I think that is a wonderful sort of education. In a similar way, and this leads me to another point, I am still disturbed with the American laxity towards respect of adults. Likely, some of this unease with the Western mode makes itself felt in my teaching. Our culture is very formal and respectful towards adults. Children, for instance, often use formal titles when addressing adults, and we tend to be very polite. Many American that I know interpret this as subservience, but it is not so. It is rather respect towards an elder age. Americans seem to lack this, respecting youth rather than age. It is matters such as these that invariably and unavoidably effect my teaching.

Being a female also affects my teaching. Females are supposed to be softer, more compassionate, more intuitive, and less judgmental than the masculine sex. We are known as the mothering breed. Of course, this is a generalization, and there are always females such as Margaret Thatcher or Hilary Clinton -- or even Evita -- that break these rules and are masculine forms incarnate.

Nonetheless, I think...

This is not always positive.
I also have a tougher time with classroom discipline. Males are supposed to be more assertive, militant, aggressive, and so forth. Seemingly and presumably, they would have an easier time with classroom discipline and enjoy it more than I, a female would. Disciplining students certainly seems to be one of my challenges, and I would love to possess a tinge of the masculine aptitude in this area.

In short, when gender enters the classroom, I think that I possess both the advantages and disadvantages of being a female. I am soft and, therefore, more compassionate and understanding towards and of my students, managing to actively listen to them, provide them with the needed empathy, and I have also a certain intuition that males lack.

On the other hand -- and my students realize this -- I lack the necessary masculine steel and strength required for being the expert disciplinarian.