Working soon with a school who indicated to me that their boys are not achieving as well as was hoped. So, this got me into doing some research (which is often why I do it anyway. Because someone has asked me to help with a specific issue. Purpose as always). Chanced upon Leonard Sax in a newspaper article, who has written a book called ‘Why Gender Matters’.
Here’s a 5-min interview with the guy. See what you think.
Now, this has really got me thinking. I wonder how often we craft a lesson for students, without consciously thinking of the gender issues (unless of course, you teach in a single sex school). I’ll be honest. I don’t always take gender into account when I’m facilitating a classroom lesson.
Here are some of the generic differences that we may need to consider. I had to laugh as I read though these. Not much changes as we become more chronologically gifted, I can tell you. My wife Sharon and I would fit pretty well with all of these.
Temperature: Girls prefer about 23 degrees. Boys about 20 degrees.
Lighting. Girls with warm light (the yellowish stuff). Boys with cool light (the white ones).
Position. Girls learn better when sitting. Boys can often learn better when standing.
General classroom. Girls more comfortable with beanbags and sofas. Boys better on hard chairs (otherwise, they’ll go to sleep).
Literature. Girls prefer books about emotional experiences. Boys prefer non-fiction action-oriented books.
Motivation. Girls more concerned with pleasing teachers. Boys need to be interested in the material itself.
Interaction. Girls like the small group collaboration. Boys more likely to be interested in challenges and confrontations (yeah, I can hear you saying. Nothing new here).
Self-evaluation. Girls more critical of their performance, and will need encouragement. Boys can overestimate their performance, and may need some reality checks.
So. How will this alter the way that you’ll offer any lessons this week?! At the very least, do some action research. Offer a specific lesson for the boys (eg a stand-up, action-oriented experience) and note who appears to be most attentive. Then swing to a girls-focus lesson (eg with small group dialogue, and an in-depth analysis of some emotional literature), and again note the responses.
I again reinforce that all of the above is generic. Some boys will prefer the calmer emotional approach, and some girls the action-inclined adventure. All that notwithstanding, we are hard-wired at birth (oh yes we are!), and some things cannot be changed with social experimentation.
The arguments start right now!
Respect for teachers!!
Just back from the Land Of The Long White Cloud. I really could live in New Zealand (well.. except for a few months in winter…). Beautiful country. At a metaphorical level, I see it as two stunning little gems set into the side of Planet Earth.
I worked over three days with several hundred teachers, who were all on holidays at the time. For my readers in Aussie, Asia and the US, the Kiwi teachers are ‘required’ at times to attend professional learning facilitations during their holidays. I cannot speak highly enough of their professionalism. Enthusiastic, and open to any advances in classroom practice. Alright!
While I was there, I paid very careful attention to the media coverage of the recent drowning tragedies over there. Now, before I go further, I wish to offer my profound condolences for the accidents that occurred last week. It is obviously everyone’s worst nightmare to ever have to experience what occurred with these students while they were on their outing.
Of special significance to me was the media reporting about Tony McClean, the teacher who was drowned. It was so gratifying to see the inspirational manner in which he was accorded respect for his heroism. In fact, the main weekend paper in NZ featured a comprehensive front page article about him, and quite rightly acknowledged his valiant efforts to save one of the students. Accolades to the NZ press for this coverage.