• All students have the right to a learning environment that is gender equitable.
• All education programs and career decisions should be based on a student's interest and ability, regardless of gender.
• Gender equity incorporates a consideration of social class, culture, ethnicity, religion, sexual orientation, and age.
• Gender equity requires sensitivity, determination, commitment, and vigilance over time.
• The foundation of gender equity is co-operation and collaboration among students, educators, education organizations, families, and members of communities.

• Be committed to learning about and practising equitable teaching.
• Use gender-specific terms to market opportunities--for example, if a technology fair has been designed to appeal to girls, mention girls clearly and specifically. Many girls assume that gender-neutral language in non-traditional fields means boys.
• Modify content, teaching style, and assessment practices to make non-traditional subjects more relevant and interesting for female and male students.
• Highlight the social aspects and usefulness of activities, skills, and knowledge.
• Comments received from female students suggest that they particularly enjoy integrative thinking; understanding context as well as facts; and exploring social, moral, and environmental impacts of decisions.
• When establishing relevance of material, consider the different interests and life experiences that girls and boys may have.
• Choose a variety of instructional strategies such as co-operative and collaborative work in small groups, opportunities for safe risk taking, hands-on work, and opportunities to integrate knowledge and skills (e.g., science and communication).
• Provide specific strategies, special opportunities, and resources to encourage students to excel in areas of study in which they are typically under-represented.
• Design lessons to explore many perspectives and to use different sources of information; refer to female and male experts.
• Manage competitiveness in the classroom, particularly in areas where male students typically excel.
• Watch for biasses (e.g., in behaviour or learning resources) and teach students strategies to recognize and work to eliminate inequities they observe.
• Be aware of accepted gender-bias practices in physical activity (e.g., in team sport, funding for athletes, and choices in physical education programs).
• Do not assume that all students are heterosexual.
• Share information and build a network of colleagues with a strong commitment to equity.
• Model non-biassed behaviour: use inclusive, parallel, or gender-sensitive language; question and coach male and female students with the same frequency, specificity, and depth; allow quiet students sufficient time to respond to questions.
• Have colleagues familiar with common gender biasses observe your teaching and discuss any potential bias they may observe.
• Be consistent over time.

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