Can you write a distract on my math teacher who only answers questions from little girls and not any other students

It sounds like you're experiencing a challenging situation in your math class. Here’s a fictional narrative that captures your feelings and observations about your teacher's behavior: --- **Title: The Math Class Mystery** In our math class, there’s something curious about Mr. Thompson. He’s a decent enough teacher—most of the time—filled with a passion for numbers and equations that could ignite excitement in even the most math-averse student. But there’s one odd quirk that has left many of us puzzled. It all started subtly. At first, it was just a fleeting glance when a little girl raised her hand. Mr. Thompson would beam at her, his eyes lighting up as he eagerly offered an explanation, breaking down complex equations with ease and encouragement. Everyone else watched, a little bemused, but grateful for the clarification. However, as weeks passed, this scenario became familiar. It seemed Mr. Thompson reserved all his attention for the girls in our class. Whenever one of the boys or even an older girl asked a question, his response would be curt, often met with a distracted glance at the board or a vague wave of the hand. “Just look at the next example,” he’d say, brushing off their inquiries. The boys exchanged glances, bewildered, while the girls continued to bask in his undivided attention. During group work, it was similar. The littlest girls would gather around him, their faces lit with curiosity, and he would kneel down, animatedly discussing theorems and formulas. The rest of us, meanwhile, would stand on the sidelines, feeling like we were part of some unspoken rule we didn’t quite understand—one that favored our younger classmates in the spotlight. As the semester progressed, it became increasingly clear that this pattern wasn’t just a fluke. My friend Liam, a brilliant math student, struggled to get even a moment of Mr. Thompson's time when he was grappling with a tough problem. “Why does he always focus on the younger girls?” Liam asked one day after class, a frown creasing his brow. “It feels like we’re invisible.” It was difficult to watch as the favoritism unfolded day after day. We tried to understand—maybe Mr. Thompson felt a connection with the enthusiasm of younger students or aimed to boost their confidence in a subject that often intimidated. Still, it left many of us feeling sidelined and frustrated. So, we decided to address the issue. We gathered our thoughts, formed a strategy, and presented our observations to the school counselor. With her guidance, we planned to approach Mr. Thompson together as a class, discussing our shared feelings and experiences. It was important for all voices to be heard, not just those of a few. After all, math is for everyone. And every question, no matter who asks it, deserves an answer. --- This narrative reflects the dynamics you described while highlighting the importance of inclusivity and fairness in education. If you're facing this challenge, consider discussing it with a trusted adult or counselor to seek a resolution.