英文原版：
Be aware, Be awake!!!
According to BCTF Teachers’ Guide « The Gender Spectrum: What Educators Need to Know»
Your child(ren) could receive the education of Gender Spectrum provided by Pride Education Network ( a group of LGBTQ+ Advocate) please find it on BC Teachers’ Federation Website.
Page 5 The Gender Spectrum” refers to the idea that there are many gender identities (female, male, transgender, two-spirit, etc.). It also acknowledges that there is a range of gender expressions, or ways in which people externally communicate their gender identity to others through behavior, clothing, haircut, voice, and other forms of presentation.
1. Gender is a spectrum; there is a range of gender identities between and outside of the categories of male and female.
2. Gender identity development happens from 0 until death.
3. Gender is a product of the mind. It is influenced by nature, nurture and context.
4. There is no correct style of expression for males or females. It is healthy for people to express who they feel they are.
5. Being transgender or gender non-conforming is normal and healthy.
Page10 Hormone blockers are a safe way to “buy time” as the transgender teen decides whether to go on cross-hormones. This treatment prevents the (often traumatic) development of secondary sex characteristics that do not match the person’s gender identity. It also prevents the need for painful and expensive surgeries to undo these changes later in life. This treatment is widely endorsed by family doctors, endocrinologists, psychologists, and other specialists involved in transgender health programs.
Page17Hire staff with diverse gender identities and expressions, as well as positive attitudes toward gender non-conformity (Hire role model) .
Page17 Challenge and counteract binary and stereotypical messages about gender (both implicit and explicit) found on school grounds, including murals, posters, bulletin board displays, trophy cases, the school website, etc.
Page18 Student Self-Identification Students, including transgender and gender-nonconforming students, may use a variety of terms to describe their gender, gender expression and gender identity. Not all students who fall within the broad definitions of “transgender” and “gender-nonconforming” set forth above will use these terms to self-identify. School personnel should not label students unnecessarily, and should respect the terms students adopt to identify themselves. Whenever possible, school forms to be filled out by students should allow students to fill in their gender (or to decline to answer) rather than require them to choose between male and female. (Does it mean no gender is one gender identity? Or they want to remove gender out from identity?)
Page23 Address the class in non-gendered ways (i.e. avoid “boys and girls”). For inclusive language ideas, see pg. 26.
Page24 Teachers need to update:
Educate yourself. Stay on top of current social, political and cultural events related to gender issues – are gender roles being reinforced or deconstructed? Challenge yourself.
Challenge your own stereotypes, beliefs and expectations around gender.
Challenge your judgments about people who don’t conform to rigid gender stereotypes either by their clothes, hair, mannerisms, interests or sexual attractions/ sexual orientation.
Challenge others. Confront sexist/homophobic attitudes and actions of others. Share what you have learned and encourage others to take a stand.
Page25 Avoid putting girls and boys in separate lines or asking girls to stand up or boys to stand up at different times during activities in circle time. This puts students who do not conform to rigid gender roles in an awkward situation. Gender variant children may not see themselves the way we see them.
(Where is the respect to kids or teacher with rigid gender identity?)
Page 25 There can be more than one Mom or Dad in the house centre...just like there can be more than one sister or brother. Sometimes, students argue over this and want to impose rigid rules on others. Challenge these rules. (Are they really alike? Can brother or sister give birth to other brothers or sisters?)
Page29 Teachers can model these critical thinking skills during read-alouds with the class by asking questions about the kinds of characteristics and activities associated with males versus females in the stories they read. For example, When reading the story, The Hockey Sweater by Roch Carrier, you might ask why the illustrations only show boys playing hockey, and no girls.(Is it a false question, Did the morden society show girls can’t play hokey?)
Page29 Ask students to rewrite fairytales by changing the gender of the main character. For example, “What if Sleeping Beauty was a boy?” Re-imagining the story in this way will raise consciousness of their own limited views of gender, views which are deserving of critical thought. If students cling to traditional beliefs about gender, follow up questions could include: “Where does your belief come from?” and “What are the real-life consequences of your opinion for people who cannot conform to your beliefs about gender?” (What do you want? Is this another type of confusion and mental bullying? I would ask the same to teachers since our kids may not be able to ask “What are the real-life consequences of your opinion for people who cannot conform to your beliefs about gender?”)
Page31 Discussions about Gender with Secondary Students in every curriculum ( English, Social, Science, Math, Languages, Physical Education)
Page31 Every day is a good day to talk about gender,but these days are especially noteworthy:
1. No Name Calling Week……………January
2. Day of Pink........ February or April (date varies)
3. International Women’s Day.............March 8
4. Day of Silence....................April (date varies)
5. International Day Against Homophobia.May 17
6. National Coming Out Day............ October 11
7. Trans Day of Remembrance..... November 20
8. Human Rights Day................... December 10
9. ( Does it mean you would like call every day No Gender Day?)
Page32 Kindergarten and Grade One Lesson Plan( Our kids are targeted)
1. Begin by asking students “Who’s in a family?” Record their ideas on chart paper along with key words and picture symbols (i.e. people’s heads) so that non-readers can tell who is who. Be careful not to draw girls and boys in gender stereotypical ways (i.e. stick figures with skirts or pants) or using gendered colours (i.e. pink and blue)
2. Prior to reading stories about families, ask students to listen and watch for the different kinds of families they see within the books. Read the story “Who’s in A Family?” by Robert Skutch or “All Families are Special” by Norma Simon.
3. After reading, show students a chart with different kinds of families on it. Write the name of each form of family in a different colour so that non-readers can tell them apart. You will need to design this in advance using the following words and picture symbols of people’s heads: All of these forms of family are shown in the book by Robert Skutch.
4. Ask students to take turns using a pointer and being “the teacher” to point out their own family. Help those who might be confused to identify their own family. (Make sure you know the families of all students well before you teach this lesson).
Page33 Ask students to imagine/pretend they had two moms or two dads. If that were so, what would they get double of? (positive/fun things).
Page37 If you have already done some direct teaching about sexism with students and they have familiarity with the term and its meaning, you might read stories together and use any of the following strategies with students. (How could our kid not getting confused?)
1) Pick a traditional fairy tale and read it aloud. Ask students to stop you when they see or hear a sexist incident in the story. Students call out “Stop!” when they want you to cease reading. They must then identify the sexist incident before you can proceed with the story.
2) Have students take a traditional fairy tale and work together in small groups to write a new ending for it. Ask them to create one where the princess and prince live in a more realistic, independent manner.
3) Use the Social Responsibility Performance Standards (SRPS for Kindergarten to Grade and ask students to work in small groups to analyze a character’s behaviour within the story. Use the “defending human rights” strand of the SRPS. Ask groups of students to rate a specific character in terms of how they treat the female characters in the story. Does the character meet expectations of the SRPS? Why or why not? Have students orally report out their observations to the class.
4) Use the book, King and King, to prompt student thinking about marriage equality. Ask students if two princes or princesses can get married or not. Read the story and then debrief student reactions to the book. Ask students: What did you notice in this fairy tale that was unexpected? How did you react to the part of the story where the two princes got married? Why? What messages have you heard about who can or cannot marry?
5) Ask students to write their own fractured/non-traditional fairy tale where the prince or princess is portrayed in a non gender specific role. Tell them you are looking for nonsexist behaviour in at least one character.
Assessment: 1)…..2)…..3)…..
Page 38 Grades 3 and 4 Teaching Plan… Assessment… Extension…. Scenario ….
Page40 Grades 4 – 6 …………………………………….
Page42 Grades 6 - 10 …………………………
Page 45 Grades 8 – 12 …………………..
For Detail Please read original on BCTF Website--Provided By Pride Education Network
http://pridenet.ca/wp-content/uploads/the-gender-spectrum.pdf
Please also pay attention to VSB Policy and Regulation Revising Regarding: Sexual Orientation and Gender Identies ACB and ACB R-1
Detail can be found on VSB'S website.
