Reaching Boys, Teaching Boys

July 19, 2010
Psychologist Reichert and educator Hawley teamed up to investigate the "crisis" in boys' academic achievement by conducting a study of teachers' methods and students' performance in all-boy, college prep, middle and high schools in six English-speaking countries. Their insights into young males' own "rules of engagement" led them to three key insights: boys are relational learners who rely on a give-and-take approach with their teachers; boys elicit the kind of teaching they need via a feedback dynamic that teachers need to heed; and lessons for boys must offer at least one element to arouse and hold students' interests. Over 100 examples of successful, creative lessons from a host of instructors demonstrate what really works with boys, including stage fight techniques as part of studying Shakespeare; figuring out the odds of winning at cards; and creating a comic strip about the immune system. Much is made of how novel these lesson plans and projects are, but many of them are the familiar stuff of traditional private school curricula. A book more appropriate for teachers and administrators than parents, it is a real rubric for making learning lively and memorable in boys' lives.

May 1, 2011

The rising achievement gap between boys and girls. More young women than young men entering college. If you work with boys, you know these statistics. Reichert, a psychologist, and Hawley, an educator, present the results of their international study of teachers and students in six countries on how to provide meaningful and engaging lessons for boys. The book offers a host of practical examples of approaches that have been honed by classroom practice to engage these students in learning. The authors asked nearly 1000 educators a simple question, "What works with boys?" They also asked the kids themselves what worked best for them in the classroom. The answers are presented in a clear and organized manner with two thirds of the book presenting effective lessons and relationships between teachers and their male students. The last third of the book presents ways to implement and nurture these new lessons and relationships. While the authors offer no silver bullet that will fix the problem, they do present a host of remedies in many different disciplines and age groups. Most useful for middle and high school teachers and where curriculum aids are purchased.-Renee McGrath, Nassau Library System, Uniondale, NY

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