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

Let’s start with the fact that…

The educational system is failing 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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