The master's thesis deals with observing teacher's behavior in the classroom and pupils' gender. It consists of two parts; theoretical and empirical work. The theoretical part defines the link between education and sociology, we mention first sociologist who writes about the reproduction of inequality Durkheim and his successor Bourdieu. Furthermore, the school as an educational institution and creating gender identities through education. It also defines the differences between sex and gender. Defines the differences between the sex, gender stereotypes and prejudices and how gender is associated with the school. The following describes the history of education and diversion of pupils and pupil’s universal right to education and dissemination and treatment of pupils by sex today. This topic includes differences in treatment between boys and girls in the classroom; student performance by gender assumptions, like why the girls are more successful than boys, and the teacher's role in all this, and the most important how to eliminate inequalities between males and females in the class.
The empirical part investigates the teacher's practices in the classroom to different pupils’ gender. Male teachers did not participate in the research. The survey was conducted in elementary schools in Ljubljana and Kranj. Observation was divided on the observation of several teachers for one school hour, and one teacher observation for several hours. We looked at three areas; field discipline, activity of pupils, teacher's activity. Each observed area has been divided into several specific examples. In interpreting, we relied on the results obtained and this was compared with theoretical assumptions. The results show that most of the researched teachers more permits girls as boys as well as most of the teachers punish boys with more severe forms of punishment than girls, in the observations we have not seen a case where a teacher take into account the wishes of the boy but girl's wishes do not. Further the results showed that there are differences in the practices of teachers by gender of learners, especially in the areas of tolerance, punishment, giving feedback. The results also show that boys by the majority of teachers are repeatedly alerted to the behavior than girls. In praise, there are no notable differences by gender, also there are no differences according to gender in calling pupils to the blackboard.