Goal setting: P

Service delivery participation:

“Parents seem to be more invested as they take part in their child’s programming,”

Parents can see the skills their children are working on and can carry them over more effectively.”

increasing engagement during live, virtual, synchronous meetings.

IEP goals and objectives may not be the student’s preferred virtual learning activity.

Virtual book clubs:

Start virtual meetings with a fun, engaging activity:

Visuals, routines, schedules:

I create individualized weekly schedules for my students,

ncluded in these schedules are their assignments and expectations with links to documents, websites, or other materials in a centrally located document. These schedules assist the students and caregivers with pacing, planning, organization, and task completion, among other functional skills.”

Movement breaks:

Interest boosting

Hypodermic affection

Easing tension through humor

Hurdle help

Regrouping

Restructuring

Direct appeal

Antiseptic bouncing

Support from routine

Limiting space and tools

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.

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.