1. Empowering Leadership Skills of Female
Learners in
Mixed-Gender EFL classrooms
Toury Fouzia

2. Aims:
 What is Leadership?
 What is a leader?
 What are the characteristics Of a Leader?
 Leadership and Education
 How can we make leader Students?
 What is Educational leadership?
 What Relation is between Education, women
empowerment and leadership?
 How can we Create girl/woman leaders?
 Leadership Teaching Activities
 Conclusion

3. What is Leadership?
 ‘Innovation distinguishes between a leader and a
follower.’
Steve Jobs
 ‘Leadership is taking responsibility while others are
making excuses.’
JOHN C. MAXWELL, Leadership Gold
 ‘Leadership: the art of getting someone else to do
something you want done because he wants to do it.’
Dwight D. Eisenhower

4. Influence A group Context
Leadership
Goal

5. What is a leader?
‘To be a leader, you have to make people want
to follow you, and nobody wants to follow
someone who doesn't know where he is
going.’
. JOE NAMATH

6. What are the characteristics Of a
Leader?
• Strong drive for responsibility,
• Readiness to adsorb
• Focus on completing the task, interpersonal stress,
• Vigour and persistence in pursuit • Willingness to tolerate frustration
of goals, and delay
• Originality in problem-solving,
• Ability to influence the behaviour
of others,
• Drive to exercise initiative in
social settings,
• Capacity to structure social
• Self-confidence, systems to the purpose in hand.
• Sense of personal identity,
• Willingness to accept
consequences of decisions and
actions

8. Leadership and Education
• Leadership is mainly
related to:
What we teach;
How we teach;
What goals we want
to achieve
and what type of
students we want to
have.

9. How can we make leader Students?
• Give Responsibility
• Set roles
• Give tasks
• Evaluate achievement
• Create Competition
• Interpret
• Motivate
• Give Reward

10. What is Educational leadership?
 Educational Leader Student leader

11. Interactive Roles of Educational
Leadership:
Educational Leader Student Leader
Reflective about his Reflective about his
teaching learning
What What
How How
Why Why

12. “Educate a man you
educate one person.
Educate a woman
you educate the
whole family”
Jawharlal Nehru

13. Leadership Education
Women Empowerment

14. • It is universally accepted that education is a
significant instrument in improving the status of
woman.
• Education is the key to create equitable
environment; where woman can gain
confidence, recognize their rights and claim
them.
• If a woman is educated then it will build self-
confidence and this will result in empowerment.

15. Raise
The living
standards
To have a source
of income
Education for woman

16. How can we Create girl/woman leaders?
 One key to leadership is self-perception: girls
need to develop their self-confidence in their
own skills and leadership competencies.
 To provide supportive environments in which
they can acquire leadership experience .
 To give a successful leadership program that
addresses the girls’ need for emotional
safety, and desire for social and personal
development.
 A healthy educational environment can develop
leadership skills and offer leadership
opportunities at younger ages.

17. HOW?
 Be a Leadership Example
or give a leadership
example;
 Break those ‘sexism’
stereotypes;
 Stress: “There are
different leadership styles”
 Encourage her voice;
 Provide Early Leadership
Opportunities
 Find ways that she can
make a difference.

19. Leadership Teaching Activities

20. Sunshine cards name
 Everyone writes his/her name
sun in the centre of a piece of
paper and draws a sun around
their name.
 Pass your paper around to the
person on your right. That
person will write something
positive about you and they do
not have to sign their name.
 Continue to pass your name
around until everyone has
written something on all the
papers.

21. Creative names tag
 Give everyone 15 min
to make their own
name tag.
 A student can list
her/his hobbies, draw
a picture, give a self-
profile…etc.

23. Talent Show:
 Everyone selects one
talent or special gift that
she possesses and can
demonstrates for the
group.
 Students introduce
themselves, explain what
their special talent is, and
then perform their special
talent for the group.

24. What Are Your Hopes Today?

25. What are your new Resolutions?

26. I. Your Leadership Calendar
 You mark twelve different days on your calendar
spread out over four or six months.
 At the end of each marked day, you should write
down some leadership behavior (either positive
or negative) that you exercised during that day.
 Each behavior should be followed by a reaction
statement that answers two questions:
“How did I feel about my action or
behavior?” and “How does this action or
behavior jive with what I know about
leadership best practices?”

27. The best thing:
 Youwrite different words and ask students to
choose to describe themselves:

28. Hot Hot Hot Tamale
 Hot Hot Hot Tamale requires students to reflect on
positive qualities about themselves.
 You guide the lesson by having the whole class sitting in
a circle together.
 Nerf balls or plastic peppers can be used to pass
around the circle.
 You may have more than one pepper passing around at
one time.
 When you yell "Hot Hot Hot Tamale" the students with
the peppers or balls in their hands stop and recite one
positive quality about themselves.
 This activity builds self esteem in children by having
them think of their positive attributes.

29. The Magic Wand
 You have just found a magic wand that allows
you to change three work related activities. You
can change anything you want.
 How would you change yourself, your job, your
boss, coworkers, an important project, etc.?
 Discuss why it is important to make the change?
 Discuss what you would change if you become
the boss for a month.
 This activity helps to learn about others' desires
and frustrations.

30. I Admire you:
Name five traits of a successful person:

31. I Admire You
 This game helps to identify leadership qualities and helps
individuals decide what leadership qualities they are going to form.
You will need writing utensils, paper, and a blackboard or flip chart
for this activity.
 Have everyone think of someone whom they consider an effective
leader.
 Write down the qualities that make that person a good leader.
 Have each team compile a list of qualities that make a good leader.
 Discuss why these qualities are important. Have one person from
each team write the qualities they discussed on the board or flip
chart.
 On a clean piece of paper, have each individual write what
leadership quality he or she is going to develop. Instruct everyone to
take this paper home and tape it where they can see it every day, as
a reminder of the leadership qualities he or she is striving for

32. Leadership Values
 It is important that leaders clarify their
own sense of leadership values.
 Reflect upon the values that define your
role as a leader? Then individually
circle five values listed below that best
complete the following sentence:
 " _________________ is a ‘cornerstone’
in my approach to leadership."

33. " _________________ is a
‘cornerstone’ in my approach to
leadership."
 ACHIEVEMENT
 AFFECTION
 ADVENTURE
 COMFORT
 CHALLENGE
 CONFORMITY
 CONTROL
 COOPERATION
 CREATIVITY
 DIRECTNESS
 ECONOMIC
 EXPERTNESS
 BALANCE
 FLEXIBILITY
 FAIRNESS
 FRIENDSHIP
 FREEDOM
 HELPFULNESS
 HAPPINESS
 INDEPENDENCE
 HARDWORK
 INTEGRITY
 HONESTY
 LEADERSHIP MORALITY
 HARMONY
 ETHICS
 INVOLVEMENT
 LOYALTY VALUES
 ORDER
 RESPECT

34. Organization and Planning: Organizing a
Party
 Work in groups of three
or four and plan a party:
1. Make a list of things you
have to do ( write the
invitations, send the
invitations, choose the
food, plan the music, etc)
2. Each students should
have a task to do and
place to go.
3. It is a team project in
which everyone is
involved to do a
particular task.

35. Grammar: React as in the example:
 Men get better salaries.
 They used to get better salaries, but now
women get the same salaries as men.
Men get better posts….
Men enjoy privileges…
Men have got more rights than men…
Men have got more job opportunities…

36. Writing: Write about these subjects:
 Boys:How would you feel if your wife
earned more money than you?
 Girls:
How would you feel if you earned
much more money than your husband?

37. Poems for the future - modals
In my future life I
might …
I could …
I may …
But I’ll definitely
…

38. In my future life I’d like to be a cat,
I’d like to sleep for twelve hours
Then dance around my flat.
I’d like to play by moonlight
And sunbathe in the sun,
I’d like to live – that’s my
I’d like to climb a palm tree
And catch my tail for fun. last wish,
I’d like to dine on fresh fish Please ban all dogs
Then drink a sea of milk,
from earth!
[Adapted from:
http://www.teachingenglish.org.uk/try/activities/poems-
future]

39. Letter to Self
• A good follow-up activity is is to have participants write a letter to
themselves as they will be a year or two in the future
• Such a letter forces them to think about what they wish to
accomplish by that date, and, one hopes, inspire them to take
action to make those goals happen.
• Have participants address envelopes to their permanent
addresses (such as parents' homes) and tuck the letters inside.
• Make a note on your own calendar and make sure to mail the
letters near that future date.
• Alternately, use an e-mail service such as FutureMe (free),
which will deliver an e-mail with a time delay.

40. Discuss:
International Women's day Means:
1. Women actually exist (for one day)
2. Women don't have full human rights (imagine an
international men's year)
3. Women are still struggling to survive (Do you feel free to
walk alone at night?)

41. Do you want to change the world?

42.  You present different
destinations where Care Work Conservation
in South in Malaysia
people can go and do
Africa
voluntary work.
 Make students
choose one place and
discuss why they are
making such choice.
Care work in Teaching in
Costa Rica Tanzania

43. You write different words and ask students to
choose to describe dreams/ future jobs and why?
 Minister;
 President;
 Police officer;
 Pilot;
 Traindriver;
 Music Composer;
 Graphic Designer;
 Teacher, etc.

44. Career Seeking:
 It'simportant for teenagers to feel excited about
the future and to have a sense of empowerment
when it comes to planning their lives.
 Have students make top-five lists of careers
they are interested in.
 Tell students to seek out internships or
opportunities to shadow actual professionals in
one of these jobs.
 Students must write their resumes, contact
potential employers, pitch themselves and their
skills, ask for an internship or shadowing
opportunity and organize such opportunities into
their schedules.

45. The quick Change Artist game
 You pair off into partners
facing each other. Each player
is to observe his or her
partner’s appearance. Then
the players turn around back to
back and make two or more
changes in their dress, hair
accessories, etc.
 When they face each other
again, each partner must
identify the changes made by
his or her partner.
 This game can be repeated
several times by changing
partners and increasing the
number of changes made.

46. Special Classes
 Provide special classes and lectures once a month.
 Invite a prominent leader in your community to share his
successes and how leadership principles helped him to
achieve.
 Read a leadership book together and discuss it at the
beginning of each of these classes.
 Use videos and webcasts to bring in experts in the
leadership field to educate your school leadership.

47. Video of Justin Bieber: Never say Never

48. What is the key of being successful and
making a difference?
 Recognizing a challenge
 Captivating the attention of influencers
 Finding support from your community
 Seeing the path to success
 Working on your personal capacities and
talents.

49. Assign Classroom Jobs
 With students, create a list of jobs for the week. Using the criteria of
your choosing, let students earn the opportunity to pick their
classroom jobs for the next week. These jobs can cater to their
interests and skills.
 Classroom Job Examples:
Post to the Class blog or page;
Update Calendar;
Moderate review games;
Pick start of class music;
Watch class pet or plants;
Public relations officer (address people who visit class);
Standard class jobs like Attendance, Cleaning the boards, putting
up chairs, etc.

50. Guess Who?
 This
is a game about famous leader
women.
 Ifyou find out the woman we are looking
for, you are the Winner and you will get a
Surprise Gift.

51. Personal Jar
 If you have done
something positive, or
have had a positive
emotion, or have
changed something in
your life, write it in a small
paper and put in a jar.
 Whenever you have the
chance, you can read
those papers and reflect
on them and on your
future plans.

52. Key Words for a Successful Woman
Leader:
 Focus;
 Strong desire to succeed;
 Good Organization of time;
 Continuous learning;
 Taking the initiative;
 Knowledge is power;
 Getting out of the secure circle;
 Getting close to successful leader people.

53. Conclusion:
 This image makes us deeply think about the kind of girls and
women we want to have in our community. This little girl is
innocently focused, determined and willing to succeed despite
all the unpleasant learning conditions. What matters for her as
well as for the young boy near her is to take the pen and draw
the rainbows of their dreams in their handy notebooks.
So let’s all gather hands to help them to learn and to lead.

55. References:
 What is leadership? Leadership South West, Research1.
 Say What you Mean. Andre Ballan Dras, 1977.Gd Fernard Nathan1977.
 The business Intermediate Students’Book. John Allison with Paul Emerson. MC Millan.
 Putting Education Back into Educational Leadership
 VIVIANE M. J. ROBINSON . Faculty of Education, The University of Auckland
 Helping Girls Become Confident Leaders. Posted: July 5th, 2011 by Michele Borba.
 www.ehow.com.
 http://en.wikipedia.org/wiki/Zaynab_an-Nafzawiyyah
 http://leadershipteacher.webnode.com/respect-for-self-others/
 http://www.nwlink.com/~donclark/leader/icebreak.html

56. …
 Email: touryfouzia@gmail.com