Frank's Corner: Engaging Boys in School

Many years ago much was said about how girls did not do as well as boys in school, especially in math and science.  There was concern that educators were not being sensitive to the needs of girls and that girls were being treated as second class citizens in math and science classes.  Once educators and educational researchers began to focus their attention on how girls learn, however, changes were made in teaching practices, attention was given to what was perceived as the differences between the genders, and we saw a narrowing of the achievement gap between boys and girls in math and science.
We believed we had found the source of the gap simply by assuming that boys are from Mars and girls are from Venus.

According to Lise Eliot and Richard Whitmire, writing in the March 31, 2010 Education Week,  (vol. 29, No. 27, pg. 24) gender has little to do with any of this.  Eliot, a neuroscientist and author of Pink Brain, Blue Brain: How Small Differences Grow Into Troublesome Gaps—And What We Can Do About It, and Whitmire, a journalist and author of Why Boys Fail, we are not looking at the problem with the correct lenses.  They believe that boys and girls are not fundamentally different.  First, they believe, “Boys are no less “hard-wired” to perform in school than girls…”, but that “…we must do more, from preschool to high school, to make school a positive, engaging experience for them.” How to go about that rather daunting task of doing more to help boys do better in school is the big question, and Eliot and Whitmire have a possible answer.  

Since there is a marked difference between boys’ performance on verbal portions of standardized instruments, as well as classroom performance, the authors believe we need to ensure all students receive a strong literacy program that is systematically administered by teachers, “…programs that emphasize phonics, a broad array of literature (including nonfiction, action, humor, and even comics and graphic novels), and generous exposure to male role models as both readers and writers.”

Lise and Whitmire have put a lot of thought into their work with gender issues and I think all of us need to consider what these folks are telling us about boys:    

Beyond improving verbal skills, schools can take other steps to make boys feel more engaged and motivated. First, we have to back off on some of the hyper-academic expectations of early elementary school.  Young children learn through play, and must have the opportunity for make-believe, artistic creation, and lots of physical exercise through frequent breaks outside the classroom, (anyone remember recess and daily gym class?)  While early literacy is crucial, it must be taught in a developmentally appropriate, meaningful way, without the drill-and-kill approach that has descended of late to the kindergarten and even preschool.

Boys also need strong relationships with teachers who respect their interests, energy levels, and need for structure and positive discipline.  As academic expectations have intensified, some teachers may be less tolerant of boys’ more boisterous ways.  Such anti boy attitudes must be rooted out, just as any kind of sexism is no longer acceptable. (pgs. 24)

Teachers at GMS already do what the authors believe is necessary and do so on a daily basis.  We know that boys and girls are different in some respects but not academically, and I see teachers giving their children plenty of time to be outside to run off energy, even before school starts.  I see teachers discussing their children from every angle imaginable and nurturing their charges to be all they can be.  I see teachers who do not “drill and kill” their children until the students are bored with the learning process.  I see teachers who care deeply about their craft and their children.  And, I see children who learn at a pace that matches each of their individual styles.

I am writing to you to reinforce what we Montessorians know to be true, that each child IS unique and we know how to work with individual learning styles to bring out the best in all of our children – and – we have been doing it for over 100 years.  Finally, it seems, educational and other researchers are coming around to the same conclusions.  It is about time.