How girls and boys construct themselves as pupils while studying the subject Swedish.

In this essay I have researched how pupils behave in the classroom during their Swedish lessons and how their behaviour differ on the basis of their gender. Research show that boys, to a greater extent than girls, demand more attention in the way they express themselves, both physiologically and orally. It is proved that already from birth we have different expectations on boys and girls and this influences how they construct themselves as gender. During the spring of 2019 I have observed 19 primary school pupils whilst in their Swedish lessons. I watched and listened for patterns of behaviour in the classroom; if the boys talked more than the girls and if so; in what way? I was also curious to find out if there were pupils who chose to never speak, and if so; why? The result of my study showed that the boys had a more vigorous body language than the girls and therefore claimed more attention in the classroom by putting their opinion across, often uninvited. The girls were more likely to sit in their places and raised their hands when they wanted to speak. Recognising that pupils, depending on their gender, conduct themselves differently in the classroom could be used as a tool not just for myself but for other teachers in order to give both boys and girls equal opportunity to expressing themselves and to create a gender equal classroom environment