Author: Mr D WARREN

Issue 7 Spring 2022

Teaching & Learning Bulletin

bowdenc@wellandparkacademy.com

The Trouble With Boys

The trouble with boys is, like any category or group of students, they are not one homogenous group with a one-size-fits-all solution. Like girls, indeed, like all students, the solutions to improving the engagement, attainment, progress, and attitude of boys are myriad.
Similarly plentiful is the research articles and books on the topic and you will be delighted to hear that the Teaching & Learning Group have read some of this research. See below for summaries of findings. These books are available in the Staff Library and the articles can be found in the Teaching & Learning area on the staff drive.
Carola recently achieved her Master’s degree (well done Carola!) and shared her research at the T&L Group. The focus was what engages boys in school, specifically MFL, and how we encourage success for boys who are scared to fail. See over for details.
The next T&L Group is looking at homework—see you there!

Boys Don’t Try
Boys Don’t Try by Matt Pinkett & Mark Roberts
The main message of this book is that whilst not all boys are identical, there is a damaging culture of peer pressure that can make boys afraid to be seen working too hard - for fear of failing. Not only this, but sometimes embarrassed by their achievements, due to the stereotypical idea that 'real men' are all about physical skill and strength, while academia and hard work is effeminate.
There are lots of suggestions about how to challenge that culture - not only for boys' attainment but more importantly, their mental and emotional well-being. I've already started put into practise the use of more frequent, low-stakes quizzes in lessons - as these don't carry the same fear of failure as big assessments but can build up confidence and a sense of pride in learning over time. Based on the book, I've also switched to having more discreet conversations about effort/homework, instead of in front of the class. Finally, it reminded me of the value in contacting home little and often. I really enjoyed the book: it gives a fresh perspective on school and society, not to mention the individuals in our classrooms.
Jen Jerred

Breaking Through Barriers to Boys’ Achievement
By Gary Wilson
Not always having to write things up - learning in other ways
Talk with not at the student
Avoid correcting or humiliating - rephrase incorrect answers Praise, praise, and more praise
Send praise home
‘If we have to shout, we have already lost them'

Issue 7 Spring 2022

bowdenc@wellandparkacademy.com

Tips for Encouraging Boys

Avoid confrontation and public reprimands, be a “warm demander”
Depersonalise behaviour, they are not the behaviour - it was an
action, not a character trait
Involve parents and find quick wins - highlight when they’re doing well at something
Focus on productivity
Show confidence, knowledge, humility when dealing with boys’ behaviour
Gender of teacher makes no noticeable difference to student attitudes - What students value is consistency and subject knowledge
Let’s hear it from the boys themselves (WPA Yr 11 boys said they like):
Humour
A variety of tasks
Lessons that are interesting/engaging
Teachers who are enthusiastic
When they don’t have to work in silence
Good relationships with the teacher
There are rewards (not just the intrinsic ones!)
Teachers KNOW them (their emphasis!)
'Teach boys in exactly the same way you teach girls. High challenge. High expectations. No gimmicks. No shortcuts.'
Matt Pinkett

Issue 7 Spring 2022

bowdenc@wellandparkacademy.com

Motivational Factors for Boys
By Carola Kolbeck

External factors summary:
societal preconceptions and views from a socio-economic class had and still have an impact on pupils
relevance of a subject/its perception as being useful or useless are deeply embedded in society and spill over into the closer
social environment of pupils - this then also feeds into the
Genders - (What it means to be a man)
Perceptions of how boys and girls learn and their intelligence are partly socially constructed although there is evidence that there is genetic evidence of differences
Internal factors summary:
target grades (previous and for English and Maths) can give an
indication as to whether a student will study MFL
SLT and whole school attitudes can have an impact on students' perception
ambivalence from DfE for a subject can also have negative impact
teachers' attitudes and preconceptions and prejudices about
stu dents, their gender, their ability and intelligence can have a huge impact (Pygmalion and Golem effect)
teachers' style and methods of teaching can switch students on or off.

Issue 7 Spring 2022

bowdenc@wellandparkacademy.com

Staff Library: new books

Read something inspiring? Or heard about an education/ leadership book that you’d like to read? If you’d be happy to write a short review for the next issue, let me know. There’s a selection of books in the staff library section of the LRC, or we may be able to order it in.