turns in rushed and sloppy work and receives failing grades.
By introducing more boy-friendly teaching strategies in the classroom, the school was able to close the gender gap in just one year.
he now understands how relevant this focus on action and heroism is to males, and she sees that letting boys write on these topics has improved their papers.
he task-oriented discussion and interaction, the physical movement, and the orientation in space access the boys' neurological strengths, keeping them energized and attentive.
Realizing the need for nonverbal planning tools, especially in males, to help bridge the gap between what students are thinking and what they're able to put down on paper, Mrs. Johnston now asks Timothy and his classmates to create storyboards, a series of pictures with or without words that graphically depict a story line. T
n her 2nd grade classroom, most of the boys read and write about such topics as NASCAR racing, atomic bombs, and football or about such situations as a parrot biting a dad through the lip. Many of the girls write about best friends, books, mermaids, and unicorns.
eachers tended to view the natural assets that boys bring to learning—impulsivity, single-task focus, spatial-kinesthetic learning, and physical aggression—as problems. By altering strategies to accommodate these more typically male assets, Douglass helped its students succeed, as the following vignettes illustrate.
One of the primary reasons that some boys getDs and Fs in school is their inattention to homework.
parents sign homework assignments.
One of the innovations that teachers can use in targeted ways in coeducational classes is single-gender grouping.
Creating a boy-friendly classroom, increasing experiential and kinesthetic learning opportunities, supporting literacy through visual-spatial representations and more strategies can support our boy learners.
Characteristics of lessons
Clear lessons;
Lessons relevant to students’ lives; and
Collaborative lessons.
Particular activities
Class discussions;
Hands-on;
Multimodal;
Creativity and the creative arts; and
Out-of-class experiences.
Among the eight components that we identified as contributing to effective and engaging lessons, the components reflected in the above narrative are relevance to this girl’s life and group collaboration.
One central finding of Reichert and Hawley (2010b) is that boys elicit the kinds of teaching they need.
Teachers designed lessons that captured student attention, which led to more meaningful classroom learning. This suggests that girls, like boys, elicit the pedagogy they need, though perhaps without (overtly) displaying resistance to the degree that boys do, and that both male and female teachers of girls are especially attuned to what girls need in terms of pedagogy and activities that maximize girls’ engagement.
How can I work to meet the needs of boys AND girls in my classroom? What are the practices that will enhance the learning of them both without taking away from the other in any way?
Relating lessons to real life, having clear lessons that are collaborative, including class discussions, creating hands on activities, including creative arts and out of classroom experiences can better enhance the education of girl learners.
"This is an English language film (made in America) adapted from a novel by German author Erich Maria Remarque. The film follows a group of German schoolboys, talked into enlisting at the beginning of World War 1 by their jingoistic teacher. The story is told entirely through the experiences of the young German recruits and highlights the tragedy of war through the eyes of individuals. As the boys witness death and mutilation all around them, any preconceptions about "the enemy" and the "rights and wrongs" of the conflict disappear, leaving them angry and bewildered. This is highlighted in the scene where Paul mortally wounds a French soldier and then weeps bitterly as he fights to save his life while trapped in a shell crater with the body. The film is not about heroism but about drudgery and futility and the gulf between the concept of war and the actuality. "
Can I conclude on this personal note? As I get older I learn more. When our first child was born, I was only twenty years old. Now we have three grandkids now and our oldest has just turned eight. When she was a baby, I held her in my hands and I thought to myself "I know what I believe in." What I believe is that whatever infant I hold in my hands - it doesn't matter the color of skin, doesn't matter rich or poor, doesn't matter religion, doesn't matter boy or girl, doesn't matter urban or rural - every child in our country, the greatest country in the world, should have the same opportunity to develop her full potential, and his full potential.
It was a pretty interesting story. Somewhat similar to our story Out of This Furnace. It was a little slow but thats kinda how old movies are. I don't think you could make a movie exciting about living in a coal mining family.
medications and therapy can help manage symptoms and slow the course of the disease.
no cure
Specific signs and symptoms begin at different ages and in different muscle groups, depending on the type of muscular dystrophy.
common in boys.
Signs and symptoms
Frequent falls
Difficulty rising from a lying or sitting position
Trouble running and jumping
Waddling gait
Walking on the toes
Large calf muscles
Muscle pain and stiffness
Learning disabilities
Delayed growth
Symptoms generally begin in the teens but might not occur until the mid-20s or later.
Myotonic.
Facioscapulohumeral (FSHD).
Congenital.
Limb-girdle.
Certain genes are involved in making proteins that protect muscle fibers. Muscular dystrophy occurs when one of these genes is defective.
Trouble walking.
Trouble using arms.
Shortening of muscles or tendons around joints (contractures)