Teaching Techniques to Effectively Reach
Adolescent Boys
Elizabeth Schroeder, EdD, MSW
Answer Executive Director
2011
This WebinarThis Webinar
Combination of research and Combination of research and professional experience working with professional experience working with adolescent boysadolescent boys
Will focus on adolescent BOYS… not Will focus on adolescent BOYS… not specific populations of boysspecific populations of boys
Boys Are More Likely Than Girls To…
Have discipline/behavior problems Be diagnosed with a learning disability
or Attention Deficit Disorder Be placed in special education Drop out of school Score lower grades; usually behind in
reading/writing
Boys have a unique learning style
Girls: learn by watching or listening
Boys: learn by doing – action-oriented tasks
What Does this Mean for Educators?
Build in time to move around – good for different learning intelligences, too
If a lot of sitting, get up anyway: Energizers
Let them fidget – if put out toys, include something they can chew on (straws)
Boys Need to Touch
Building a model of the reproductive system with Tinker Toys (need to know how things work)
Creating body parts out of play-doh
Actually handle contraceptive methods (again, how they work)
Boys Need to Touch (including people)
Create space between learning Create space between learning stations: Boys & boundaries, not so stations: Boys & boundaries, not so much…much…
Build in handshake/high five/knuckle Build in handshake/high five/knuckle tap at end of activity (validation)tap at end of activity (validation)
Boys have a learning style that is Boys have a learning style that is unique and different from girls’unique and different from girls’
Girls: can retain information longer Girls: can retain information longer than boysthan boys
Boys: retain information if organized Boys: retain information if organized into a “form” or pattern and is into a “form” or pattern and is
relevant to them (e.g., how relevant to them (e.g., how pregnancy happens)pregnancy happens)
What Does this Mean for Educators?
Circle choice from a group of options: Pictures of b.c. options “Which ones are hormonal methods?”
Multiple choice quizzes; Jeopardy (also adds in competition)
But it’s about more than the brain…
Ears are different: cochlea in boys longer
Takes boys slightly longer than girls to hear something
Girls hear softer sounds, higher noises better; hearing is sharper
Boys tolerate noise better
Strategies
Repeat instructions and give in small steps: Get into small groups (wait) Take out a pencil (wait) Hand out worksheets (wait) Instructions: “Please circle…”
Ask to repeat back what you’ve said: Common response: “I forgot”
Boys’ Visual Perceptions
Perceive colors differently – less Perceive colors differently – less subtletysubtlety
More sensitive to lightMore sensitive to light
Will respond to visual cues before aural Will respond to visual cues before aural onesones
What Does this Mean for Us?
Use primary colors for handouts
Adjust lighting in room
Move around a bit when presenting – keeps boys engaged
Use a visual cue to get boys’ attention/quiet down: Flash lights, raise hand
The Affective Domain
Girls: process more emotions, through more senses, quicker
and more completely
Boys: can take hours to process emotions
“This Is How I Feel”Adapted from “Discovering Me: A Guide to Teaching Health and Building
Adolescents' Self-Esteem” by Leslie Herod
1. I feel happy when…
2. I feel sad when…
3. I feel strong when…
4. I am proud of myself when…
5. Someone who doesn’t know me very well might think that I’m…
6. If someone I like/think is hot talks to/ texts me, I feel…
“This Is How I Feel”
Individual writing and then group sharing
Gives control to them; public recognition from peers
Writing is physical for boys (press down hard on pen)
Teaching Suggestions
Consider separating boys and girls (pros and cons) – research on single-sex vs. co-ed schools
Spend MORE time with boys… bridge the gender gap in education
READ… get to know the RESEARCH, and adapt your existing activities/programs
More Suggestions
Gender of teacher: less important than respect
Speak frankly and honestly
Don’t avoid emotions; are taking your lead
PERSONALIZE but maintain boundaries
Even MORE Suggestions
Time to explore a hypothetical or example vs. straight answer
Lots of space (get in others’ space)
Involve them in rule setting
Use humor
National Sexuality Education Training Initiative: In-person/Online
National sex ed resources
http://answer.rutgers.edu/
National Teen-to-Teen Sexuality Education Initiative
www.sexetc.org
For More Information/Reading
“Real Boys” and “Real Boys’ Voices” by William Pollack, PhD
“The Boy Code” by Elizabeth Schroeder: http://www.actforyouth.net/publications/results.cfm?t=Boy
“Boys and Girls Learn Differently!” by Michael Gurian
“Teaching the Male Brain: How Boys Think, Feel and Learn in School” by Abigail Norfleet James
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