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When a boy gets into trouble, how many times have you heard “boys will be boys?” According to McBride, boys get 70% of all D’s and F’s, boys make up 80% of all high school dropouts, and boys account for 80% of all discipline problems. Why do boys get into trouble at school? Boys have less serotonin and less oxytocin, which makes them more impulsive and less likely to sit still. The more words a teacher uses, the greater chance a boy will stop listening. Boys often feel that conversation is unnecessary, which could lead to a lack of class participation. Boys also have trouble expressing feelings with words; instead, they often act out their feelings. Boys in a group will often times do stupid things to “show off.” With boys, aggression and competition builds camaraderie and helps to organize their peer relationships. If activities like gym class and recess are taken away, boys will act out that aggression in other ways. Speaking of which, boys will act out more, and, interestingly, 5 boys for every 1 girl is diagnosed with a “disorder” (conduct disorder, bipolar, hyperactivity, ADD, etc…I will not be going into detail on these disorders, as they are another topic all-together). Boys tend to have worse hearing than girls, and it gets worse as the boys get older.
What about when a girl gets into trouble? What do we say then? Girls do get into trouble, don’t they? Sure they do, they just usually wait until they are a little older. According to the ISD 200 school psychologist, she estimates that she sees more girls than boys (65% - 35%) at the middle school. The reasons are typically social; social relationships (friends and boyfriends) become extremely important, depression and anxiety issues manifest to a greater degree, and family issues interfere with school more. Social hierarchies often destroy friendships. Technological bullying is prevalent amongst girls. Early puberty is difficult for most girls, and it often leads to teasing and ridicule.
What can we, as teachers, do to reduce discipline issues at school? First thing, establish a safe zone in your classroom. Set the tone for a proper learning environment right away; let students know what will be and not be tolerated in the class. A few tips for girls specifically: 1) Promote leadership by using groups and teams, 2) verbally encourage girls who exhibit low self-esteem or who underestimate their abilities, 3) provide female role models at activities that are normally dominated by boys/men, 4) if a girl is the “odd one out” of her social group, don’t dismiss it. Talk to the girl, ask her about her problems and her possible enemies, and 5) use a supportive, non-confrontational approach to change a girls behavior, not a confrontational, in-your-face style. As far as boys go: 1) Provide a large learning space when possible, 2) keep verbal instructions short, don’t layer instructions, write instructions as numbered steps on the board, 3) expose boys to a variety of mentors from many walks of life that illustrate different ways to become successful, 4) stress tends to lead boys to isolation – be aware of this, and 5) give clear and consistent discipline to boys.
Gossen, D (1996). Restitution Triangle. Canada: Chelsom Consultants Ltd.
Guarian, M and Stevens, K. (2005). The Minds of Boys. San Francisco, CA: Josey Bass.
McBride, W. Ph.D. Girls Will Be Girls and Boys Will Be Boys: Teaching to Gender Differences
Sax, L (2005). Why Gender Matters. New York, NY: Broadway Books
Great list of tips here, Kevin. I think it's important for us to also look at which age we will be teaching these boys and girls. Most of us will have missed the elementary years, so we can focus on the characteristics of boys and girl during middle and high school years. Is it okay if I, the female teacher, am struggling with a boy to get a male teacher involved as this mentor that you mention? And for you, a male teacher, can you reach out to a female colleague for help if you've tried everything else? Or do you think that we need to take sole care of our own students? Your thoughts-
Denise - I think it is absolutely OK to recruit a teacher, or any staff member, of the opposite sex if you are having trouble/issues with a student. I think a teacher should use any resource that they have available to them. From what I've read, with so many students coming from a single-parent household these days, it is important, for boys especially, to have a positive role model to look up to. And if you can initiate that relationship, then good for you - I say go for it!
We do this quite frequently at our school, however, the number of men in our building is quite small. We also use high school mentors from our athletic teams and our honor roll to come over and spend time wtih our students, especially our students of color. We are very fortunate to have partnered with a large church in our area that send many volunteers our way, including many professional men. Our custodial staff is primarily male and they will step in when needed as well. I think it is very important to use the resources you have at your finger tips and to not let your ego or pride get in the way when dealing with students that may not connect with you as well based on your gender and/or life experience.
I know we have read in several places that boys are having trouble in school because the schools are not set up to teach to boys. This really struck home the other day when I was talking to a teacher friend about this and she said the same thing. It is one thing to read it in a text book, a whole other thing to hear it from a person who is experiencing the phenomenon. So the question is, what has changed in the way schools are run that has led to this (if anything has changed)? Or, has the male student population changed? It seems boys were obviously getting into college and had to meet certain requirements, so were the standards lower before? I am not talking aboit the fact that women were not encouraged to go to college. Let's factor that out for the sake of this argument. What I am asking is that male students still had to meet certain academic requirements to get into college.
You ask a great question, Dan. Referring to just the male student: According to http://nces.ed.gov/fastfacts/display.asp?id=98, from 1997 - 2007 college enrollment for males went up 22%. If that's the case, is there really a problem with the way boys are being taught? Why or why not?
My wife was reading a book called Why Boys Fail. It also talks about the differences between males and females and touches on activity levels. One really interesting thing it brought up was the increased push for students to start reading at the Kindergarten level. Basically the books said that boys are not yet developmentally ready at this age so they struggle, which in turn causes distractions and a loss of interest, which leads to behavior problems. If this is truly the case should we keep pushing students to read at earlier ages if it leads to behavior issues in boys?
Sometimes the fastest way to the finish line isn't always the shortest way. Students grouped by age do not have the same ability, and I believe it is the source of many problems for young kids.
I totally agree, especially now that we are getting many students who are experiencing school for the first time. At our school we have many students coming from low income multi-housing complexes. These students do not leave their apartments and socialize with other children and they come with very limited skills in this area but due to standards we are pushing these kids academically to do things they are not ready to handle.
I think this is a problem for a lot of other subjects as well- we are asking more and more of these kids and some can handle the added pressure and some cannot. I know ADD/ADHD affects boys more than girls and I have often wondered if this added pressure has resulted in increased diagnosis. I wonder if more of the students from our generation would have been diagnosed in today's more demanding classroom.
I think when I was growing up there were not as many distractions for both boys and girls in the community. With all the technology around kids are used to immediate gratification and if they do not get the reply or score they want on a video game or the computer they can delete it or start over until they get the results they want. Everything needs to be entertaining and they want to know upfront what are we going to get from this and why do we need to know this. They want immediate results and trying to hang with instruction in the classroom that builds the foundation for future concepts is difficult for them. I also think all the new social networking that happens all day long adds to distractions in the schools, as well as to the stress of students to keep up with everything.
This semester I had a mentor in an American History class but I also observed a class that had several EBD students all were boys except for one girl. Are you surprised that boys seem to have many of the same issues in their senior high years as they did in grade school? By the same, I mean, shorter attention span and disengaged. However, when the teacher had discussions where they could be involved and she switched it up a bit you could really see the difference. Did your research seem to talk more about the differences as the younger ages and not the older ages?
I probably won't get the chance so I'd say both, for the experience and research potential. I would prefer mixed though because of the greater possibilities that I envision for divergence and perspectives.
It would be interesting to look at EBD statistics and discipline in private boys and girls schools. I wonder if they differentiate their curriculum as much having the same sex students in their classes all the time. I know my husband attented an all boys high school and said the distractions their were much less as were the discipline issues.
Middle School, hands down. I taught middle school theater for 2 years. It was incredibly difficult. Part of the reason was that I had 6th-8th graders in my class, and as you state, the difference between a 6th grade boy and an 8th grade girl - well,, they might as well be different species. Finding a way to deliver the material in a way that worked for all of those students was very challenging. Plus, the sense of humor drove me nuts. I think middle school is a really difficult time - I know I certainly was no gem during those years. I think there is a special place in heaven for middle school teachers.
I agree w/ Genevieve - middle school. They are just so confused and trying to see how and where they fit in. Everything is heightened for them emotionally, physically their bodies are changing, and their brains are on speed (without drugs). It is sometimes hard to believe that they learn anything at that age...how did any of us? :)
I also would have to say middle school. I would like to teach at the high school level because I want to have more in-depth conversations with students in Spanish and teach them higher level concepts.
I would have to say middle school as well. Maybe it is from my own bad memories of middle school, but I've been subbing at the middle school and high school lately and I find it much more taxing at the middle school level. I feel, like Jaime and Genevieve have said, that dealing with the different maturity levels just adds another dimension of differentiating your lessons that would be extremely difficult for a new teacher.
Middle School. I worked in the middle for two years and I did not prefer it to elementary. I haven't worked with hs yet, but I think I'd like it better than ms. The language and actions in the hallway were crazy when I was there. It's a hard, weird time. They're out of elem, given more freedom, but not yet focused on their interests. And I didn't really like ms. :)
I always thought I wanted to teach in the grade school and that I could never do HS but this semester I observed in the HS and then did my teaching there and I actually loved it. I guess I cannot say now until I experience MS too. I was pleasantly surprised this semester.
I would not want to choose one over the other. I think in a science class where team work and discussion are very mnportant, each gender brings a unique perspective to the table.
I have been subbing at both elementary and middle school level, they are both challenging in different way. One of the middle school class that I taught as a long term sub had all boys. The experience turned out to be pretty good, I guess I was pretty lucky, one of the boys was particular helpful, peer influence is big at this level. I have also read Why Gender Matters, an interesting book. The author suggests that teachers should use gender-specific teaching strategies to get the best out every student. As teachers of both boy and girl we are all in need of such knowledge.
It's funny, really. I'm kinda where Brenda is at. I taught K-12 in Korea but knew I had a knack for the young people. I didn't think I'd like high school in the States. But, I've done my practicum there and just finished presenting two lessons to the advanced 11th grade Lit class and lovedddd them! I'm kind of glad that we don't know what grade we will get yet. (Obviously, we won't be in elementary!) And yes. As Dan said, each gender brings something else to the table. I happened to have a few trouble makers yesterday, and they were all boys. But that didn't frustrate me or wish I only had girls in class. I kind of welcomed their little game as a way of testing my ability to keep teaching and not let them distract me. It actually showed me how I could get them to stop while keep on doing my thing! :)
Hi FasTrack students, my name is Michele and I am Kevin Engel's expert voice. While I don't belong to any of the marginalized groups, I do have a working knowledge and experience with many of the groups you are studying. I am an elementary licensed Social Worker( BA is Social Work, minor in Psychology). I have run a residential group home for teens, I have done in home therapy for families at risk of losing children to out of home placement, and I have worked in a battered women's shelter. I also worked for Community Action Council, where I developed a program in ISD 191 to provide social workers in the school to work with at risk families. Our big charge right now at our school is looking at and implementing culturally responsive teaching and discipline. I spend a majority of my time working with discipline issues and constructing behavior management plans to work in the classroom and at home. I help teachers with issues that can't be solved quickly in the classroom. So, if you have questions regarding discipline, parent involvement, or strategies for classroom management I would love to hear them.
Hi Michele,
Wow, you are a wealth of information. Inclusion and differentiation has been stressed throughout all of our classes. What would you say is a key tip (or tips) to a new teacher still learning how to differentiate and formulate instruction for all students, including spec ed, etc.?
You need to get to know your students. We do summer surveys in our school, bringing students and their parents in and doing an informal interview as well as some assessment. Get to know their interests, their family dynamics, their strengths and their weaknesses. Often times we rely on parents and other professionals to dictate this without asking the student directly. Do you like to: work in groups, speak in front of the class, do seat work, share your work with the class, read out loud, draw, act, etc. There are ways to incorporate everyone and find something everyone can be a part of and feel good about. Kids are intuitive and often know more than we think, especially about other students. We often talk about each class being a family with expertises in many different things, draw those out. The more they know and understand about each other the harder it is to be mean and disrespectful to each other. Hope that made some sense.
This was very insightful , Kevin. The traditional old school instructivism is NOT a good match for boys early on. Your stats were particularly interesting regarding girls during the junior high (middle school ) years. The competition for male attention seems to make them just plain MEAN! not to generalize, of course ; /
You met all the criteria and the tips were especially useful.
1. Research your topic. 5 refs-2 hard copy 25 points
2. Synthesize 200-400 words 25 points
3. Respond to peers. 25 points
4. Introductory statement from guest. Attend 25 points
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Comments (36)
denise.larson@... said
at 3:24 pm on Apr 2, 2011
Great list of tips here, Kevin. I think it's important for us to also look at which age we will be teaching these boys and girls. Most of us will have missed the elementary years, so we can focus on the characteristics of boys and girl during middle and high school years. Is it okay if I, the female teacher, am struggling with a boy to get a male teacher involved as this mentor that you mention? And for you, a male teacher, can you reach out to a female colleague for help if you've tried everything else? Or do you think that we need to take sole care of our own students? Your thoughts-
kevin.engel@... said
at 4:31 pm on Apr 2, 2011
Denise - I think it is absolutely OK to recruit a teacher, or any staff member, of the opposite sex if you are having trouble/issues with a student. I think a teacher should use any resource that they have available to them. From what I've read, with so many students coming from a single-parent household these days, it is important, for boys especially, to have a positive role model to look up to. And if you can initiate that relationship, then good for you - I say go for it!
Zach Johnson said
at 8:22 pm on Apr 7, 2011
That's a good point, you should use the resources you have
Michele Robson said
at 1:20 pm on Apr 12, 2011
test 123
Michele Robson said
at 7:32 am on Apr 18, 2011
We do this quite frequently at our school, however, the number of men in our building is quite small. We also use high school mentors from our athletic teams and our honor roll to come over and spend time wtih our students, especially our students of color. We are very fortunate to have partnered with a large church in our area that send many volunteers our way, including many professional men. Our custodial staff is primarily male and they will step in when needed as well. I think it is very important to use the resources you have at your finger tips and to not let your ego or pride get in the way when dealing with students that may not connect with you as well based on your gender and/or life experience.
Dan Morrison said
at 4:20 pm on Apr 2, 2011
I know we have read in several places that boys are having trouble in school because the schools are not set up to teach to boys. This really struck home the other day when I was talking to a teacher friend about this and she said the same thing. It is one thing to read it in a text book, a whole other thing to hear it from a person who is experiencing the phenomenon. So the question is, what has changed in the way schools are run that has led to this (if anything has changed)? Or, has the male student population changed? It seems boys were obviously getting into college and had to meet certain requirements, so were the standards lower before? I am not talking aboit the fact that women were not encouraged to go to college. Let's factor that out for the sake of this argument. What I am asking is that male students still had to meet certain academic requirements to get into college.
kevin.engel@... said
at 4:43 pm on Apr 2, 2011
You ask a great question, Dan. Referring to just the male student: According to http://nces.ed.gov/fastfacts/display.asp?id=98, from 1997 - 2007 college enrollment for males went up 22%. If that's the case, is there really a problem with the way boys are being taught? Why or why not?
Joshua Voller said
at 5:11 pm on Apr 3, 2011
My wife was reading a book called Why Boys Fail. It also talks about the differences between males and females and touches on activity levels. One really interesting thing it brought up was the increased push for students to start reading at the Kindergarten level. Basically the books said that boys are not yet developmentally ready at this age so they struggle, which in turn causes distractions and a loss of interest, which leads to behavior problems. If this is truly the case should we keep pushing students to read at earlier ages if it leads to behavior issues in boys?
Josh Alessio said
at 6:07 pm on Apr 3, 2011
Sometimes the fastest way to the finish line isn't always the shortest way. Students grouped by age do not have the same ability, and I believe it is the source of many problems for young kids.
Zach Johnson said
at 8:23 pm on Apr 7, 2011
What would you propose, then? If we're teaching something outside of what a student can actually learn, it's only going to frustrate them
Michele Robson said
at 7:44 am on Apr 18, 2011
I totally agree, especially now that we are getting many students who are experiencing school for the first time. At our school we have many students coming from low income multi-housing complexes. These students do not leave their apartments and socialize with other children and they come with very limited skills in this area but due to standards we are pushing these kids academically to do things they are not ready to handle.
Lindsey Krawchuk said
at 4:14 pm on Apr 20, 2011
I think this is a problem for a lot of other subjects as well- we are asking more and more of these kids and some can handle the added pressure and some cannot. I know ADD/ADHD affects boys more than girls and I have often wondered if this added pressure has resulted in increased diagnosis. I wonder if more of the students from our generation would have been diagnosed in today's more demanding classroom.
Michele Robson said
at 7:41 am on Apr 18, 2011
I think when I was growing up there were not as many distractions for both boys and girls in the community. With all the technology around kids are used to immediate gratification and if they do not get the reply or score they want on a video game or the computer they can delete it or start over until they get the results they want. Everything needs to be entertaining and they want to know upfront what are we going to get from this and why do we need to know this. They want immediate results and trying to hang with instruction in the classroom that builds the foundation for future concepts is difficult for them. I also think all the new social networking that happens all day long adds to distractions in the schools, as well as to the stress of students to keep up with everything.
Brenda Mattei said
at 8:48 am on Apr 3, 2011
This semester I had a mentor in an American History class but I also observed a class that had several EBD students all were boys except for one girl. Are you surprised that boys seem to have many of the same issues in their senior high years as they did in grade school? By the same, I mean, shorter attention span and disengaged. However, when the teacher had discussions where they could be involved and she switched it up a bit you could really see the difference. Did your research seem to talk more about the differences as the younger ages and not the older ages?
kevin.engel@... said
at 7:10 am on Apr 4, 2011
The research I found deals mostly with students at the younger ages - typically up to middle school. I'll look for information on the older students.
kevin.engel@... said
at 7:11 am on Apr 4, 2011
QUESTION FOR EVERYONE: If you could teach a class of 25 boys or 25 girls, which would you choose? Why?
David L Zuck said
at 3:16 pm on Apr 16, 2011
I probably won't get the chance so I'd say both, for the experience and research potential. I would prefer mixed though because of the greater possibilities that I envision for divergence and perspectives.
David L Zuck said
at 3:17 pm on Apr 16, 2011
My gut tells me, I'd be more worried by a principal just informing me that my 7th period would be all boys.
Richard S. Russell said
at 12:36 am on Apr 17, 2011
I would ask the school administration why they're segregating their classes by sex.
Michele Robson said
at 7:47 am on Apr 18, 2011
It would be interesting to look at EBD statistics and discipline in private boys and girls schools. I wonder if they differentiate their curriculum as much having the same sex students in their classes all the time. I know my husband attented an all boys high school and said the distractions their were much less as were the discipline issues.
kevin.engel@... said
at 7:12 am on Apr 4, 2011
QUESTION FOR EVERYONE: What age group of students would you least like to teach (elementary, middle school, or high school)? Why?
Genevieve.Bennett@st.bemidjistate.edu said
at 2:06 pm on Apr 4, 2011
Middle School, hands down. I taught middle school theater for 2 years. It was incredibly difficult. Part of the reason was that I had 6th-8th graders in my class, and as you state, the difference between a 6th grade boy and an 8th grade girl - well,, they might as well be different species. Finding a way to deliver the material in a way that worked for all of those students was very challenging. Plus, the sense of humor drove me nuts. I think middle school is a really difficult time - I know I certainly was no gem during those years. I think there is a special place in heaven for middle school teachers.
Jaime Goulet said
at 9:21 pm on Apr 6, 2011
I agree w/ Genevieve - middle school. They are just so confused and trying to see how and where they fit in. Everything is heightened for them emotionally, physically their bodies are changing, and their brains are on speed (without drugs). It is sometimes hard to believe that they learn anything at that age...how did any of us? :)
Abby Larson said
at 9:25 pm on Apr 7, 2011
I also would have to say middle school. I would like to teach at the high school level because I want to have more in-depth conversations with students in Spanish and teach them higher level concepts.
Katherine Buhr said
at 10:01 pm on Apr 6, 2011
I would have to say middle school as well. Maybe it is from my own bad memories of middle school, but I've been subbing at the middle school and high school lately and I find it much more taxing at the middle school level. I feel, like Jaime and Genevieve have said, that dealing with the different maturity levels just adds another dimension of differentiating your lessons that would be extremely difficult for a new teacher.
Zach Johnson said
at 8:25 pm on Apr 7, 2011
I want to teach high school, because I feel the students are more developed, and you can start to get into more high level concepts with them
Marissa said
at 6:46 pm on Apr 16, 2011
Middle School. I worked in the middle for two years and I did not prefer it to elementary. I haven't worked with hs yet, but I think I'd like it better than ms. The language and actions in the hallway were crazy when I was there. It's a hard, weird time. They're out of elem, given more freedom, but not yet focused on their interests. And I didn't really like ms. :)
Brenda Mattei said
at 8:45 pm on Apr 16, 2011
I always thought I wanted to teach in the grade school and that I could never do HS but this semester I observed in the HS and then did my teaching there and I actually loved it. I guess I cannot say now until I experience MS too. I was pleasantly surprised this semester.
Dan Morrison said
at 11:02 pm on Apr 4, 2011
I would not want to choose one over the other. I think in a science class where team work and discussion are very mnportant, each gender brings a unique perspective to the table.
Jaime Goulet said
at 9:19 pm on Apr 6, 2011
Boys - because Health and Phy Ed deal with activity. Boys are typically more apt to listen, process and learn while doing.
may.hsueh@... said
at 10:27 am on Apr 16, 2011
I have been subbing at both elementary and middle school level, they are both challenging in different way. One of the middle school class that I taught as a long term sub had all boys. The experience turned out to be pretty good, I guess I was pretty lucky, one of the boys was particular helpful, peer influence is big at this level. I have also read Why Gender Matters, an interesting book. The author suggests that teachers should use gender-specific teaching strategies to get the best out every student. As teachers of both boy and girl we are all in need of such knowledge.
denise.larson@... said
at 10:11 pm on Apr 16, 2011
It's funny, really. I'm kinda where Brenda is at. I taught K-12 in Korea but knew I had a knack for the young people. I didn't think I'd like high school in the States. But, I've done my practicum there and just finished presenting two lessons to the advanced 11th grade Lit class and lovedddd them! I'm kind of glad that we don't know what grade we will get yet. (Obviously, we won't be in elementary!) And yes. As Dan said, each gender brings something else to the table. I happened to have a few trouble makers yesterday, and they were all boys. But that didn't frustrate me or wish I only had girls in class. I kind of welcomed their little game as a way of testing my ability to keep teaching and not let them distract me. It actually showed me how I could get them to stop while keep on doing my thing! :)
Michele Robson said
at 1:37 pm on Apr 18, 2011
Hi FasTrack students, my name is Michele and I am Kevin Engel's expert voice. While I don't belong to any of the marginalized groups, I do have a working knowledge and experience with many of the groups you are studying. I am an elementary licensed Social Worker( BA is Social Work, minor in Psychology). I have run a residential group home for teens, I have done in home therapy for families at risk of losing children to out of home placement, and I have worked in a battered women's shelter. I also worked for Community Action Council, where I developed a program in ISD 191 to provide social workers in the school to work with at risk families. Our big charge right now at our school is looking at and implementing culturally responsive teaching and discipline. I spend a majority of my time working with discipline issues and constructing behavior management plans to work in the classroom and at home. I help teachers with issues that can't be solved quickly in the classroom. So, if you have questions regarding discipline, parent involvement, or strategies for classroom management I would love to hear them.
Jaime Goulet said
at 2:45 pm on Apr 19, 2011
Hi Michele,
Wow, you are a wealth of information. Inclusion and differentiation has been stressed throughout all of our classes. What would you say is a key tip (or tips) to a new teacher still learning how to differentiate and formulate instruction for all students, including spec ed, etc.?
Michele Robson said
at 7:24 am on Apr 20, 2011
You need to get to know your students. We do summer surveys in our school, bringing students and their parents in and doing an informal interview as well as some assessment. Get to know their interests, their family dynamics, their strengths and their weaknesses. Often times we rely on parents and other professionals to dictate this without asking the student directly. Do you like to: work in groups, speak in front of the class, do seat work, share your work with the class, read out loud, draw, act, etc. There are ways to incorporate everyone and find something everyone can be a part of and feel good about. Kids are intuitive and often know more than we think, especially about other students. We often talk about each class being a family with expertises in many different things, draw those out. The more they know and understand about each other the harder it is to be mean and disrespectful to each other. Hope that made some sense.
Barbara Bridges said
at 8:28 am on Apr 25, 2011
This was very insightful , Kevin. The traditional old school instructivism is NOT a good match for boys early on. Your stats were particularly interesting regarding girls during the junior high (middle school ) years. The competition for male attention seems to make them just plain MEAN! not to generalize, of course ; /
You met all the criteria and the tips were especially useful.
1. Research your topic. 5 refs-2 hard copy 25 points
2. Synthesize 200-400 words 25 points
3. Respond to peers. 25 points
4. Introductory statement from guest. Attend 25 points
You don't have permission to comment on this page.