looking through the eyes of boys and girls
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Looking Through The Eyes of Boys and Girls. Dan Hodgins [email protected]. Girls see the details of experiences……. The Crockus is Four times larger than boys. Boys Brains see the whole but not the details. 34%of preschool children last year were expelled and 87% of them were boys - PowerPoint PPT PresentationTRANSCRIPT
Looking Through Looking Through The EyesThe Eyes
ofofBoys and GirlsBoys and Girls
Dan HodginsDan [email protected]@aol.com
Girls see the details of Girls see the details of experiences……experiences……
The Crockus is The Crockus is Four times larger Four times larger
than boys.than boys.
Boys Brains see the whole Boys Brains see the whole but not the detailsbut not the details
34%of preschool children last year were expelled and 87% of them were 34%of preschool children last year were expelled and 87% of them were boysboys
50% of eighth grade boys are more likely to be held back a grade50% of eighth grade boys are more likely to be held back a grade
Boys are 6 times more likely to be “misdiagnosed” with ADD or ADHDBoys are 6 times more likely to be “misdiagnosed” with ADD or ADHD
Boys are 4 times more likely to be labeled needing special educationBoys are 4 times more likely to be labeled needing special education
Boys are 7 times more likely to be labeled with reading or language delaysBoys are 7 times more likely to be labeled with reading or language delays
Boys are more likely not to complete high schoolBoys are more likely not to complete high school
Boys are 4 times more likely to commit suicideBoys are 4 times more likely to commit suicide
62% of the schools last year removed recess time62% of the schools last year removed recess time
51% of the schools last year removed talking during lunch time51% of the schools last year removed talking during lunch time
Dobler, 2005)Dobler, 2005)
Core of Your BrainCore of Your Brain
Boys have a thicker skullBoys have a thicker skull
Skull DevelopmentSkull Development
Toddlers have a thick Toddlers have a thick skull for protection.skull for protection.
Normally as the child Normally as the child increases in age increases in age his/her skull decreases his/her skull decreases in thickness. in thickness.
The skull for males does The skull for males does not decrease in not decrease in thickness.thickness.
Boys Brains can be 12 – Boys Brains can be 12 – 18 months behind in 18 months behind in
developmentdevelopment
A boy’s brain develops from A boy’s brain develops from the back (the doing part) the back (the doing part)
towards the front (the towards the front (the thinking part)thinking part)
Girl’s brain develops more from Girl’s brain develops more from front to back. So, boys develop front to back. So, boys develop
motor skills, their physical motor skills, their physical abilities, before they start to abilities, before they start to
think about them.think about them.
If boys are 12 – 18 months If boys are 12 – 18 months behind are we?behind are we?
Using appropriate Using appropriate strategies in the strategies in the classroom for their classroom for their developmental level?developmental level?
Using appropriate Using appropriate assessments based on assessments based on their level not their age?their level not their age?
Girls develop complex Girls develop complex verbal skills one year verbal skills one year
earlier.earlier.
All Learning Must go All Learning Must go through the Corpus through the Corpus
Callosum. It is a Callosum. It is a connection of cognition and connection of cognition and
emotionemotion
Girls Corpus Callosum is Girls Corpus Callosum is 3 times larger3 times larger
Warning!!!!Warning!!!!
According to Richard According to Richard Lapchick, author of Lapchick, author of Baseball and your Boy, Baseball and your Boy, warns that “most warns that “most coaches, who are male, coaches, who are male, lack even rudimentary lack even rudimentary knowledge of the knowledge of the emotional, psychological, emotional, psychological, social and physical needs social and physical needs of children.”of children.”
Sam and Abdul were playing together Sam and Abdul were playing together
in the block area building anin the block area building an airport airport for their toy planes. for their toy planes.
Sam pretended to land one Sam pretended to land one
of the planes and mistakenly of the planes and mistakenly knocked over the airport ‘tower’. knocked over the airport ‘tower’.
Abdul yelled at him, “You dummy. Abdul yelled at him, “You dummy.
You knocked over the tower!”You knocked over the tower!”
Boys develop “sensory Boys develop “sensory overload” earlieroverload” earlier
Sensory Stressors:Sensory Stressors: Walls covered with “stuff”Walls covered with “stuff”
Environments that are filled Environments that are filled with too many choiceswith too many choices
Signs that say “Be nice to your Signs that say “Be nice to your friends”; “Use Kind Words”; friends”; “Use Kind Words”; “Safety comes first, no “Safety comes first, no running”running”
Girls brains are always Girls brains are always “on”“on”
Boys brains Boys brains go into pausego into pause
state after state after completing a taskcompleting a task
““Channel Surfing”(Ruben Gur)Channel Surfing”(Ruben Gur)
Males often “zone out” in front of Males often “zone out” in front of the TV, channel-surfing and the TV, channel-surfing and not stopping for any long term not stopping for any long term engagement. They are engagement. They are channel surfing as a form of channel surfing as a form of brain-rest.brain-rest.
Females, on the other hand, more Females, on the other hand, more often stop surfing at a drama often stop surfing at a drama that involves senses in which that involves senses in which people are talking or otherwise people are talking or otherwise in interaction and relationship.in interaction and relationship.
Washing Hands for BoysWashing Hands for Boys1)1) Turn on waterTurn on water
2)2) PausePause
3)3) Soap on handsSoap on hands
4)4) PausePause
5)5) Rinse off soapRinse off soap
6)6) PausePause
7)7) Turn off waterTurn off water
8)8) PausePause
9)9) Dry handsDry hands
10)10) PausePause
Pause Breakers:Pause Breakers:
ShoutingShouting
SpinningSpinning
JumpingJumping
RunningRunning
ClappingClapping
Boys Respond Better to Boys Respond Better to Loud VoicesLoud Voices
If boys respond to loud If boys respond to loud voicesvoices
Why are we always sayingWhy are we always saying““use your inside voice”?use your inside voice”?
Girls have more sensory Girls have more sensory awareness especially awareness especially
through touchthrough touch
SensorySensory Girls are better at using their Girls are better at using their
senses to assist in memory senses to assist in memory development. Especially development. Especially through their fingertips and through their fingertips and skin.skin.
Boys work better in Boys work better in temperatures 10 degrees temperatures 10 degrees lower than girlslower than girls
Boys work better with bright Boys work better with bright lights, girls work better with lights, girls work better with dim lightsdim lights
Girls Sing in Tune more Girls Sing in Tune more FrequentlyFrequently
Boys are better at short Boys are better at short term memory, girls are term memory, girls are better with long term better with long term
memorymemory
Boys don’t Boys don’t remember what you remember what you
have told them. have told them. Each time an Each time an
incidence happens, incidence happens, it’s as if it never it’s as if it never
happened before.happened before.
Communication Patterns:Communication Patterns:
55% facial55% facial
38% voice tone38% voice tone
7% voice alone7% voice alone
Girls by 5 years of age Girls by 5 years of age have have
5,000 – 7,000 words5,000 – 7,000 words
Boys by 5 years of age Boys by 5 years of age havehave
3,000 – 5,000 words.3,000 – 5,000 words.
Males emotional response is Males emotional response is on the right side of his brain, on the right side of his brain, whilewhile the power to express his the power to express his
feelings in speech lies over on feelings in speech lies over on the left side.the left side.
Because the two halves are Because the two halves are connected by a very small corpus connected by a very small corpus callosum, the flow of information callosum, the flow of information
between one side of the brain and between one side of the brain and the other is more restricted.the other is more restricted.
Girls use words as soon Girls use words as soon as they hear them……as they hear them……
Talking to Yourself Talking to Yourself increasing cognition by increasing cognition by
72%72%
Boys work out Boys work out codes…….codes…….
Boys relate language Boys relate language with action…..with action…..
Stop the Pretzel Stop the Pretzel ConfigurationConfiguration
Dirty BillDirty BillI know a man named Dirty BillI know a man named Dirty BillHe lives in a house on garbage hillHe lives in a house on garbage hillNever took a bath and never willNever took a bath and never willYuk! Yuk! Old Dirty Bill.Yuk! Yuk! Old Dirty Bill.You catch him, you snatch himYou catch him, you snatch himYou throw him in the tubYou throw him in the tubYou turn on the waterYou turn on the waterAnd you scrub, scrub, scrubAnd you scrub, scrub, scrubChorus:Chorus:You catch him, you snatch himYou catch him, you snatch himYou throw him in the sinkYou throw him in the sinkYou scrub off the dirtYou scrub off the dirtAnd the stink, stink, stink!And the stink, stink, stink!Chorus:Chorus:Peee yewwww!!!!Peee yewwww!!!!
67% of Boys are Visual 67% of Boys are Visual LearnersLearners
Kindergarten SongKindergarten SongFriendsFriends
Friends, friends, one, two, threeFriends, friends, one, two, threeAll my friends are here with meAll my friends are here with meYou’re my friend; you’re my friend; you’re You’re my friend; you’re my friend; you’re
my friend, you’re my friendmy friend, you’re my friendFriends, Friends one two three all my Friends, Friends one two three all my
friends are here with me.friends are here with me.
Boys Song In Boys Song In KindergartenKindergarten
BoogersBoogersBoogers, boogers, one, two, threeBoogers, boogers, one, two, three
All my boogers are here with me.All my boogers are here with me.
Here’s one booger, here’s one booger, Here’s one booger, here’s one booger, here’s one booger, here’s one boogerhere’s one booger, here’s one booger
Boogers, boogers, one, two, threeBoogers, boogers, one, two, three
All my boogers are here with me!All my boogers are here with me!
Yankee DoodleYankee Doodle
Yankee DoodleYankee Doodle
Went to townWent to town
A riding on a spiderA riding on a spider
Stuck an apple up his Stuck an apple up his buttbutt
And peed apple cider.And peed apple cider.
English and Social Studies Assignment for English and Social Studies Assignment for
Seventh Graders – The WriteSeventh Graders – The Write Source 2000Source 2000 Do you often compare yourself to someone Do you often compare yourself to someone
else? “Sometimes”else? “Sometimes”
Do you compare to make yourself feel better? Do you compare to make yourself feel better? “No, I do not”“No, I do not”
Do your comparisons make you feel inferior? Do your comparisons make you feel inferior? “No.”“No.”
Writing for Boys:Writing for Boys:
Usually includes Usually includes actionaction
Less detailsLess details Larger space neededLarger space needed Often relates to Often relates to
present tensepresent tense Writing on the go!Writing on the go!
Researchers discovered that girls Researchers discovered that girls become better spellers if they first become better spellers if they first
say each word and letter before they say each word and letter before they spell it, and then repeat each letter spell it, and then repeat each letter
as they write it.as they write it.
Called “simultaneous oral spelling”Called “simultaneous oral spelling”
Selecting Books for BoysSelecting Books for Boys
Does the book encourage acting it Does the book encourage acting it out?out?
Do the pictures suggest Do the pictures suggest movement?movement?
Are there action words?Are there action words?
Do the pictures have less detail?Do the pictures have less detail?
Can boys identify with the main Can boys identify with the main character/s?character/s?
Does it reflect different ages, race Does it reflect different ages, race and abilities?and abilities?
Is there a beginning, middle and Is there a beginning, middle and end?end?
Is the subject relevant to boys? Is the subject relevant to boys?
Make Sure Literacy Make Sure Literacy Activities are Activities are Relevant…..Relevant…..
Talking and writing Talking and writing about “Poop” is not about “Poop” is not
just a word but a just a word but a major life experience major life experience
for boys…….for boys…….Get Over IT.Get Over IT.
Books for boys:Books for boys: Arnold, TedArnold, Ted Barrett, JodiBarrett, Jodi Cooke, TrishCooke, Trish Davis, AubreyDavis, Aubrey Downey, LynnDowney, Lynn Feiffer, JulesFeiffer, Jules Fox, MemFox, Mem Horswarth, WernerHorswarth, Werner Geroghty, PaulGeroghty, Paul Ginsburg, MiraGinsburg, Mira Grossman, BillGrossman, Bill James, SimonJames, Simon MacDonald, ElixabethMacDonald, Elixabeth Naylor, PhyllisNaylor, Phyllis Flourde, LynnFlourde, Lynn Steig, WilliamSteig, William
PartsParts Things that are the mostThings that are the most So muchSo much The enormous potatoThe enormous potato The fees sneezeThe fees sneeze Bark GeorgeBark George Tough BorisTough Boris The Mole in SearchThe Mole in Search Look out PatrickLook out Patrick Clay BoyClay Boy My Little Sister Ate one HareMy Little Sister Ate one Hare The Wild WoodsThe Wild Woods The Wolf is ComingThe Wolf is Coming The king of the playgroundThe king of the playground Pigs in the mudPigs in the mud Pet’s a PizzaPet’s a Pizza
Computer Use for BoysComputer Use for BoysJane Healy, Failure to ConnectJane Healy, Failure to Connect
Attention span problems Attention span problems may be due to early brain may be due to early brain attachment to mechanical attachment to mechanical stimulationstimulation
Imagination functions of the Imagination functions of the brain, do not grow as richlybrain, do not grow as richly
Reading and writing Reading and writing functions and verbal skills functions and verbal skills develop more slowly if develop more slowly if young brains are young brains are mechanized too earlymechanized too early
Group DynamicsGroup Dynamics Cooperative learning is easier for girls Cooperative learning is easier for girls
to master in the early yearsto master in the early years
Boys tend to focus on performing the Boys tend to focus on performing the task well, without as much sensitivity task well, without as much sensitivity to the emotions of others around themto the emotions of others around them
Girls form looser organizationsGirls form looser organizations
Boys spend less time than girls Boys spend less time than girls managing the team process, they managing the team process, they quickly pick leaders and focus on goal quickly pick leaders and focus on goal orientationorientation
Girls in Groups:Girls in Groups: Congregate in groups Congregate in groups
more oftenmore often Engage in talkingEngage in talking Greet newcomers warmlyGreet newcomers warmly Primarily interested in Primarily interested in
peoplepeople Have a harder time Have a harder time
saying goodbye or saying goodbye or making closuresmaking closures
Personal Responses:Personal Responses:
At four months old, most baby girls can distinguish At four months old, most baby girls can distinguish photographs of people they know from photographs of people they know from photographs of strangers, boys usually cannot.photographs of strangers, boys usually cannot.
A one week old baby girl can distinguish a baby’s A one week old baby girl can distinguish a baby’s cry from a background of general noise of a cry from a background of general noise of a similar volume. Baby boys cannot.similar volume. Baby boys cannot.
Boys in GroupsBoys in Groups Occupy large space during Occupy large space during
playplay Engage in rough and vigorous Engage in rough and vigorous
playplay Ignore newcomersIgnore newcomers More bodily contactMore bodily contact Primarily interested in objectsPrimarily interested in objects Less time to say goodbye or Less time to say goodbye or
putting closuresputting closures
Inclusion in GroupsInclusion in Groups Boys tend not to bother about Boys tend not to bother about
whether or not they like any whether or not they like any particular member of the particular member of the group-he’s included if he’s group-he’s included if he’s useful.useful.
Girls exclude other girls Girls exclude other girls because “they’re not nice”.because “they’re not nice”.
Girls know and remember the Girls know and remember the names of their playmates; names of their playmates; boys don’t oftenboys don’t often
Learning:Learning:
For boys all learning is:For boys all learning is:
If it is not in the body it If it is not in the body it is not in the is not in the brain…….brain…….
LearningLearning
For girls For girls
if it is not in the voice it if it is not in the voice it is not in the is not in the mind……….mind……….
Chris Is His NameChris Is His Name
Chris is his name and pushing is his gameChris is his name and pushing is his game
You can catch him pushing in the sun and You can catch him pushing in the sun and rainrain
He’ll be pushing high, he’ll be pushing lowHe’ll be pushing high, he’ll be pushing low
He’ll be pushing, pushing, wherever he goesHe’ll be pushing, pushing, wherever he goes
So if you want some pushing and you don’t So if you want some pushing and you don’t know what to doknow what to do
Just go to Chris and he’ll help you.Just go to Chris and he’ll help you.
Baby SharkBaby SharkBaby shark, doot, doot, doot, doot, doot, dootBaby shark, doot, doot, doot, doot, doot, dootBaby shark, doot, doot, doot, doot, doot, dootBaby shark, doot, doot, doot, doot, doot, dootMother shark, doot, doot, doot, doot, doot, dootMother shark, doot, doot, doot, doot, doot, dootMother shark, doot, doot, doot, doot, doot, dootMother shark, doot, doot, doot, doot, doot, dootDaddy shark, doot, doot, doot, doot, doot, dootDaddy shark, doot, doot, doot, doot, doot, dootDaddy shark, doot, doot, doot, doot, doot, dootDaddy shark, doot, doot, doot, doot, doot, dootGrandpa shark, doot, doot, doot, doot, dootGrandpa shark, doot, doot, doot, doot, dootGrandpa shark, doot, doot, doot, doot, dootGrandpa shark, doot, doot, doot, doot, dootSharks swim, doot, doot, doot, doot, dootSharks swim, doot, doot, doot, doot, dootSharks swim, doot, doot, doot, doot, dootSharks swim, doot, doot, doot, doot, dootSharks attack, doot, doot, doot, doot, dootSharks attack, doot, doot, doot, doot, dootSharks attach doot, doot, doot, doot, dootSharks attach doot, doot, doot, doot, doot
Chocolate CandyChocolate Candy
Chocolate Candy and Jelly BeansChocolate Candy and Jelly BeansPut them in my pocket and put them in my jeans.Put them in my pocket and put them in my jeans.Mommy washed the clothes and this is what she Mommy washed the clothes and this is what she
saidsaid““ahhhhhhhhhhhhhhhhhhhhhh”ahhhhhhhhhhhhhhhhhhhhhh”Chocolate candy and jelly beans all over the Chocolate candy and jelly beans all over the
washing machine.washing machine.
Testosterone SpikesTestosterone Spikes Boys can have 2 – 10 spikes Boys can have 2 – 10 spikes
per hour depending on ageper hour depending on age Girls usually have 2 spikes a Girls usually have 2 spikes a
dayday Boys spikes are more Boys spikes are more
common in the morningcommon in the morning Girls spikes are more Girls spikes are more
common in late afternoon or common in late afternoon or eveningevening
Boys release physical Boys release physical tension during a spiketension during a spike
Boys react with energy or Boys react with energy or erections or botherections or both
RoughhousingRoughhousing
Style of interactionStyle of interaction Physical greetingPhysical greeting Common during a spikeCommon during a spike NurturingNurturing No correlation between No correlation between
roughhousing and violenceroughhousing and violence Game playingGame playing Allows a child the pleasure Allows a child the pleasure
of using his own strengthof using his own strength Non-verbalNon-verbal
Types of RoughhousingTypes of Roughhousing Running into boxesRunning into boxes Running through newspaperRunning through newspaper ClimbingClimbing Motorboat, motorboatMotorboat, motorboat Capes, nets, ropesCapes, nets, ropes High fivesHigh fives Pushing and shovingPushing and shoving Butt pushesButt pushes HandshakingHandshaking SwordfightingSwordfighting
Quick and Easy Physical Quick and Easy Physical Activities for BoysActivities for Boys
Sky pullingSky pulling Sky writingSky writing Lazy eightsLazy eights Ear openersEar openers Feet movementsFeet movements Mouth stretchersMouth stretchers
Boys gain control by Boys gain control by being Physicalbeing Physical
Vivian Paley, Boys and Vivian Paley, Boys and Girls: Superheroes in the Girls: Superheroes in the Doll Corner, 1984 wrote:Doll Corner, 1984 wrote:
Luke Skywalker and Darth Vader have the Luke Skywalker and Darth Vader have the same domination as Mothers and same domination as Mothers and
Princesses. Boys play as Darth Vader Princesses. Boys play as Darth Vader involves lots of conflict and action. Girls involves lots of conflict and action. Girls play as mother and princesses involves play as mother and princesses involves
lots of pesty characters that have tantrums, lots of pesty characters that have tantrums, sisters quarrel, babies cry and mothers sisters quarrel, babies cry and mothers
threaten and spank.threaten and spank.
Girls gain control by Girls gain control by talking about ittalking about it
Art for Boys:Art for Boys: Rubber band two or three Rubber band two or three
brushes togetherbrushes together Rubber band swatchesRubber band swatches Horse brush paintingHorse brush painting Massage instrument paintingMassage instrument painting Dropping socks filled with sand Dropping socks filled with sand
onto paintonto paint Bottle brush paintingBottle brush painting Plunger paintingPlunger painting
Movement Props for BoysMovement Props for Boys
Arm stretchersArm stretchers Towel dancingTowel dancing Bag movementsBag movements Newspaper tossNewspaper toss Sword fighting (swimming Sword fighting (swimming
noodles)noodles) CapesCapes Broom handle music Broom handle music
stickssticks ScootersScooters Marshmallow shootersMarshmallow shooters
What Do Boys Need?What Do Boys Need?
A variety of movable A variety of movable objectsobjects
Lots of spaceLots of space Visual routineVisual routine Lower temperaturesLower temperatures RoughhousingRoughhousing RunningRunning Power playPower play Boxes for kickingBoxes for kicking
School Rules for BoysSchool Rules for Boys
RunRun JumpJump Dig to ChinaDig to China ExploreExplore Talk Talk Build higher then your Build higher then your
eyeseyes Tear downTear down PourPour YellYell
SawSaw RoughhouseRoughhouse PaintPaint ImagineImagine MeasureMeasure PonderPonder DaydreamDaydream LeadLead Be aloneBe alone
Visual Cues for Beginning, Visual Cues for Beginning, Middle and EndMiddle and End
Activities for Girls in the ClassroomActivities for Girls in the Classroom
Digital cameras (taking Digital cameras (taking pictures of themselves pictures of themselves and others)and others)
Use teams moreUse teams more Small motor toysSmall motor toys Personalize spacesPersonalize spaces Talking tubesTalking tubes ““Feeling games”Feeling games” Books about feelingsBooks about feelings Dramatic play (helping Dramatic play (helping
fields)fields)
Harford Heights Elementary Harford Heights Elementary School, the largest elementary School, the largest elementary
school in Maryland, have school in Maryland, have experimented with same sex experimented with same sex
classrooms since the mid-ninetiesclassrooms since the mid-nineties
The all boy classrooms The all boy classrooms encourage natural encourage natural
competitiveness and high-competitiveness and high-spiritedness. “The boys spiritedness. “The boys
become competitive rather than become competitive rather than combative”combative”
Feelings - GirlsFeelings - Girls Use emotion and cognition to Use emotion and cognition to
solve problemssolve problems Girls talk about their feelingsGirls talk about their feelings Girls demonstrate empathyGirls demonstrate empathy Girls see consequences fasterGirls see consequences faster Process pain and hurt more Process pain and hurt more
quicklyquickly Seek out assistance fasterSeek out assistance faster Enjoy cooperative activitiesEnjoy cooperative activities
Feelings - BoysFeelings - Boys Release feelings in quick Release feelings in quick
burst of energyburst of energy Has delayed reactions to Has delayed reactions to
problemsproblems Project feelings to outside Project feelings to outside
spacespace Go into “cave”Go into “cave” Boys do not talk about Boys do not talk about
their feelingstheir feelings Boys respond to empathy Boys respond to empathy
when it is part of a taskwhen it is part of a task Boys can become Boys can become
assertive or withdrawnassertive or withdrawn
GIRLS ARE SENSITIVE TO GIRLS ARE SENSITIVE TO SHAME, BUT BOYS FEAR SHAME, BUT BOYS FEAR
IT!IT!Girls may be shame-sensitive, Girls may be shame-sensitive, boys are shame-phobic; they boys are shame-phobic; they
see it has “loss of face” and will see it has “loss of face” and will do just about whatever it takes do just about whatever it takes
to avoid shame.to avoid shame.William Pollack, Real BoysWilliam Pollack, Real Boys
Boys Do Not Talk About Boys Do Not Talk About Their FeelingsTheir Feelings
Empathy in boys must Empathy in boys must be demonstrated by a be demonstrated by a
physical actionphysical action
Bonding and Attachment Bonding and Attachment Must Occur Before the Must Occur Before the
Child Turns Five!Child Turns Five!
James GarbarinoJames Garbarino
Infant boys are cuddled, Infant boys are cuddled, talked to, and breast fed for talked to, and breast fed for significantly shorter periods significantly shorter periods
of time than infant girls.of time than infant girls.
Michael Gurian, A Fine Young Michael Gurian, A Fine Young ManMan
Punishing the Punishing the dominant child, as we dominant child, as we often do, may need to often do, may need to be rethought. We are be rethought. We are in fact, punishing him in fact, punishing him
for being healthy.for being healthy.
Thomas Boyce, University of Thomas Boyce, University of California, BerkeleyCalifornia, Berkeley
Bullying:Bullying:
Girls often bully by Girls often bully by calling names, or calling names, or telling storiestelling stories
Boys often bully by Boys often bully by using physical forceusing physical force
Discipline For Boys:Discipline For Boys:
Only talk about what you want them to doOnly talk about what you want them to do Allow for physical outlets of emotionAllow for physical outlets of emotion Provide role playingProvide role playing Remember that sometimes boys are louder and give Remember that sometimes boys are louder and give
orders, ignore oftenorders, ignore often Provide “caves” for cooling downProvide “caves” for cooling down Provide roughhousing opportunitiesProvide roughhousing opportunities Empathy must be related to a physical taskEmpathy must be related to a physical task Visual guidanceVisual guidance
Pirate SongPirate Song
When I was one, I had some funWhen I was one, I had some fun
On the day I went to seaOn the day I went to sea
I jumped aboard a pirate shipI jumped aboard a pirate ship
And the captain said to meAnd the captain said to me
Go this way, that way, forward, backwardsGo this way, that way, forward, backwards
Over the deep blue sea.Over the deep blue sea.
James Garbarino Says:James Garbarino Says:
Boys need stabilityBoys need stability
Boys need securityBoys need security
Boys need affirmation and acceptanceBoys need affirmation and acceptance
How Do Your Create?How Do Your Create?
Stability:Stability:
Security:Security:
Affirmation/Acceptance:Affirmation/Acceptance:
How are you going to How are you going to create a feeling of create a feeling of
Belonging?Belonging?
Researchers demonstrated Researchers demonstrated that the largest major factor that the largest major factor
protecting young people from protecting young people from emotional distress, drug abuse, emotional distress, drug abuse,
and violence-other than the and violence-other than the closeness they were able to closeness they were able to
achieve within their families – was achieve within their families – was
“perceived school connectedness“perceived school connectedness””
Protecting Adolescents from Protecting Adolescents from Harm 1997.Harm 1997.
What supports are you What supports are you missing in your missing in your
classroom or school?classroom or school?
Where will you begin?Where will you begin?
Side Effects of Attending This Side Effects of Attending This WorkshopWorkshop
Hallucinations of men who “feel”Hallucinations of men who “feel” Create more space for roughhousingCreate more space for roughhousing Hair lossHair loss SnoringSnoring Compulsion to say “your in pause”Compulsion to say “your in pause” A strong desire to become a pirateA strong desire to become a pirate An urge to tell some male, “so that’s why you behave An urge to tell some male, “so that’s why you behave
that way?”that way?” Better teachingBetter teaching
Resources on Boys
Caron, A. Strong Mothers, Strong Sons. New York: Harper, 1994 Goleman, D. Emotional Intelligence. New York, Bantam, 1995. Gurian, Michael. The Wonder of Boys. New York: Tarcher/Putman, 1996 Gurian, Michael. Girls and Boys Do Learn Differently. New York: Tarcher/Putman, 1998 Healy, Jane. Failure to Connect. Simon & Shuster, 2000 Kipnis, A. Angry Young Men. San Francisco: Jossey-Bass, 1999. Kohn, A. What to Look for in a Classroom. San Francisco, Jossey-Bass, 1998. Manthey, J. Creating Gender Friendly Schools. Peraluma, Calif, 1998. Moir A. & Jessel, D. Brain Sex. New York: Dell, 1990 Nash, J.M. Fertile Minds, Time, Feb. 3, 1997, ppg. 49-56. Pollack, William. Real Boys. New York: Random House Rimm, S. See Jane Win. New York: Three Rivers, 1999 Schicandanz, J. More then ABC’s. Sommers, C.. The War Against Boys. New York: Simon & Shuster, 2000.