Do boys and girls learn and behave differently? There is a lot of research to suggest that boys and girls react differently to the elementary school environment. I have attached a veteran teacher's perspective who provides some ideas on how to create a boy-friendly environment. After reading the attached article, what are your thoughts about boys in elementary school? Click on the picture above to access the full article by Kelley King.
9 comments:
I wonder what her sources were were she compliled her data. How many schools did she research? Were they inner city, suburban, or rural schools? What were the demographics? What are the children's homelife situation?
It is true that boys and girls are wired differently, and that Walker Creek Elementary staff and programs balance out the needs of both our boys and girls.
I agree that boys and girls are wired differently and go about things differently. I see lots of good examples of teachers that go out of their way to teach things in a way or ways that all students can learn. Gone on the days when all students sit in rows and answer questions out of a book. I think the teachers we work with here are creative and innovative in how they teach the curriculum.
I am torn about how to answer this question. As a longtime veteran of the public school system I see several issues here but two that jump out:
1. Summer birthdays make up the bulk of the students retained in Kindergarten. K Teachers have said for years that a student turning 5 on Aug. 31st might not be on the same developmental footing as a student turning 6 on Sept. 5th. YES this does make a huge difference!!
2. When will we, as a nation, quit blaming the public school for a national tragedy in the breakdown of the home. How many of these disengaged boys have fathers in their lives?
I do think boys and girls learn differently. BUT, just as many girls struggle as boys in classrooms today. I think we as educators need to look at what works best for each student, and plan lessons that will target all learning styles. I agree with Mary that a lot of this starts at home.
The Census states that 17% of boys living in Tarrant County do not have a Father in the home. That's a lot of homes without a Dad.
I found the comments on the bottom of the screen on the article interesting as well--how people in possibly other parts of the country view the article. As a mom, I do know my son and my daughter learned very differently--still do! As a veteran teacher like Mary, I agree and know there is data to back up the disadvantage fathers give their sons by being absent from their lives as well as the summer birthday factor. I also agree with Angela that we have to meet each CHILD where they are and help them learn the way they learn best.
What amazes me still is how even boys from the best homes with both parents present and attentive can still lack confidence in the classroom--
The article by Kelley King and comments by readers of the blog were interesting and thought provoking. I too believe that boys and girls react differently to the school setting. As an early childhood teacher I was taught that boys lag 6 months behind girls in development. Frequently this impacts how successful the child will be in school. It may be a struggle to sit still and focus for even short amounts of time. Fine motor skills are not as developed making it more difficult for a boy to produce quality work. Yet, the same expectations are in place for all. We see more boys than girls labeled ADHD, learning disabled and autistic. This doesn't even factor in support at home or the lack there of. I agree with my colleagues that we need to continue to make an effort to take each child where he/she is and try to teach in the manner that will benefit most. Kelley referred to a book that she co-authored, Strategies for Teaching Boys and Girls in Elementary School, in a response to a blogger's comment. This may be a book worth looking into along with her upcoming one.
I believe that girls and boys approach problems differently however I do not think this is some big revelation. We have always known this and have approached learners differently. My belief is meet scholars where they are as individuals, teach varied engaging lessons and do your best to relate to each student as a person you care about. I read the article and did not see a single suggestion, if I am reading the same article everyone else has seen. I located another article which I felt had useful information that could guide teachers to more engaging lessons for boys and girls.
http://www.ascd.org/ascd-express/vol6/604-gurian.aspx
I totally agree with Mary. I've been teaching students who of economically disadvantaged homes for several years. It made me an eye witnes of the impact that broken families and/or poverty bring to these boys. Most of them are living in apartments or homes situated in less than friendly neighbohoods. There is no such thing as to go out of their homes to play with neighbors anymore. Most boys are not engaged in any sport or extracurricular activity. They arrive at school with all that energy and nowhere to go besides 10 minutes of recess and PE. Can you imagine our lives without the endorfines provided by the pactice of physical education? Thank God for PE!
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