• Boys are more likely to turn in homework late and to be penalized, yet in the workplace they meet deadlines. Consider alternatives to punishment for boys submitting late homework.
• Acknowledge the inherently higher levels of energy in boys. Teachers can help boys direct the energy more efficiently towards purpose and mission.
• More so than girls, boys may need to see meaning and relevance in their work. For example, to foster the development of reading skills, give boys reading materials that match their interests (e.g., the Lord of the Rings trilogy, not Jane
Eyre).
• Involve more multimedia in instruction, and seek to include multiple sensory inputs. (For example, in addition to visual and auditory input, include kinesthetic and/or tactile components. Give boys things to touch and manipulate.)
• Provide strong male role models for boys to help them identify the line between appropriate male self-assertion and violence.
• Understand that male bonding often requires activities that have some inherent aggression, including physical roughhousing. These activities help male social bonding and the establishment of social hierarchies. Do not prohibit all such activities, but help boys understand appropriate and inappropriate activities.
• Talk less.
• Highlight how assignments relate to real life situations.
• Use humor in your classroom. (But be wary of using sarcasm when addressing students.)
• Allow more physical movement in the classroom. Advocate for active and frequent recesses. (In the current era of high stakes testing, recesses and physical education programs are often cut to create more classroom instructional and testing time.)
• Help boys learn how to harness their energy in productive ways, rather than trying to force them against their inclinations to sit still for hours.
• Provide opportunities for project and problem solving activities instead of just talk and tests.
Source: Boys in Schools
Understanding How to Teach Boys
While research and theory emphasizes some of the above components the actual application of these theories into a classroom setting is cumbersome and difficult while trying to juggle standards and assessments into the mix. Therefore, I did my own research through video at O'Dea High School by interviewing teachers and videotaping lessons, activities, and documenting assessments. Below are a few of my videos of teachers integrating these "boy friendly" activities into their classroom.
