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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.

Quite often, boys do their best work when teachers establish authentic purpose and meaningful, real-life connections.