How to Teach Boys and How to Teach Girls
Reader’s Digest has a fascinating article on how boys and girls learn differently. It asks the opinion of David Chadwell, South Carolina’s coordinator of single gender education.
BOYS TEND TO PREFER
Boys interpret the world as objects moving through space. The teacher should move around the room constantly and be that object.
Colors that appeal to males are cooler colors such as silver, blue, black, grey, and brown.
Boys respond better to speaking that sounds matter of fact and more forceful. This is because, for boys, stress increases the blood flow to their brains which helps them stay focused.
The ability to stand or move also helps them to be more alert by increasing their blood flow. And a room temperature of 69 degrees Fahrenheit creates optimum alertness.
Boys will rise to a risk and tend to overestimate their abilities. Teachers can help them by getting them to be more realistic about results.
So when teaching boys, stand and move around while speaking forcefully and realistically. Allow the boys to occasionally move and keep the room at 69 degrees Fahrenheit. Use cooler colors in your environment and teaching.
GIRLS TEND TO PREFER
Girls work well in circles, facing each other. Using descriptive phrases and lots of color in overhead presentations or on the chalkboard gets their attention.
Colors that appeal to females are warmer colors such as reds, yellow, and oranges. The female eye also tends to prefer textures and visuals with more details (e.g., faces).
Girls have more sensitive hearing than boys. They interpret speaking in a loud tone as yelling and anger, which can cause them to shut down. Stressful environments make girls feel nervous or anxious because stress sends their blood to their guts.
Girls focus better while sitting down. And a room temperature of 75 degrees Fahrenheit creates optimum alertness.
Girls at this age shy away from risk, which is exactly why lots of girls’ programs began in the private sector. Teachers can help them learn to take risks in an atmosphere where they feel confident about doing so.
So when teaching girls, sit in a circle with the girls and speak descriptively and in a nurturing tone. Keep the room at 75 degrees Fahrenheit. Use lots of colors, particularly warmer colors, and use visual and/or tactile textures. Create a secure yet stimulating environment where they can feel comfortable in taking risks that you encourage them to take.
For Discussion:
- What tips do you have for teaching boys specifically or girls specifically?
Chris Said,
November 6, 2008 @ 11:25 am
Great article with useful practical tips. Now what about working with a co-ed environment? Do i set the temperature at 72 and meet the requirements in the middle??
Kent Shaffer Said,
November 6, 2008 @ 11:52 am
Good question, Chris.
I teach a 5th grade small group that is 80% boys so I style the small group more for boys.
Standing up, moving, and being the object of their attention works particularly well for me.
Stuart Dyckhoff Said,
November 6, 2008 @ 3:34 pm
Interesting - but this is typical RD output with the only reference to any scientific backing to this study being in the picture footer!
However, there is some basis to this that has long been accepted within educational circles and it makes me wonder why this State (is that right?) isn’t already using these.
I refer to the “Seven Styles of Learning” and will leave it up to the reader to do their own investigative work on these, but in short they have already identified in a less divisive way than this boy v girl process, how all people (not just children) fit into one of these styles.
Once your style is identified then it is easy to adapt how you learn or how you are taught. The process talked about by RD neglects this avenue and goes for a stark one or the other whereas in reality there is a huge amount of crossover and variation within that crossover.
Steven Said,
November 6, 2008 @ 3:47 pm
Kent - thanks for the great summary, I’m going to email this to my team in just a second.
For me, I’ve found boys = chaos. If I can use chaos to break the structure, they refocus when I need them to and respond well. In small group with second graders, I would take the tub with all our supplies and dump it in the middle of the circle. Together, we would rummage through it before each activity to find what we needed. Then we focus on the activity and go back to the rummage.
Richard Reising Said,
November 7, 2008 @ 6:07 pm
Kent,
Thanks so much for the encouragement! I’m glad you’ve checked out the blog.
God Bless!
Richard