Jack is ten years old. Jack is bright and intelligent. Jack comes into class every morning and plonks himself down behind his desk. Jack has high hopes. His hopes don’t last long because Jack is soon bored, desperately, silently bored. Jack will not protest. He is an ideal pupil. He sits there quietly most of the day doing what he is told. He doesn’t enjoy much of what he is told to do but he accepts this is the way things are. School is the great let-down. The excited little boy who let go his mum’s hand all these years ago, who trotted into school a bit nervous but keen to learn lots of new things has faded into the ten-year-old who puts up with school, who waits for the morning break, for lunchtime, for the afternoon bell, so he can get out of the place and enjoy being a boy.
Listen to Sue Palmer - former headteacher and author of 21st Century Boys - it is a biological necessity that boys run about, take risks, swing off things and compete with each other to develop properly. “If they can't, a lot of them find it impossible to sit still, focus on a book or wield a pencil,” she says, “so their behaviour is considered ‘difficult', they get into trouble and tumble into a cycle of school failure.”
Boys are three times as likely as girls to need extra help with reading at primary school, and 75 per cent of children supposedly suffering from ADHD (attention deficit hyperactivity disorder) are male. The majority of these boys supposedly suffering from ADHD find it hard to pay attention because they are given so little that is, for them as boys, of much interest. It is not that they have little interest; it is that their interest is not being engaged, often by the content of what they are studying and more often by the ways in which they are asked to learn. Get their hearts and their minds will follow. Or get their minds and their hearts will follow. You have to get at least one of these or you get nothing.
Male and female brains are not identical. Boys tend to be ‘systematisers’ while girls are ‘empathisers’. Girls cry at the ending of ET while boys want to get on the spacecraft and figure out how it works. Girls want to explain how the character in the story is feeling; boys want to get on with what happens next. This explains why boys generally are less keen on reading and comprehension, and lag behind girls in literacy. “But now,” says Palmer, “apart from the very bright ones, boys aren't even doing better at maths and science.” And it is not because the boys have less interest in maths and science, it is because boys nowadays are generally taught as if they were girls because teaching this way is easier, cheaper, and teachers feel more in control. Even most male teachers suppress their instincts, the boredom, the grind, and get on with it – a synonym for getting through with it. “We are losing boys at a rate of knots, particularly in literacy,” says Palmer, “because at some point in the past 30 years, masculinity became an embarrassment.”
Most schools, especially junior but increasingly secondary, are not ‘boy-friendly’. Classroom environments are girl-friendly, coursework appeals to girls, modular examinations suit the way girls like to study. Girls don’t mind taking the modules again and again until they get the grades they desire; boys prefer the risk of all-or-nothing exams where they can get the grades they need and move on. But boys are finding it harder and harder to tick the right boxes because the boxes are largely devised by females to suit females.
Step into any junior school and you are in a world of women. Step into most staff rooms in secondary schools and you will be struck by the number of women. Count the number of teaching assistants in any of these schools and ninety nine per cent of the adults will be women. Schools in the United Kingdom have become increasingly feminized. There are seven times as many women primary school teachers as men. As a head teacher, Sue Palmer remembers making her reception teacher remove all the cloakroom pegs that depicted tractors for boys and bunnies for girls. “The belief was that you were shaped by your environment, and it was the teacher's responsibility to ‘socialise' boys away from their natural inclinations and to encourage girls to study traditionally male subjects such as physics and technology,” she says.
Every subject in every school should be available for both girls and boys. That is not an issue is. The issue is that the ways in which subjects are taught at generally weighed against the ways boys learn. The catastrophe of the 70s and the feminist movement is that boys were not only expected to behave like girls but were expected to learn like girls despite the huge cognitive differences in the way that the genders actually perceive and interpret the world. For example, younger boys like to fight, but it’s rarely an act of aggression; it’s the way they get to know each other; it’s social behaviour; it’s puppies jumping on each other because that’s the way puppies instinctively behave. Of course teachers should not stand back and let boys knock seven bells out of each other, but neither should they always seek to intervene when boys are rough-housing and forced them back into the passive behaviour of negotiation, compromise and natter favoured by females.
Let boys play conkers. Let boys climb trees. Let boys play football in the back streets. Let boys out of your sight. Do not teach boys to fear every stranger they encounter. Let boys seek adventure. Let them play unsupervised. Let them take risks. Bring competition back to schools. Make the competition fun but everyone does not have to be a winner. That’s not the way things are in ‘real’ life; it’s not the way things should be in schools.
Celebrate what it means to be a boy, to be male, and also teach them that some things do not come as naturally to them as they do to girls just as some ‘boy things’ do not come naturally to girls. Get boys – and girls – outdoors to learn when it’s appropriate. Teach them while strolling round the playground, better still while strolling round the local park. If they want to stretch out on the carpet in the classroom while reading, let them, encourage them. An over-orderly classroom is bound to be a deadly dull classroom. And deadly-dull classrooms produce deadly-dull children, especially boys.
THINGS TO KEEP IN MIND WHEN TEACHING BOYS
1. Build in tactile/kinesthetic opportunities when teaching boys. Give boys the opportunity to touch the materials. Use good visuals to reinforce auditory presentations. Use colour and novelty in your instruction as a way to wake up the brain and enhance learning.
2. Boys learn best when they are interested in the content of what they are learning. For boys, process follows content. This does not mean pandering to boys; it does mean exploiting their interests to help them to learn. Make sure boys have enough time to process the information, especially when they have been listening to information. Boys like to memorise facts; take advantage of this trait.
3. Keep in mind that boys typically have a shorter attention span than girls. Don’t talk at boys or take too long to explain things. Make sure you have talk ‘breaks’ that give them time to process the information. Build in opportunities for movement in the class. Don’t expect boys to sit still and listen for as long as the girls – they can’t and they won’t. Talk ‘breaks’ also lower levels of disruption.
4. Boys tend to be more aggressive in temperament than girls. Channel this energy productively. This also has implications for pairings and groupings. Keep in mind that boys are less accurate at “reading” faces than girls. A ‘look’ may be sufficient for the girls; the same ‘look’ may not register with the boys at all. Remember girls ‘whisper’; boys ‘shout’.
5. Boys in general tend to mature at a slower rate than girls. Give boys reasonable access to male role models; boys need to know that being ‘masculine’ is a ‘good’. Remember it is much easier to damage the self-esteem of boys (and men) than girls.
6. Boys make up at least 2/3 of the children on medication. Of children diagnosed as hyperactive, over 90% are boys. Boys make up 80-90% of discipline referrals. Boys make up over 70% of students classified as special needs. Draw the appropriate conclusions and good practice from the ‘facts’.
7. Be cautious about accepting absolutes concerning gender differences. All boys and all girls are individuals. Treat them as individuals, not as representatives of their gender.
Monday 4 October 2010
Friday 1 October 2010
SETTING UP LITERACY GROUPS - OUR EXPERIENCE
All schools have recognised the central importance of literacy in helping pupils of all ages access the National Curriculum in a meaningful way. In this section, we describe one such model not with prescriptive but with pragmatic intentions. The system is in operation in a maintained secondary school in which about one third of the pupils are in the Special Needs register.
Literacy Groups
The original impetus to set up literacy groups came from the realisation that many SEN pupils at Stage 3 were not getting appropriate support in the classroom. There were simply too many needy pupils, and too few Learning Support Assistants to provide the intensive and systematic tuition these pupils required.
Following consultation with the Headteacher and the Governor for Special Needs, the radical decision was taken that pupils would be withdrawn from their usual classes for one period, in this case, one hour every day.
We began with Year 7, and pupils were withdrawn only if they were at Stage 3 (SEN Code of Practice) in the Special Needs register. Only pupils who had failed to reach Level 4 in English in the National Curriculum were considered. Reading ages were taken into account, but the focus was on levels of literacy rather than only the pupil's reading age.
With agreement from subject departments throughout the school, pupils were withdrawn for one hour at the same time every day. The timing was changed every half term in order that pupils would not miss too much of a subject for too long a period.
The number for the group is fixed at 16 pupils in 4 groups of 4, with 1 Learning Support Assistant to each group. The aim is to give each pupil a chance to have individual attention to address his - 12 out of the 16 pupils were boys - needs. The project was set up and monitored by a teacher-tutor from the Learning Support Service, who liaised with both SENCO and the Head of the English Department. It was fortunate that the teacher-tutor had considerable experience working with pupils with literacy, and speech and language problems. Regular INSET is provided for the group leaders who are asked to teach a pre-prepared programme.
A primary aim in the groups is to give pupils a boost to their morale. To help them realise that with a little more effort they can start to read more fluently, improve their spelling, and put together sentences which make sense. One of the most important aims is to encourage each pupil actually to listen and concentrate on what is being said by the adults teaching them, and by their peers, to be able to discuss the information presented to them, and to respect another person's point of view. Many of the pupils found this difficult at first because it had not been a part of their family life.
It is seen as essential to give each pupil daily successes, which will spur them on to do well across the rest of the curriculum. Successes are celebrated.
First and foremost, it was made clear to every participant that self-control is the only required passport to membership of a literacy group. Humour is accepted and welcomed; silliness and stupidity are not tolerated. Pupils learned quickly the need to enter the Unit quietly, organise their materials (each group's folders are kept in their own basket), get any other equipment needed, and be ready for the start of the session. Each group is responsible for keeping its own basket of folders in order.
Each session begins with a whole group (groups of 4) activity, usually reading books, or the text to be used, together as reading practice. By starting with a group activity, everyone's attention is focused on the lesson, and by reading through material presented at the beginning of the session, the less able reader has the opportunity to absorb the information required to do the assignments.
All activities presented to the groups are within their capabilities, especially texts. All text presented is read through with the group before they are expected to work from it alone. In the classroom differentiated work is often essential if every pupil is to have access to the material presented. In many cases, the teacher who reads and explains the text before pupils are asked to work from it will discover he has given pupils access to the material they would not have had if they have been left to read and understand it by themselves.
It proved advisable to move from easier to more difficult assignments, ensuring that the less able can make a start along with the rest, who can then be presented with further activities to stretch them. Once pupils are known, it is easy to spot the difference between the lazy pupil who produces just three lines of work, and the less able but committed pupil who works flat out to produce just two lines. The latter is to be commended; the former to be given time limits in which the work set must be completed. Literacy groups, while being friendly and relaxed, must not be seen as easy options by the participants.
Groups know at the beginning of each session what it will contain, e.g. I will read the play first; then you can each have a part; then we'll read it through two times; then I'll ask 10 questions and you will write down one word answers; then we'll read it again; then we'll act it out without the books; then I will ask you to write down the story in 73 words exactly; then we can either (a) tape record the play, or (b) design posters for our play.
The steps for each lesson, which may take more than one session, are often written down, so that pupils can refer to them. In the classroom situation, this can be achieved not only by saying what is expected, but by writing it up on the board; then, those with short term auditory memories, or those not concentrating on what is being said, have a reminder in sight.
Though time-wasting is not permitted, activities are never rushed. It is better to take two sessions to ensure understanding is in place. The National Curriculum puts everyone under pressure to get through a set amount of work, but it is worthless having pages of copied text which mean little or nothing to the pupils who so diligently copied them down.
Before the end of each session, groups pause and go over the salient points again. Once again, the whole group is focused, and can share in what its members have learned.
Literacy has become a national priority, and there is no difficulty getting a range of attractive materials which will exploit the visual, auditory and kinaesthetic memories to be found in every group. Within the groups, collective and individual reading practice is given every day. Books are in sets of five, many sets loaned from the county educational central library. These include stories, poems, and plays, which are at the pupils' level of ability of interest, dictated by their age.
There is also a Unit library from which pupils can sign out books at any time. The adventurous nature of the publications chosen for the library has made it exceedingly popular, especially amongst the boys who often did not know that such publications existed.
Spelling games, phonic games, board games are hugely enjoyed. The look, cover, write, check method is used to help improve spelling. There is a wide variety of creative writing material which gives support in making story plans, and suggested vocabulary to improve the story. Full use is made of the computers in the Unit so that pupils can record their work by means other than the written. The Art Department does much to encourage and support pupils in the visual presentation of their ideas.
Each group has been allocated a large area on the Unit walls to decorate with their own work. There is much friendly rivalry between groups, and the Unit is ablaze with displays that change regularly.
Have the groups proved a success?
The answer has to be a resounding 'yes' if you judge them by pupil involvement. It is not often you see teenage boys crowding the door trying to get in five minutes before the end of the morning break. Enter the room while groups are in session, and you will see 16 boys and girls absorbed in the activities. If the literacy groups have done nothing else - and objective assessment has revealed pleasing all round progress - they have reminded these pupils than learning can be fun, progress can be made, and that a commitment to their own educational progress can be very rewarding.
The original Year 7 groups have continued into Year 8, with changes when some pupils 'graduated' from their group - their places were quickly snapped up - and fresh groups have been formed from the next Year 7 who have their daily hour at a different time. The literacy groups have been supplemented by a number of numeracy groups, so that 32 pupils, visit the Unit every day to work for an hour on their individual needs.
For many pupils, education is the only route out of the cycle of educational failure and dysfunctional living the family is in. By the time these youngsters get to secondary school, it is daunting to get through the hard exterior that these children have built around themselves in order to survive the daily struggle against failure, or to reach the pupils who have withdrawn into themselves, sitting quietly in the background hoping no-one will notice them or ask them to perform. Daily literacy groups are a means of getting through to these failing pupils to convince them that education need not end when secondary school starts.
Literacy Groups
The original impetus to set up literacy groups came from the realisation that many SEN pupils at Stage 3 were not getting appropriate support in the classroom. There were simply too many needy pupils, and too few Learning Support Assistants to provide the intensive and systematic tuition these pupils required.
Following consultation with the Headteacher and the Governor for Special Needs, the radical decision was taken that pupils would be withdrawn from their usual classes for one period, in this case, one hour every day.
We began with Year 7, and pupils were withdrawn only if they were at Stage 3 (SEN Code of Practice) in the Special Needs register. Only pupils who had failed to reach Level 4 in English in the National Curriculum were considered. Reading ages were taken into account, but the focus was on levels of literacy rather than only the pupil's reading age.
With agreement from subject departments throughout the school, pupils were withdrawn for one hour at the same time every day. The timing was changed every half term in order that pupils would not miss too much of a subject for too long a period.
The number for the group is fixed at 16 pupils in 4 groups of 4, with 1 Learning Support Assistant to each group. The aim is to give each pupil a chance to have individual attention to address his - 12 out of the 16 pupils were boys - needs. The project was set up and monitored by a teacher-tutor from the Learning Support Service, who liaised with both SENCO and the Head of the English Department. It was fortunate that the teacher-tutor had considerable experience working with pupils with literacy, and speech and language problems. Regular INSET is provided for the group leaders who are asked to teach a pre-prepared programme.
A primary aim in the groups is to give pupils a boost to their morale. To help them realise that with a little more effort they can start to read more fluently, improve their spelling, and put together sentences which make sense. One of the most important aims is to encourage each pupil actually to listen and concentrate on what is being said by the adults teaching them, and by their peers, to be able to discuss the information presented to them, and to respect another person's point of view. Many of the pupils found this difficult at first because it had not been a part of their family life.
It is seen as essential to give each pupil daily successes, which will spur them on to do well across the rest of the curriculum. Successes are celebrated.
First and foremost, it was made clear to every participant that self-control is the only required passport to membership of a literacy group. Humour is accepted and welcomed; silliness and stupidity are not tolerated. Pupils learned quickly the need to enter the Unit quietly, organise their materials (each group's folders are kept in their own basket), get any other equipment needed, and be ready for the start of the session. Each group is responsible for keeping its own basket of folders in order.
Each session begins with a whole group (groups of 4) activity, usually reading books, or the text to be used, together as reading practice. By starting with a group activity, everyone's attention is focused on the lesson, and by reading through material presented at the beginning of the session, the less able reader has the opportunity to absorb the information required to do the assignments.
All activities presented to the groups are within their capabilities, especially texts. All text presented is read through with the group before they are expected to work from it alone. In the classroom differentiated work is often essential if every pupil is to have access to the material presented. In many cases, the teacher who reads and explains the text before pupils are asked to work from it will discover he has given pupils access to the material they would not have had if they have been left to read and understand it by themselves.
It proved advisable to move from easier to more difficult assignments, ensuring that the less able can make a start along with the rest, who can then be presented with further activities to stretch them. Once pupils are known, it is easy to spot the difference between the lazy pupil who produces just three lines of work, and the less able but committed pupil who works flat out to produce just two lines. The latter is to be commended; the former to be given time limits in which the work set must be completed. Literacy groups, while being friendly and relaxed, must not be seen as easy options by the participants.
Groups know at the beginning of each session what it will contain, e.g. I will read the play first; then you can each have a part; then we'll read it through two times; then I'll ask 10 questions and you will write down one word answers; then we'll read it again; then we'll act it out without the books; then I will ask you to write down the story in 73 words exactly; then we can either (a) tape record the play, or (b) design posters for our play.
The steps for each lesson, which may take more than one session, are often written down, so that pupils can refer to them. In the classroom situation, this can be achieved not only by saying what is expected, but by writing it up on the board; then, those with short term auditory memories, or those not concentrating on what is being said, have a reminder in sight.
Though time-wasting is not permitted, activities are never rushed. It is better to take two sessions to ensure understanding is in place. The National Curriculum puts everyone under pressure to get through a set amount of work, but it is worthless having pages of copied text which mean little or nothing to the pupils who so diligently copied them down.
Before the end of each session, groups pause and go over the salient points again. Once again, the whole group is focused, and can share in what its members have learned.
Literacy has become a national priority, and there is no difficulty getting a range of attractive materials which will exploit the visual, auditory and kinaesthetic memories to be found in every group. Within the groups, collective and individual reading practice is given every day. Books are in sets of five, many sets loaned from the county educational central library. These include stories, poems, and plays, which are at the pupils' level of ability of interest, dictated by their age.
There is also a Unit library from which pupils can sign out books at any time. The adventurous nature of the publications chosen for the library has made it exceedingly popular, especially amongst the boys who often did not know that such publications existed.
Spelling games, phonic games, board games are hugely enjoyed. The look, cover, write, check method is used to help improve spelling. There is a wide variety of creative writing material which gives support in making story plans, and suggested vocabulary to improve the story. Full use is made of the computers in the Unit so that pupils can record their work by means other than the written. The Art Department does much to encourage and support pupils in the visual presentation of their ideas.
Each group has been allocated a large area on the Unit walls to decorate with their own work. There is much friendly rivalry between groups, and the Unit is ablaze with displays that change regularly.
Have the groups proved a success?
The answer has to be a resounding 'yes' if you judge them by pupil involvement. It is not often you see teenage boys crowding the door trying to get in five minutes before the end of the morning break. Enter the room while groups are in session, and you will see 16 boys and girls absorbed in the activities. If the literacy groups have done nothing else - and objective assessment has revealed pleasing all round progress - they have reminded these pupils than learning can be fun, progress can be made, and that a commitment to their own educational progress can be very rewarding.
The original Year 7 groups have continued into Year 8, with changes when some pupils 'graduated' from their group - their places were quickly snapped up - and fresh groups have been formed from the next Year 7 who have their daily hour at a different time. The literacy groups have been supplemented by a number of numeracy groups, so that 32 pupils, visit the Unit every day to work for an hour on their individual needs.
For many pupils, education is the only route out of the cycle of educational failure and dysfunctional living the family is in. By the time these youngsters get to secondary school, it is daunting to get through the hard exterior that these children have built around themselves in order to survive the daily struggle against failure, or to reach the pupils who have withdrawn into themselves, sitting quietly in the background hoping no-one will notice them or ask them to perform. Daily literacy groups are a means of getting through to these failing pupils to convince them that education need not end when secondary school starts.
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