BOYS’ LEARNING

As our recently completed Strategic Plan indicates, we have consciously stated that we are no longer a boys’ school just by tradition but rather by conviction (Adams, 2009). St. George’s is a school for boys, and everything we do must reflect this unique environment.
Over the last two decades, much research has been conducted on how boys learn. As educators and people who deeply care about boys and their learning, we must understand this research and put it into practice through our own best teaching strategies.
Paramount for all educators is the recognition that each boy has his own unique learning style, and we must be flexible in our practices to support each learner. Finally, it is important to note that boys and girls fall along a continuum and, thus, the information in this document is of a general nature and should to be taken as such (Macdonald, 2005).
A quick summary of some recent brain research:
• boys are more spatial and visual learners (while girls are more verbal/auditory learners);
• boys’ pre-frontal cortex (decision making, reading, writing and word production) is less developed than girls of the same age;
• boys tend to be more impulsive risk takers;
• boys will ‘zone out’ more easily and more frequently—they require more “neural rest” breaks;
• movement between the right and left brain hemispheres is generally weaker in boys; thus, boys are better with smaller chunks of information, are more singular task oriented, and more interested in projects; and
• boys are more aggressive and competitive (Michael Gurian and Kathy Stevens (2005) call this “aggression nurturance” —play teasing and hitting).
• teacher-centered classrooms tend to be difficult for most boys (i.e. prolonged lecturing, note-taking, quiet studying);
• traditionally, difficult subject matters include literacy (reading and writing), modern languages, art, and drama;
• organizational and homework skills are generally weak; and
• boys are extremely relational in their approach to learning.
The IBSC is in the midst of researching the role of relationship and learning. Their early findings (revealed at the July 2011 IBSC London Conference) support the notion that boys are more interested in the teacher than the subject. If a teacher inspires them, they will do whatever it takes to gain his/her adoration. They will work hard and attend tutorials that will result in genuine interest in the subject matter. Gordon Neufeld’s (2011) ‘attachment theory’ supports this notion that students need strong relationships with trusted adults. Boys delight in friendly banter, appreciate a positive sense of humour, and enjoy a good laugh. Building strong relationships is key to success with our students.
Relationship building is particularly important in disciplinary incidents. Students want to succeed, to be happy, to be accepted and to please their teachers. Neufeld (2011) informs us that “it is always good disciplinary practice to speak to the relationship first and conduct second”. Boys respect teachers who take care, for the most part, of any classroom management and discipline challenges. Consequences, if needed, should be immediate rather than be deferred. Boys want to know they have been heard and fairly dealt with. They also require ‘the light at the end of the tunnel’—i.e. the ability to move forward with their head held high. Difficult conversations should be conducted, where possible, side-to-side rather than eye-to-eye.
Boys, in general, are more physical (kinaesthetic), competitive, visual, and experiential. Our teaching must reflect these strengths. It is important to design lessons, particularly at the junior and middle school levels, that require/allow some movement and ‘brain breaks’.
As much as possible, use visuals. Bob Greenleaf (2011), at the recent Saints’ Teaching Institute, stated that the use of a simple picture significantly contributes to better understanding and retention. This is even more acute for boys. Get boys on field trips and using their hands, and, where possible, provide them with real world applications. It is good practice to always assume the boys are asking the following question: How will this affect me in my daily life? Boys need to make clear linkages between what they’re learning and their lives outside of school. They can take risks—in the theatre, reciting poetry, displaying their art, and so on. Boys enjoy choice. Rather than one type of project, provide a choice for them. Varied assessment strategies are essential. Testing is one important assessment tool but equally so are debate, role-play, drawing, teaching, open inquiry, and blogging.
While they may not always appreciate it, boys want meaningful homework that will help them learn and progress. “Make-work” assignments will lead to delinquency. Also, it is important to recognize the need to customize homework for individual needs (e.g. have a student who struggles in math complete only the even number questions instead of all). Likewise, returning assignments in a timely fashion builds on a respectful relationship. We ask for it on time, they expect us to do the same.
More hints are provided in Appendices A and B.
Character education is infused throughout our School—all the time, everywhere—and we, as trusted adults are vital role models. To maintain our culture of high expectations, we must have clear and shared character traits. Research indicates that, for boys, this is even more important than for girls. We want to help develop honest, independent, polite, globally-minded, and respectful young men of character. Abigail James (2007) and Neufeld (2011) argue that being polite in all our dealings fosters a culture of respect throughout the School. According to Dian Hulse (2002), boys, in a single gender environment, are less susceptible to peer pressure and are more comfortable with who they are. According to Hulse (2002), there are “endless variations of masculinity”. Brad Adams (2011) goes further by observing more and more schools for boys are offering, or even requiring, courses/units on the topic of masculinity. We need to capitalize on our comfort level with our boys and ensure our daily decisions revolve around the ‘building of fine young men’.
Boys, while independent in so many ways, crave to be part of something larger —something important. Teamwork and collaboration are vital for boys. Whether in athletics, band, or the classroom, boys love to be part of a team. More important, however, is the need to always be welcomed and supported by their community. They want to give back through service initiatives, leadership, and hard work. They demonstrate a great deal of pride in their peers’ work. The joy they feel grows over time, so as Georgians they value even more their membership in our community. They want to know that we, as faculty, staff, coaches, and mentors, also appreciate being part of the St. George’s family. They want to know you and your families, and you to know theirs.
Boys are keen observers of trusted adults in their lives. How we behave, act, and react is noted. We are all role models for them. Our boys require positive male and female role models. As Dennis Campbell (2004), Headmaster of Woodberry Forest School says, schools require “hard-working, caring, gentle, men of integrity”. As stated in the Character section, boys need to see various forms of masculinity and manhood. Gurian and Stevens (2005) call for more “Male Mentoring Systems”—older boys role-modelling for younger ones. Boys also require positive female role models of caring, strong, intelligent leaders. It is important to realize the enormous impact we have on all the boys within our care; our objective is to sustain a positive impression at all times.
St. George’s is proud of the supportive, boy-friendly learning environment we have. As staff and faculty, we must remain mindful of their needs, both individuality and collectively, and continue to be a community where all boys can shine.
Since the School’s founding in 1930, the concept of the “well-rounded boy” has been the defining characteristic of a St. George’s education. Mindful of their ethical, intellectual, physical, and social development, we educate and support boys to achieve fulfilling lives, here and after graduation, to be lifelong learners, and to engage meaningfully in their communities.
We therefore are committed to:
• Breadth of Program: A rich and diverse educational experience rooted in the liberal arts tradition and embracing academics, the arts, athletics, outdoor education, service, and leadership.
• Character Development: The development of character with particular emphasis on values such as empathy, humility, integrity, respect, responsibility, and resilience.
• Meeting the Learning Needs of Boys: Varied, engaging, and research-based instructional practices acknowledging the diversity of learners, and meeting the learning needs of boys.
• Core Academic and 21st Century Global Skills: The development of key skills, including creativity and innovation, critical thinking and real-world problem-solving, communications, collaboration, and leadership.
• Personal Wellness: The strengthening of our students’ physical, emotional, and spiritual well-being through mentorship and counselling, physical and health education, and an athletics program promoting active participation and healthy competition.
Continuous School Improvement: A culture of continuous school improvement through which all are inspired to do their best.
S t. GEORGE’S SchOOL – Gu IDING EDuc AtIONAL PRINcIPLES1. Re-think homework. Meaningless or make-work homework creates the greatest pushback from boys because it ruins their playtime and causes fights at home. Teachers should try to use differentiated homework, offer homework online that gives immediate feedback, or give boys a way to earn their way out of homework.
2. Authenticity. Boys often consider school irrelevant to the lives they are going to lead; try to connect assignments to the real world and to their aspirations to be men.
3. What are the stakes? Does it matter to me? Does it matter to other boys? Does an assignment involve risk, public performance or competition?
4. Do not use the threat of failure. The constant threat of failure, on which most schools are premised at the deepest level, does not work for boys because they eventually write off the entire enterprise.
5. Pre-assessment. Do the boys in your class already know a lot of the stuff you are going to teach this year? And do you know what they already know? They won’t respect your teaching until you find out what they know.
6. Movement. Let them move inside the classroom as much as you can tolerate. Remember the boys who hate Shakespeare will learn lines from Romeo and Juliet when they can act them out with others – with swords.
7. Minimize words, maximize non-verbal cues and avoid power struggles.
8. Do not compare boys unfavorably to girls. Boys know they are behind developmentally. Don’t rub it in.
9. Use humor. Irony, mystery, surprise, a well-told story, all of them work well. Never resort to sarcasm.
10. Do not set boys up for failure. They are very shame sensitive. If a boy comes into kindergarten able to write letters in capitals, don’t tell him that’s wrong.
11. Boys love technology. It gives them a sense of control. Do not condemn their love of technology and video games without understanding why they love and what it does for them.
12. Let boys read and write about (and draw!) what they love. There is often a collision between boys and teachers when it comes to reading.
13. Teachers tend to like fiction, character development, journals and emotions openness. Boys, in general, like non-fiction, science fiction, graphic novels and stories of emotional toughness such as sports biographies. They especially love value stories or espionage, combat and death.
Adams, B. (2009). Great Schools for Boys. 125 Years for the Boys – Best Practices from The Haverford School. Haverford, PA: The Haverford School.
125 Years for the Boys – Best Practices from Haverford School.
Bradley, D. (2000). Boys’ School Know Boys. Boston: Vincent Curtis Educational Register 1999-2000 Edition.
Gurian, M. (1996). The Wonder of Boys. New York: Tarcher/Putnam.
Gurian, M., Henley, P., & Trueman, T. (2001). Boys and girls learn differently: A guide for teachers and parents. San Francisco: Jossey Bass.
Neufeld, G. (2011). Making Sense Of Kids. Neufeld Intensive Workshop handouts. Vancouver: Neufeld Institute.
Campbell, D. (2004). Why Single Sex. Toronto: International Boys School Coalition.
Eliot, L. (2009). Pink Brain, Blue Brain - How Small Differences Grow into Troublesome Gaps - and What We Can Do About It Boston, New York: Mariner Books.
Green, R. (2008). Lost at School – why our kids with behavioral challenges are falling through the cracks and how we can help them. New York: Scribner.
Boys. Boston: Vincent Curtis Educational Sex. Eliot, Gaps - and What We Can Do About It them. the
Greenleaf, B. (2011). Lecture at the Saints’ Teaching Institute. Vancouver: St. George’s School.
Gurian, M., & Stevens, K. (2005). The minds of boys: Saving our sons from falling behind in school and life. San Francisco: Jossey Bass. Hulse, D. (2002). A Look at Boys’ Schools. New York: Parents League Review.
James, A. (2007). Teaching the Male Brain: How boys think, feel and learn in school. Thousand Oaks, California: Corwin Press.
King, K. & Gurian, M. (2006). Teaching the Minds of Boys” Association for Supervision and Curriculum Development, September 2006, Volume 64, Number 1, Pages 56-61. Alexandria, VA: ASCD.
MacDonald, B. (2005). Boy Smarts. Surrey, BC: Mentoring Press.
San Francisco: Jossey Bass. the Smarts. Surrey, BC: Mentoring Press.
Sense the Hawley, Strategies why. Keep http://www.sde.com/teacher-resources.as.
Paluch, M. (2009, Oct 21). “Op-ed response to today’s front page story in the push for ‘boy friendly’ school.” Toronto: Globe and Mail.
Riechert, M. & Hawley, R. (2010). Reaching Boys, Teaching Boys – Strategies that work and why. San Francisco: John Wiley & Sons. Staff Development for Educators (2011). Tips to Keep in Mind When Teaching Boys. http://www.sde.com/teacher-resources.as. Peterborough, NH: SDE.
Wilson, G. (2010). Raising Boys’ Achievement. London: Continuum Books.
Younger, M., & Warrington, M. (2005). Raising Boys’ Achievement in Secondary Schools. New York: McGraw-Hill
Wilson, G. (2010). New York: McGraw-Hill
New Zealand Ministry of Education (2011). Success for Boys. http://success-forboys.tki.org.nz/. Wellington, New Zealand: Ministry of Education.
New Zealand Ministry of Education (2011).
Staff Development for Educators (2011). Tips to Keep in Mind When Teaching Boys
Use good visuals to reinforce auditory presentations.
Provide additional wait time/think time to process information, especially when presented orally.
Incorporate as many manipulatives, realia and models in your instruction as you can. Legitimize touching the material.
Make an effort to keep the sound source to the student’s right side when possible.
Provide frequent talk breaks to foster processing as well as provide a preventative measure to decrease classroom disruptions.
Ensure ample opportunity for movement in the classroom. Know when to send a boy on an errand!
Don’t routinely take away recess as a punishment for boys; use only as a last resort.
Always incorporate tactile/kinaesthetic opportunities when teaching boys.
Use color and novelty in your instruction as a way to wake up the brain and enhance learning.
Keep in mind many boys need extra time for task completion.
Boys in general tend to mature at a slower rate than girls, and therefore may not be ready for their assigned program/grade placement.
South Paw alert! Be aware that left-handed boys suffer learning disabilities at 10 times the rate of righties.
Keep in mind that boys are less accurate at ‘reading’ faces than girls. This can affect your ability to discipline nonverbally.
Boys tend to be more aggressive in temperament than girls. This has implications for grouping and pairing.
Provide priority seating (front row) for boys who are struggling learners.
Provide worktables vs. a desk to those boys who like to spread out.
The greatest instructional motivator for boys is to teach to their interest area.
Color code file folders and instructional material as a way to help some boys learn to organize their material.
Remember that girls tend to “whisper”, while boys tend to “shout”.
Be aware that boys like to memorize facts. Take advantage of this trait.
Keep in mind that boys typically have a shorter attention span than girls.
Make sure that your instructional delivery and classroom management reflect the fact that 95% of the children diagnosed as hyperactive are boys.
Boys make up 80-90% of discipline referrals.
Boys make up at least 2/3 of the children on medication. (Question medication vs. mediation.)
When possible place some boys with a male teacher. (role model)
Because a girl’s corpus callosum (the bundle of nerves that connect the brain’s left and right hemispheres) is significantly larger than boys, some researchers believe this may explain why girls are capable of completing several tasks at the same time.
Boys make up over 70% of students classified as special needs.
Note: Be cautious about accepting absolutes concerning gender differences. There are always exceptions.
JUNIOR CAmPUS: 3851 West 29th Avenue, Vancouver, BC Canada V6S 1T6
SENIOR CAmPUS: 4175 West 29th Avenue, Vancouver, BC Canada V6S 1V1
T 604-224-1304 | E info@stgeorges.bc.ca | stgeorges.bc.ca