gender inequity in science instruction which contributes to negative attitudes toward science and science avoidance on the part of females. Teacher-student interactions are the clearest form of classroom inequities. Teachers call on boys more often than girls, ask boys more higher-order questions, give boys more extensive feedback, and use longer wait-time with boys than girls. Teachers fail to see girls' raised hands, and limit their interactions with girls to social, non-academic topics. Girls are rarely chosen to give a demonstration or help with an experiment. Boys are usually target students and overall they receive more teacher attention than girls. The proportion of teacher attention given to boys increases as the students move from elementary to junior and senior high school. Even nonverbal teacher behaviors, such as head nodding and encouraging smiles, favors boys over girls. Cooperative learning groups have been promoted as a good way to bring about positive attitudes toward instruction, mastery of content, and self-esteem. However, when group dynamics are examined carefully, some disturbing interactions are seen. Simply making mixed gender groups does not promote good cross-gender relationships or dispel stereotypes. Boys will take leadership roles and girls will defer to their decisions. Girls have less opportunity to speak in groups. When they do speak, they have difficulty holding the boys' attention or their ideas are rejected. Girls are often found in stereotypical roles, such as secretary, and they take a passive rather than active role in hands-on science activities. Other examples of frequently used but poor grouping strategies include assigning tasks, making seating arrangements, or arranging students according to gender when any other criterion would work just as well. Boys and girls react differently to various aspects of the climate of the classroom. Girls react more negatively than boys to friction between students, strict rules, and teacher favoritism. The presence of these factors in a classroom are related to a general decline in attitude toward science. The more negative response of girls contributes to the poorer attitudes toward science held by girls. A classroom that is highly structured, teacher controlled, and has clear directions and constant feedback is associated with achievement in science and is favored by girls. However, this climate inhibits interests and activities outside of class. This latter situation becomes a special problem where girls are concerned because they report fewer outside science activities and opportunities. Teachers who emphasize the difficulty of science also create a negative learning climate for girls. Girls, unlike boys, avoid tasks labeled difficult and don't return to difficult tasks if they experience failure. Despite the efforts to change textbooks, females are still under represented. Pictures of women appear less frequently than men and more often show women in traditional roles. When men and women are shown in the same picture, the woman is in a subordinate role, such as the female nurse with the male doctor. Further examination of textbooks reveal that even when the pictures show equal numbers of men and women in traditional and non-traditional roles, the text may still use sex-biased language and contain no examples of women scientists. Mar 29, - Tags: Monica Lima going to punish the dumm student by her big ass. Paper presented at the Annual Meeting of the Australian Association for [The influence of Hong Kong teachers' leadership style and use of power on classroom climate]. Transforming power: Domination, empowerment, and education..

Try teaching a class in which all names or pronouns are feminine. Talk with your students about how Teacher student ass domination felt when you used female names and pronouns and be candid with them about your own reactions.

Monitor your progress periodically with additional observations and video taping. A positive classroom climate can be created by reducing favoritism Teacher student ass domination friction.

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Classroom observations will help you identify instances of these two problems. Impose more structure by using clear directions, both verbal and written, and make expectations for assignments and grading criteria clear. Present science as a subject that everyone can learn rather than an elite and difficult subject. Motivate your students to solve a problem for the fun of it or the satisfaction of getting a right answer, not because it is a really tough problem that will show you how smart the students are.

When Teacher student ass domination groups for activities, such as lab work, assign each student a Teacher student ass domination role. Keep a record of these roles and rotate students through the different roles. This gives girls opportunities to be the team leader and boys to be the group recorder. Observe the group dynamics and praise positive cross gender interactions.

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Use the Student Team Achievement Division Teacher student ass domination approach in which students do their own work, but a single grade is given to the group which is the average of all individual grades of the group members. Discuss sex segregation and male domination of Teacher student ass domination. Last of all, never assign any task by gender.

Examine texts and other materials for Teacher student ass domination in science. If women are not mentioned as contributing to science, discuss the omissions in the text with students and point out examples of stereotyping. If you are unaware of materials that promote equity or focus on the accomplishments of women, contact the affirmative action or equity director of your district or state board of education. Look for, create, and use a test bank and set of examples that are gender neutral or emphasize female interests.

Have the students participate in this process by writing short reports about female scientists and creating their own examples and test questions. Bring role models into the classroom. Invite women scientists to talk about their careers and their academic preparation. Use peer tutoring with older girls providing help in math and science Teacher student ass domination younger girls and boys.

Encourage participation and make girls aware of out-of-school activities in science, such as a junior science academy at your local museum, or Expanding Your Horizons, or other science conferences for girls. Transforming power: Domination, empowerment, and education.

Co-Sponsored by the International Reading Association and the National Council of recognize that histories of domination and marginalization involve The work on teacher-student relationships will be further visit web page here as an example.

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Super sexy Teacher student ass domination turns to be a shemale. She sits on student's face and he licks and polishes her anal hole and balls with pleasure.

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Chines sexy Watch Video Xxsexyxx Melayu. A hot art teacher inspires her students with brutal lesbian domination Sizzling blonde Lorelei Lee is a dazzling art teacher and she knows what is beautiful and sexy, but her students seem to need a proper explanation of art, especially the art of bondage and lesbian domination. This page requires Adobe Flash Player. Javascript is turned off in your browser. Some features of this page will not work correctly. Go to Whipped Ass to watch the full video immediately. The video has been added to your favorites. No comments for this video. Add comment. Anonymous , we appreciate your opinion on this video:. The field is required. Please wait Thank you! Your comment has been sent for review. Unexpected error occurred, please contact support. BDSM Videos you'd like to watch. Sweet brunette experiences mindful tormenting for her luscious twat.. Tied up babe gets banged in shop in hard anal bondage fucking in fro.. Demanding mistress gets her pussy licked to perfection by a beautifu.. Horny stud thrashes pretty bounded blonde's sexy beaver without show.. Two sexy girls have to spend one day in sexual slavery. A mistress in the office makes a slave worship her boots. A busty ebony mistress wrestles her slave and destroys his manhood. Simply making mixed gender groups does not promote good cross-gender relationships or dispel stereotypes. Boys will take leadership roles and girls will defer to their decisions. Girls have less opportunity to speak in groups. When they do speak, they have difficulty holding the boys' attention or their ideas are rejected. Girls are often found in stereotypical roles, such as secretary, and they take a passive rather than active role in hands-on science activities. Other examples of frequently used but poor grouping strategies include assigning tasks, making seating arrangements, or arranging students according to gender when any other criterion would work just as well. Boys and girls react differently to various aspects of the climate of the classroom. Girls react more negatively than boys to friction between students, strict rules, and teacher favoritism. The presence of these factors in a classroom are related to a general decline in attitude toward science. The more negative response of girls contributes to the poorer attitudes toward science held by girls. A classroom that is highly structured, teacher controlled, and has clear directions and constant feedback is associated with achievement in science and is favored by girls. However, this climate inhibits interests and activities outside of class. This latter situation becomes a special problem where girls are concerned because they report fewer outside science activities and opportunities. Teachers who emphasize the difficulty of science also create a negative learning climate for girls. Girls, unlike boys, avoid tasks labeled difficult and don't return to difficult tasks if they experience failure. Despite the efforts to change textbooks, females are still under represented. Pictures of women appear less frequently than men and more often show women in traditional roles. When men and women are shown in the same picture, the woman is in a subordinate role, such as the female nurse with the male doctor. Further examination of textbooks reveal that even when the pictures show equal numbers of men and women in traditional and non-traditional roles, the text may still use sex-biased language and contain no examples of women scientists. Many of the traditional topics of science and examples favor boys' interests and experiences. Girls favor topics that emphasize health, food, and safety rather than the more common topics that relate science to industry and the military. Examples from contact sports may help the boys understand a concept or law, but for girls, they confuse more than clarify. Girls also have fewer classroom experiences than boys actually doing science. They engage in fewer activities and have fewer experiences using a variety of scientific equipment. Some testing formats and test materials are less effective with girls than boys. Girls dislike being tested individually, orally, or in small group situations. In addition, girls are more likely than boys to answer "I don't know" to questions that have a masculine theme, such as football. Changing behavior and creating a learning environment that promotes equity takes time and effort. Teaching that promotes equity must be active and intentional behavior. It also requires sensitivity, tact, and a willingness to examine one's own behavior and assumptions. To be effective equity strategies must be continuous and integrated into daily instruction. They must pervade all aspects of classroom life. Token or intermittent exposure is not effective because people don't generalize from single examples and because boys and girls have been exposed to differential treatment and expectations from birth. Given all of this, what can teachers do? To start, classroom interactions can be monitored. Kamata argues that in the case of Aichi it is the domination of automobile, domination of labour union and student association by the management and teachers, seconds and teaching based on the teaching manual which regulates both. Mar 29, - Tags: Monica Lima going to punish the dumm student by her big ass. Paper presented at the Annual Meeting of the Australian Association for [The influence of Hong Kong teachers' leadership style and use of power on classroom climate]. Transforming power:.

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The House's slaves ensure all pussies and cocks are taken care of. Dominant milf butt fucked obedient slave in brutal BDSM. Blonde Babe Taught to Obey. The proportion of teacher attention given to boys increases as the students move from elementary to junior and senior high school. Even nonverbal teacher behaviors, such as head nodding and encouraging smiles, favors boys over girls. Cooperative learning groups have been promoted as a good way to bring about positive attitudes toward instruction, mastery of content, and self-esteem. However, when group dynamics are examined carefully, some disturbing interactions are seen. Simply making mixed gender groups does not promote good cross-gender relationships or dispel stereotypes. Boys will take leadership roles and girls will defer to their decisions. Girls have less opportunity to speak in groups. When they do speak, they have difficulty holding the boys' attention or their ideas are rejected. Girls are often found in stereotypical roles, such as secretary, and they take a passive rather than active role in hands-on science activities. Other examples of frequently used but poor grouping strategies include assigning tasks, making seating arrangements, or arranging students according to gender when any other criterion would work just as well. Boys and girls react differently to various aspects of the climate of the classroom. Girls react more negatively than boys to friction between students, strict rules, and teacher favoritism. The presence of these factors in a classroom are related to a general decline in attitude toward science. The more negative response of girls contributes to the poorer attitudes toward science held by girls. A classroom that is highly structured, teacher controlled, and has clear directions and constant feedback is associated with achievement in science and is favored by girls. However, this climate inhibits interests and activities outside of class. This latter situation becomes a special problem where girls are concerned because they report fewer outside science activities and opportunities. Teachers who emphasize the difficulty of science also create a negative learning climate for girls. Girls, unlike boys, avoid tasks labeled difficult and don't return to difficult tasks if they experience failure. Despite the efforts to change textbooks, females are still under represented. Pictures of women appear less frequently than men and more often show women in traditional roles. When men and women are shown in the same picture, the woman is in a subordinate role, such as the female nurse with the male doctor. Further examination of textbooks reveal that even when the pictures show equal numbers of men and women in traditional and non-traditional roles, the text may still use sex-biased language and contain no examples of women scientists. Many of the traditional topics of science and examples favor boys' interests and experiences. Girls favor topics that emphasize health, food, and safety rather than the more common topics that relate science to industry and the military. Examples from contact sports may help the boys understand a concept or law, but for girls, they confuse more than clarify. Girls also have fewer classroom experiences than boys actually doing science. They engage in fewer activities and have fewer experiences using a variety of scientific equipment. Some testing formats and test materials are less effective with girls than boys. Girls dislike being tested individually, orally, or in small group situations. In addition, girls are more likely than boys to answer "I don't know" to questions that have a masculine theme, such as football. Changing behavior and creating a learning environment that promotes equity takes time and effort. Teaching that promotes equity must be active and intentional behavior. It also requires sensitivity, tact, and a willingness to examine one's own behavior and assumptions. To be effective equity strategies must be continuous and integrated into daily instruction. Paper presented at the Annual Meeting of the Australian Association for [The influence of Hong Kong teachers' leadership style and use of power on classroom climate]. Transforming power: Domination, empowerment, and education. Co-Sponsored by the International Reading Association and the National Council of recognize that histories of domination and marginalization involve The work on teacher-student relationships will be further explored here as an example. Super sexy teacher turns to be a shemale..

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Teacher student ass domination

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This page requires Adobe Flash Player. Javascript is turned off in your browser. Some features of this page will not work correctly. Go to Whipped Ass to watch the full video immediately. The video has been added to your favorites. No comments for this video. Add comment. AnonymousTeacher student ass domination appreciate your opinion on this video:.

The field is required. Please wait Thank you! Your comment has been sent for review. Unexpected error occurred, please contact support. BDSM Videos you'd like to watch. Sweet brunette experiences mindful tormenting for her luscious twat. Tied up babe gets banged in shop in hard anal bondage fucking in fro.

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Hot mistress shocks slave stud with electroplay and painful body flo.. Powerful and muscular businesswoman experiences exciting pussy punis.. A brunette is tag-teamed by two punishing Doms who love fucking her. Stunning babe punishes her beautiful losing opponent with deep strap.. Captivating slave sluts are eager to achieve orgasms while serving t.. Stunning slave screams wildly from getting her pussy hammered by two.. A conference between the observer and the observed should be held as soon as possible after the lesson has taken place so that the experience is still fresh. Alternatively, a teacher can be video taped and self or group analyses could take place. When inequities are identified, the following strategies have been found useful. Work on one problem at a time. Don't try to change the level of questioning as well as the kind of feedback all at one. Use a list of students' names and check them off after you ask a question. Alternate questioning boys and girls. Ignore raised hands when selecting students, but allow students the option of saying "I'd like to pass on that question now. Prepare a list of questions ahead of time which are categorized into higher and lower-level questions. Prepare a list of examples that reflect the interests or experiences of both males and females or that emphasize a female activity. Try teaching a class in which all names or pronouns are feminine. Talk with your students about how they felt when you used female names and pronouns and be candid with them about your own reactions. Monitor your progress periodically with additional observations and video taping. A positive classroom climate can be created by reducing favoritism and friction. Classroom observations will help you identify instances of these two problems. Impose more structure by using clear directions, both verbal and written, and make expectations for assignments and grading criteria clear. Present science as a subject that everyone can learn rather than an elite and difficult subject. Motivate your students to solve a problem for the fun of it or the satisfaction of getting a right answer, not because it is a really tough problem that will show you how smart the students are. When using groups for activities, such as lab work, assign each student a specific role. Keep a record of these roles and rotate students through the different roles. This gives girls opportunities to be the team leader and boys to be the group recorder. Observe the group dynamics and praise positive cross gender interactions. Use the Student Team Achievement Division STAD approach in which students do their own work, but a single grade is given to the group which is the average of all individual grades of the group members. Discuss sex segregation and male domination of groups. Last of all, never assign any task by gender. Examine texts and other materials for women in science. If women are not mentioned as contributing to science, discuss the omissions in the text with students and point out examples of stereotyping. If you are unaware of materials that promote equity or focus on the accomplishments of women, contact the affirmative action or equity director of your district or state board of education. Look for, create, and use a test bank and set of examples that are gender neutral or emphasize female interests. Have the students participate in this process by writing short reports about female scientists and creating their own examples and test questions. Bring role models into the classroom. Invite women scientists to talk about their careers and their academic preparation. Use peer tutoring with older girls providing help in math and science for younger girls and boys. Encourage participation and make girls aware of out-of-school activities in science, such as a junior science academy at your local museum, or Expanding Your Horizons, or other science conferences for girls. Provide extra credit or other incentives for participation. Mar 29, - Tags: Monica Lima going to punish the dumm student by her big ass. Paper presented at the Annual Meeting of the Australian Association for [The influence of Hong Kong teachers' leadership style and use of power on classroom climate]. Transforming power: Domination, empowerment, and education..

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Simply making mixed gender groups does not promote good cross-gender relationships or dispel stereotypes. Boys will take leadership roles and girls will defer to their decisions. Girls have less opportunity to speak in groups. When they do speak, they have difficulty holding the boys' attention or their ideas are rejected. Girls are often found in stereotypical roles, such as secretary, and they take a passive rather than active role in hands-on science activities. Other examples of frequently used but poor grouping strategies include assigning tasks, making seating arrangements, or arranging students according to gender when any other criterion would work just as well. Boys and girls react differently to various aspects of the climate of the classroom. Girls react more negatively than boys to friction between students, strict rules, and teacher favoritism. The presence of these factors in a classroom are related to a general decline in attitude toward science. The more negative response of girls contributes to the poorer attitudes toward science held by girls. A classroom that is highly structured, teacher controlled, and has clear directions and constant feedback is associated with achievement in science and is favored by girls. However, this climate inhibits interests and activities outside of class. This latter situation becomes a special problem where girls are concerned because they report fewer outside science activities and opportunities. Teachers who emphasize the difficulty of science also create a negative learning climate for girls. Girls, unlike boys, avoid tasks labeled difficult and don't return to difficult tasks if they experience failure. Despite the efforts to change textbooks, females are still under represented. Pictures of women appear less frequently than men and more often show women in traditional roles. When men and women are shown in the same picture, the woman is in a subordinate role, such as the female nurse with the male doctor. Further examination of textbooks reveal that even when the pictures show equal numbers of men and women in traditional and non-traditional roles, the text may still use sex-biased language and contain no examples of women scientists. Many of the traditional topics of science and examples favor boys' interests and experiences. Girls favor topics that emphasize health, food, and safety rather than the more common topics that relate science to industry and the military. Examples from contact sports may help the boys understand a concept or law, but for girls, they confuse more than clarify. Girls also have fewer classroom experiences than boys actually doing science. They engage in fewer activities and have fewer experiences using a variety of scientific equipment. Some testing formats and test materials are less effective with girls than boys. Girls dislike being tested individually, orally, or in small group situations. In addition, girls are more likely than boys to answer "I don't know" to questions that have a masculine theme, such as football. Changing behavior and creating a learning environment that promotes equity takes time and effort. Teaching that promotes equity must be active and intentional behavior. It also requires sensitivity, tact, and a willingness to examine one's own behavior and assumptions. To be effective equity strategies must be continuous and integrated into daily instruction. Oct 10, - Watch Teacher-Student worship on kindprotect. Pornhub is home to the widest selection of free Fetish sex videos. Teacher Student Ass Domination. Top Teacher Latina Fuck Tubes. Kamata argues that in the case of Aichi it is the domination of automobile, domination of labour union and student association by the management and teachers, seconds and teaching based on the teaching manual which regulates both..

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A busty shoplifter punished with rough ass fucking. Teaching that promotes equity must be active and intentional behavior. It also requires sensitivity, tact, and a willingness to examine one's own behavior and assumptions. To be effective equity strategies must be continuous and integrated into daily instruction. They must pervade all aspects of classroom life. Token or intermittent exposure is not effective because people don't generalize from single examples and because boys and girls have been exposed to differential treatment and expectations from birth. Given all of this, what can teachers do? To start, classroom interactions can be monitored. A colleague can observe your teaching using a simple interaction analysis sheet to record the number of times you call on boys and girls and the types of questions you asked. He or she can record the number of instances of positive and negative feedback, disciplinary and social interactions, as well as the name and sex of students who do not receive your attention. The observer could also look for examples of biased language, such as the use of predominantly male nouns and pronouns and male-biased examples from sports or the military. Wait-time, although a difficult behavior to change, could also be monitored. A conference between the observer and the observed should be held as soon as possible after the lesson has taken place so that the experience is still fresh. Alternatively, a teacher can be video taped and self or group analyses could take place. When inequities are identified, the following strategies have been found useful. Work on one problem at a time. Don't try to change the level of questioning as well as the kind of feedback all at one. Use a list of students' names and check them off after you ask a question. Alternate questioning boys and girls. Ignore raised hands when selecting students, but allow students the option of saying "I'd like to pass on that question now. Prepare a list of questions ahead of time which are categorized into higher and lower-level questions. Prepare a list of examples that reflect the interests or experiences of both males and females or that emphasize a female activity. Try teaching a class in which all names or pronouns are feminine. Talk with your students about how they felt when you used female names and pronouns and be candid with them about your own reactions. Monitor your progress periodically with additional observations and video taping. A positive classroom climate can be created by reducing favoritism and friction. Classroom observations will help you identify instances of these two problems. Impose more structure by using clear directions, both verbal and written, and make expectations for assignments and grading criteria clear. Present science as a subject that everyone can learn rather than an elite and difficult subject. Motivate your students to solve a problem for the fun of it or the satisfaction of getting a right answer, not because it is a really tough problem that will show you how smart the students are. When using groups for activities, such as lab work, assign each student a specific role. Keep a record of these roles and rotate students through the different roles. This gives girls opportunities to be the team leader and boys to be the group recorder. Observe the group dynamics and praise positive cross gender interactions. Use the Student Team Achievement Division STAD approach in which students do their own work, but a single grade is given to the group which is the average of all individual grades of the group members. Discuss sex segregation and male domination of groups. Monica Lima going to punish the dumm student by her big ass. Paper presented at the Annual Meeting of the Australian Association for [The influence of Hong Kong teachers' leadership style and use of power on classroom climate]. Transforming power: Domination, empowerment, and education. Co-Sponsored by the International Reading Association and the National Council of recognize that histories of domination and marginalization involve The work on teacher-student relationships will be further explored here as an example..

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Bea porn Watch Video Sexy Story. Teacher-student interactions are the clearest form of classroom inequities. Teachers call on boys more often than girls, ask boys more higher-order questions, give boys more extensive feedback, and use longer wait-time with boys than girls. Teachers fail to see girls' raised hands, and limit their interactions with girls to social, non-academic topics. Girls are rarely chosen to give a demonstration or help with an experiment. Boys are usually target students and overall they receive more teacher attention than girls. The proportion of teacher attention given to boys increases as the students move from elementary to junior and senior high school. Even nonverbal teacher behaviors, such as head nodding and encouraging smiles, favors boys over girls. Cooperative learning groups have been promoted as a good way to bring about positive attitudes toward instruction, mastery of content, and self-esteem. However, when group dynamics are examined carefully, some disturbing interactions are seen. Simply making mixed gender groups does not promote good cross-gender relationships or dispel stereotypes. Boys will take leadership roles and girls will defer to their decisions. Girls have less opportunity to speak in groups. When they do speak, they have difficulty holding the boys' attention or their ideas are rejected. Girls are often found in stereotypical roles, such as secretary, and they take a passive rather than active role in hands-on science activities. Other examples of frequently used but poor grouping strategies include assigning tasks, making seating arrangements, or arranging students according to gender when any other criterion would work just as well. Boys and girls react differently to various aspects of the climate of the classroom. Girls react more negatively than boys to friction between students, strict rules, and teacher favoritism. The presence of these factors in a classroom are related to a general decline in attitude toward science. The more negative response of girls contributes to the poorer attitudes toward science held by girls. A classroom that is highly structured, teacher controlled, and has clear directions and constant feedback is associated with achievement in science and is favored by girls. However, this climate inhibits interests and activities outside of class. This latter situation becomes a special problem where girls are concerned because they report fewer outside science activities and opportunities. Teachers who emphasize the difficulty of science also create a negative learning climate for girls. Girls, unlike boys, avoid tasks labeled difficult and don't return to difficult tasks if they experience failure. Despite the efforts to change textbooks, females are still under represented. Pictures of women appear less frequently than men and more often show women in traditional roles. When men and women are shown in the same picture, the woman is in a subordinate role, such as the female nurse with the male doctor. Further examination of textbooks reveal that even when the pictures show equal numbers of men and women in traditional and non-traditional roles, the text may still use sex-biased language and contain no examples of women scientists. Many of the traditional topics of science and examples favor boys' interests and experiences. Girls favor topics that emphasize health, food, and safety rather than the more common topics that relate science to industry and the military. Examples from contact sports may help the boys understand a concept or law, but for girls, they confuse more than clarify. Girls also have fewer classroom experiences than boys actually doing science. They engage in fewer activities and have fewer experiences using a variety of scientific equipment. Some testing formats and test materials are less effective with girls than boys. 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