Address your students collectively without using gendered language such as "guys," which may make girls feel excluded. "Everyone" and "class" are great gender-neutral ways of addressing your group of students. Ask students only to speak for themselves rather than being a spokesperson for a larger group. Avoid asking questions with leading intros, such as, "How do you think most boys would feel about this story?" You might rephrase the question, "How did you feel about the representation of men in this story?" Let both boys and girls weigh in about how gender is portrayed in a given text or work. There isn't a need to have only girls discuss the representation of women, for example. Seek out materials for your class that represent perspectives from multiple genders. If you're having trouble finding a cross-section, discuss your needs with a seasoned librarian. A librarian can typically introduce you to new authors or filmmakers so your syllabus is more inclusive. Your students will benefit from being exposed to multiple points of view. If you have trouble finding a range of critical opinions on a given subject, call out this shortcoming for older students. Describe any historical or social context that might explain this disparity. Mix costumes and art supplies for younger students rather than dividing them by into sections for boys and girls. This will allow your students to express themselves creatively without anxiety about adhering to traditional gender roles. Creative play is an important part of development. Boys should feel free to experiment with glitter and girls to dress up as police officers. For older pupils, ask students of both genders to read dialog aloud in class without regard for the gender of the speaker. A female student can just as easily read the part of a king as a male student can read the part of a maid. Support students who identify as another gender or non-gender binary by using their desired pronouns in class. If another student uses the wrong pronoun, correct them gently. You might say, "I hear that you liked Alexei's point. Let's respect her by using the pronoun she prefers." Review the tape to see if you call on students of both genders, listen as intently to girls as you do to boys, and assess what types of questions you ask to students of each gender. Take notes to strategize about how you can tailor your own teaching to create a more equitable environment for your students. Most schools won't have a problem with this, but it never hurts to ask an administrator first. You might say, "Do you mind if I film a class session to examine my own teaching methods? Request that the colleague provide critical feedback on how you managed the class with gender equality in mind. Ask them to suggest strategies or different approaches you could try to give all your students an opportunity to succeed. If possible, have them sit in a future session to note if you've improved in their eyes. If not, brainstorm a new approach together. If there's a teacher you feel does a particularly great job of creating gender equality in the classroom, ask for tips on achieving an optimal environment.
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One-sentence summary -- Use gender-neutral language when possible. Avoid asking students to speak on behalf of their gender. Choose course materials by both men and women. Avoid separating supplies or materials by gender. Refer to students using the pronouns they prefer. Videotape your class to examine your own teaching methods. Ask a trusted colleague sit in on a class session to give you feedback.

Article: Research sports that you know of. See how they are played, what the rules are, how you win, and what penalties there are. By learning about lots of sports, you are able to see what you like and dislike. Start a list of features from various sports that you want your sport to include. You might take the layout of a baseball field, the play features of bocce ball, and the penalties of football. Don't take more than one or two features from each sport unless you want to create something that's a variation of a sport that already exists. Write out how the game is played and how a winner is determined. Be as specific as possible about what each player or team must do and what they are not allowed to do. Decide if there is a time limit or if play goes on until a certain score or goal is reached. Decide if teams rotate turns or if play shifts back and forth between them at random. For example, in volleyball, each team serves at specific times, but play passes back and forth until one team misses the ball. In baseball, teams take turns being at bat and in the field. Many sports, like soccer, have a time limit and the winner is whoever has the most points. Others, like tennis, are played until a specific point value is reached. If you want the sport to require teams, decide if there must be a set number or if it can vary. On the other side, plan the sport differently if you want it to be a one-on-one game. Keep in mind that some of the most popular sports are adaptable for a range of players. Sports like soccer, basketball, ultimate frisbee, and football are designed to accommodate a range of player numbers. They typically require at least two people per team and up to ten or eleven, but the game can be played with any number in between. Games like ping pong, tennis, and racquetball require at least two and no more than four, in most cases. Set out what you think is the ideal number of players, but make note of how the game could be adapted for different numbers of players. Start broad, and expand outward into specifics. Make sure there are enough rules to make the sport work but not so many that it becomes confusing for players to learn it. For starters, set out five to ten basic rules. You might brainstorm lots of rules and then rank them in terms of importance. Go through a process of elimination to get rid of ones that are not necessary. Rules include what players must do, what they are allowed to do, and what they are not allowed to do. For example, players must walk, are allowed to jump, but can't run. Incorporate various rules from sports that already exist, which you researched in the first stage of the sport's development.
Question: What is a summary of what this article is about?
Browse the rules and objectives of existing sports. Outline the basic objective of the sport. Determine the ideal number of players. Write out all of the rules that are necessary to make the game work.