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1. Classroom Management Session 4
3. Boys and Bad Behaviour What the research tells us? Australian research into disruptive behaviours in Grades 4 to 10 shows:
Boys are nearly twice as likely as girls to dominate teacher attention in primary and secondary schools, and three times more likely to be the pupils to whom teachers pay most attention.
These figures suggest a high level of difficulty for Grade 4 to Grade 10 teachers in getting productive work out of either boys and girls. But the problem in relation to boys is clearly much more severe at these levels.
4. Boys and Bad Behaviour What the research tells us?
Power and struggle are often central experiences of masculine culture
“To be a man it is not enough simply to be: a man must do, display, prove, in order to establish unchallenged manhood”
Boys who hold to this kind of masculinity may find themselves constantly struggling to save face and live up to expectations.
5. Boys and Bad Behaviour What the research tells us?
6. What makes boys different? Brain difference
7. What makes boys different? Brain difference
8. What makes boys different? Brain difference
9. What makes boys different? Social development
10. What makes boys different? Learning styles
11. What makes boys different? Learning styles
12. Eight guiding principles for meeting the needs of boys
13. Personalised Learning Task Using what you have learnt as to “what makes boys different?”
14. Victorian Department of Education and Early Childhood Development CLASSROOM MANAGEMENT
&
EDUCATION of BOYS
Session 4
15. Previous Session
Student responsibility
Getting off to a good start
Boys and Bad Behaviour: What the Research Tells Us?
What Makes Boys Different?
- Brain difference
- Social development
- Learning preferences
Guiding Principles for Meeting the Needs of Boys
Personal Learning Task
16. Personalised Learning Task Using what you have learnt as to “what makes boys different?”
17. This Session Improving the Education of Boys
- Learning styles and teaching practice
- Hands-on learning
- Literacy and communication skills
- Student engagement and motivation
Boys and Literacy
- Achievement of boys: an overview
- What boys say about Literacy?
ICT and Boys
- ‘Playstation’ teaching
Classroom management: a practical plan
- Overview
- Designing a classroom management plan
Conclusion
18. Improving the Education of Boys Learning styles and teaching practice
“Before I set any task now, I find myself thinking about how it will work for the boys - I didn’t do that before.”
19. Improving the Education of Boys Learning styles and teaching practice
For example:
Choose interesting topics that appeal to boys.
Build choice into learning activities and let boys set the pace of their own learning (within reason of course).
Set goals, which are evaluated at the end of the session, and ‘let boys … negotiate with you how much will be done and what form it will take; (but) get them to write it down in advance and sign it!’
Include hands-on work and use technology along the way – ‘If there is a screen involved, buttons get pushed, something glows or makes an electronic noise, the chances are you have their attention already’.
Definitely use humour.
Establish a very strong anticipation of success and how we recognise it.
Praise! Praise! Praise!
21. Improving the Education of Boys Hands–on learning
“He is simply loving hands-on cooking, working outside of the school. He comes home each time and makes for us what he has done during the day and is very keen to talk about what he has done.” – a parent perspective
“I’m more confident now’ and ‘next time I will have
a go at new stuff” – a student perspective
22. Improving the Education of Boys Literacy and communication skills “I enjoy the challenge of writing a story which is good and finished well. I like it when I can choose my own topic because I have control over what’s going to happen and how the characters think and feel.”
Develop better linkages between literacy activities and a range of experiences in the arts, technology, science and physical education to help students see literacy as ‘an important and meaningful part of the world
A Victorian primary school improved boys’ literacy by addressing issues of engagement through the use of a fitness programme in the early years before and then during the middle of the literacy block.
23. Improving the Education of Boys Student engagement and motivation “Most of all I enjoy writing about things I care about.’”
“It was good because we got moving instead of sitting in the classroom all day.”
Focus on the total school experience for students that might make learning more practical, experiential, relevant and engaging for boys in particular.
Adopt programmes designed to connect to the broader community.
Projects could have as their major focus, adventure activities, camps or other events that contribute to boys’ personal development, self-esteem and confidence as well as overall mental and physical health.
24. Improving the Education of Boys Student engagement and motivation We want to ensure that students engage with real, practical or hypothetical problems which connect to the world beyond the classroom, which are not restricted by subject boundaries and which are linked to their prior knowledge.
25. Boys and Literacy Achievement of boys: an overview
26. Boys and Literacy What boys say about literacy?
28. ICT and Boys Playstation teaching
29. ICT and Boys Playstation teaching
30. ICT and Boys Playstation teaching
31. ICT and Boys Playstation teaching
32. Classroom Management – a practical plan
33. Designing a Classroom Management plan
34. Designing a Classroom Management plan
35. Classroom management in schools has often been more about the management of misbehaviour than about the development of positive attitudes and values, a focus on learning, and a fair and functional classroom.
36. Victorian Department of Education and Early Childhood Development Shukran
