Contact: Wilson.gary@talk21 Website garywilsonraisingboysachievement.co.uk

1. Contact: Wilson.gary@talk21.com Website www.garywilsonraisingboysachievement.co.uk publications “Breaking Through the Barriers to Boys’ Achievement” and “Raising Boys’ Achievement – Pocket Pal” Bloomsbury press Gary Wilson 2014

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5. Disposition and attitudes G 65% B 52% Social Development G 53% B 42% Emotional development G 59% B 46% Language for communication and thinking G 52% B 42% Linking sounds and letters G 38% B 28% Reading G 40% B 32% Writing G 35% B 23% Numbers as labels and for counting G 54% B 50% Calculating G 39% B 36% Knowledge and understanding of the world G 48% B 47% Physical development G 66% B 54% Creative development G 52% B 35% Shape, Space and Measure G 45% B 41% FOUNDATION STAGE PROFILE (met or working beyond Early Learning Goals) Gary Wilson 2014

6. Because girls develop facility with language more quickly than do boys, this leads them to be more experienced at articulating their feelings and more skilled than boys at using words to explore and substitute for emotional reactions such as physical fights. “Boys for whom the verbalisation of affects is de-emphasised, may become largely unconscious of their emotional states, both in themselves and in others.” Brody and Hall “Gender and Emotion” Gary Wilson 2014

7. “Girls become more adept at reading both verbal and non verbal emotional signals, at expressing and communicating their feelings and boys become adept at minimising emotions having to do with vulnerability, guilt, fear and hurt.” Brody and Hall and so…. Gary Wilson 2014

8. Professionals • 40 years of research shows that teachers dominate classroom talk – “Why bother talking, the teacher will do more than enough for the both of us!” • The most effective way of improving children’s language is by changing the way we approach language Nigel Hall (Communicating Matters) “Parents AND practitioners are at fault.” Gary Wilson 2014

9. Social class? • Recent research in America showed that a 3 year old in a middle class family has an equivalent vocabulary to an adult from a “welfare family”. Gary Wilson 2014

10. And….. • Professional parents spoke more than 1,500 more words per hour than those of unemployed parents • The children of professional parents received 700.000 words of encouragement and 80.000 negatives • The child from parents on benefit heard 60,000 words of encouragement and 120,000 negatives Hart and Risley Gary Wilson 2014

11. “School for many boys represents a system of hostile authority and a series of meaningless work demands” Mike Younger Homerton College www-rba educ.cam.ac.uk Gary Wilson 2014

12. “Right boys – time to write.” Sir, do we have to….again? Can’t we just talk about it instead? Sir, can I borrow a pen? Can I have some paper sir? I left my book at home last night How do you start? How much do you have to write? What if you don’t finish? Do you write on both sides of the sheet? Does the spelling matter? Does it have to be neat? Do you have to copy out the question? Can’t we just have a rest? My arm hurts sir, I’ve got cramp Do I have to copy it out in best? Can I go and work in the library? Can I do it on the computer instead? Sir, do I have to read it through? I know what it is I said. You’re not going to read it out are you? I don’t want it displayed What’s it for? Does it count? Is it part of our final grade? Gary Wilson Gary Wilson 2014

13. Literacy strategy and RBA? • No focus on speaking and listening • Average pupil contribution to literacy hour 3 words • Over emphasis on grammar (York 2005) • Reduction of literature to a series of gobbits • Over emphasis on non fiction • Tended to remove real books from the menu • Plenaries not sufficiently used Gary Wilson 2014

14. Pre school: Daughters are six times more likely to use the word love, twice as likely to use the word sad..but just as likely to use the word mad Gary Wilson 2014

15. “If the culture of cruelty thrives on boys’ fears of vulnerability, then the challenge is to replace their fears with a greater understanding of their own emotional struggle and in so doing diminish their need for cruelty and their tolerance of it.” “Raising Cain” Gary Wilson 2014

16. Developing emotional intelligence in our pupils means starting with ourselves Gary Wilson 2014

17. What do you really want? • What do you really want? • What do you really want? • What do you really want? • What do you really want? Communication: • Words chosen and used = 7% • Tone of voice = 38% • Non-verbal accompaniment= 55% Gary Wilson 2014

18. “The heart of the issue is the day to day relationship between teacher and pupil. The essential theme is that teachers must rethink the language they use when communicating with boys inside and outside the classroom.” Peter Downes Gary Wilson 2014

19. “I am the decisive element in the classroom. It is my personal approach that creates the climate. It is my daily mood that makes the weather. As a teacher I possess tremendous power to make a child’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humour, hurt or heal. It is my response that decides whether a crisis will be escalated or de-escalated, a child humanised or dehumanised.” Ginott 1972 Gary Wilson 2014

20. “Trying to learn without reviewing is like trying to fill the bath without putting the plug in” Mike Hughes Gary Wilson 2014

21. . 6.5% Lecture Reading 10% Audio Visual 20% Demonstration 30% Discussion groups 50% Practice by doing 75% Teach others – immediate use of learning 90% Gary Wilson 2014

22. Why do boys underachieve? 34 reasons……still working on it Gary Wilson 2014

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