The basics include: teaching boys to look up and maintain eye contact when addressed

The basics include: teaching boys to look up and maintain eye contact when addressed, asking Rosetta Stone V3 them to repeat simple requests back, attaching reasonable consequences to that request, and creating a simple contract of sorts that increases a boys investment in following through (e.g., while perhaps a bit unorthodox, a high-five or knuckle wrap is extremely useful for such boys to keep them invested in your requests and accountable). If teachers do this with boys all the time, those boys are more likely to process the request, stay focused, and follow-through what is being asked of them. It takes an extra step, but the payoff is large in terms of better classroom management. Also, frequent Mind Breaks are essential for boys. Every 30-45 minutes (depending on age), its important to break, allow some physical activity (jump in place, do exercises on mats, even have time to play), and then return to the next lesson. This follows a Japanese model that has been successful with younger children. It allows time between lessons to release pent up energy (more of an issue for boys) and allows all students time for their brains to digest the material. Its often called distributed practice. Cognitive scientists have long known this is better than massed practice or cramming. There also needs to be recess and healthy, vigorous outdoor breaks scheduled each day. Were finding that in schools where outdoor time has been lessoned or eliminated, (to schedule more time for sit down work), there is a higher rate of behavioral issues and higher rate of ADHD being diagnosed among the boys. 9) Are females perhaps less apt to insist on classroom rules, regulations, routine and structure ? In my experience, that varies according to the teacher although as a group that does seem to be the case. There is a preference for females in general to use more language-based approaches to child discipline (reminding, lecturing, using negative verbal consequences), whereas male teachers tend to use less verbal and more spatial type approaches (quickly removing an object or asking a boy to remove himself from a situation, without much discussion about the event in question). Males rely on concrete consequences to discipline and reward, and in my experience tend to provide less opportunity for second chances. This style works better on most boys. Boys also tend to respond more readily to male teachers possibly because of the match in gender and interest in pleasing male role models they perceive as powerful. Yet, I know many female teachers who are remarkable at handling classrooms effectively, better than many men could, and use their power and authority with great success Rosetta Stone French V3 with boys. The overall message is: teachers need to increase structure, routine, use only clear, consistent consequences, but be willing to allow more freedom of movement and opportunities for boys to express their power and mastery. Further, opportunities to learn with active, hands-on tasks is essential. 10) How do we get more males into the elementary classes and how do we train our female teachers to handle disruptive behaviors better? Great question, but without an easy answer. We have to look at several possible causes as to why male tecahers are so grossly underrepresented in elementary classrooms and decide if changes are feasible to increase their numbers. Historically, there were twice as many male teachers approximately 25 years ago. Currently, males make up only about 9% of elementary school teachers, with much lower percentages in the earlier grades. Low professional salaries and stereotypes are two often sited causes. Stereotypes refers to viewing teaching as a female profession. Related to this is the general suspicion in our society of males wanting to work with young children. Anecdotally, many males have reported their feeling uncomfortable and being looked upon oddly when they show interest in working in educational areas or other vocations involving young children. Another possible reason males are underrepresented, gets to the heart of learning style differences between the sexes. Male teachers seem to favor a more active, engaged, and competitive teaching style. This isn’t easily implemented with rote lesson plans, and the language-heavy and social-cooperative learning environment most schools promote. As regards training female teachers, see other answers (#8, #11) 11) In todays schools, with No Child Left Behind, teachers seem to be under greater and greater pressure to get students to perform on grade level and make annual yearly progress. How do females need to be trained to be better teachers in the current environment? No Child Left Behindseems to have left many teachers behind, not allowing them as much flexibility to use their creative teaching styles or bring their unique gifts to the classroom. No Child Left Behind has also unintentionally increased problems in boys. Its brought about more didactic lecturing, test prep time that is reminiscent of SAT preparatory Rosetta Stone Software courses, and reduced or eliminated recess/healthy extracurriculars. In short, boys are more frustrated and stressed with increased language-based learning demands and prolonged sitting. Here are some ideas to make classrooms work better for boys: Female teachers can engage boys better by allowing them to use competitive (versus cooperative) learning exercises. Heres one possible example. Randomly assign boys to two or three groups (and if girls want this as well, That’s great). Have the boys generate team names or provide names of powerful animals (think of the Harry Potter series with Ravens, Snakes, Griffins, etc), or local sports teams. Neutral colors or geographic places can be used too (e.g., continents or exotic places, etc).