Michael G. Thompson, Ph.D. : Thoughts on how teachers can better support boys in schools

Suggestions for teaching boys (handout given at event)

Suggestions for teaching boys (handout given at event)

This evening, I listened to a presentation given by Michael G. Thompson, Ph.D.  He is a clinical psychologist, school consultant and international speaker on the subjects of children, schools and parenting. He’s also written several books focusing on parent-teacher relationships, child development and the psychological aspects of school leadership. Some of his books are Homesick and Happy: How time away from parents can help a child grow, The Pressured Child: Helping your child find success in school and life and Raising Cain: Protecting the emotional life of boys.

While there were many interesting tidbits learned, I was most struck by three points on the handout titled: Twelve Suggestions for Teaching Boys.

Re-think homework. Meaningless or make-work homework creates the greatest pushback from boys because it ruins their playtime and causes fights at home. Teachers should try to use differentiated homework, offer homework online that gives immediate feedback, or give boys a way to earn their way out of homework. 

Because I went to a traditional private Catholic school (1st-12th grade), and I received tons of homework, as a novice teacher, I did the same. I was under the belief that if my students practiced skills at home then they would fare better in school. However, in the last ten years my pedagogical approach has been slowly changing and now I question the rationale for homework, particularly in the primary grades. I’m not a fan of homework packets, especially during vacation. When I speak to families and they share the constant fights that occur at home in the evenings over homework, I wonder, How is this benefiting the child or the home? Who’s paying the cost for this turmoil? Is homework creating a negative connotation between school and learning? –  I’d also like to point out that this argument can also be made for girls. I believe that both boys and girls, particularly in the primary grades would benefit greatly from having a reading log (reading is the gateway to learning) and perhaps a quick review of math facts, sight words or something else that is quick and easy. And once children begin the third grade, homework can be implemented so long as it is pertinent to what they are learning and not time-consuming. I hear parents share that their fourth and fifth graders spend up to three hours doing homework – that is insane!

Movement. Let them move inside the classroom as much as you can tolerate. Remember that boys who hate Shakespeare will learn the lines from Romeo and Juliet when they can act them out with others – with swords.

This is a doozy for me –  Dr. Michael Thompson said that this is how boys are wired and that our schools need to adapt to this. So long as no one is getting hurt, and work productivity is not being slowed down, then if a boy needs to wiggle around, stand up, walk outside and then come back, not a problem. As I listened to his presentation I understood exactly what he was getting at. Our schools are designed for learners who sit quietly in their seats, take their time with their work, don’t disturb and make life easier for teachers. In the past I have been guilty of this. I remember getting my feathers ruffled when a former student would be in constant motion. Another teacher friend said, “Is he learning? Is he hurting anyone?” This little guy was learning and he wasn’t hurting anyone and that is when I finally learned that taking away his recess (not the best option) was only hindering his ability to focus in class because what he really needed to do was MOVE AND PLAY!  The irony is that our schools keep increasing the rigor of subjects and adding more things to teach (maybe there aren’t enough school minutes to get in done) and in a bind, teachers opt to shorten recess or in more extreme cases, not have recess at all.

Another thing mentioned was the manner in how boys tend to play. I am not comfortable with roughhousing and wrestling. I am quick to pull boys apart on the playground and in most schools this type of play is not allowed. But a question posed this evening was, What if we were to let boys wrestle and play in this manner? So long as no one is getting hurt or targeted to be hurt, what would be the harm? I have been pondering this all evening and I have to say, this doesn’t sit well with me. Nevertheless, when I look at how the adult men behave in my family, they wrestle each other, they run and “dunk” their trash in the wastebasket, they jump and move as they watch sporting events – they too are in constant motion.

Let boys read and write about (and draw!) what they love. There is often a collision between boys and teachers when it comes to reading. Teachers tend to like fiction, character development, journals and emotional openness. Boys, in general, like non fiction, science fiction, graphic novels and stories of emotional toughness such as sports biographies. They especially love and value stories of espionage, combat and death.

A few weeks ago I was doing a shared writing activity with the class. Using equity sticks, the chosen student added details to the story while I wrote them on chart paper. I called on a little boy and he said something about a sword and killing one of the characters. I’m sure I put on my teacher face and in my teacher voice said something like, “Well, can you think of something different that doesn’t involve any violence…” Dr. Michael Thompson said this sort of exchange deters boys from reading and writing because these are the topics that they get excited about, yet are often not accepted in the classroom. Again, I’m going to have to think about this. But I can see how writing about mermaids, rainbows and unicorns can seem boring and uninspiring to some.

I plan on reading some of Dr. Michael Thompson’s books and I hope to get more answers to the thousands of questions I have. I have many things to think about in terms of how I teach and the environment I create for my students. I wonder if wrestling during recess is a safe and healthy alternative so boys don’t feel disconnected and bored in school…

What’s Your Learning Strength? Helping Kids Understand Multiple Intelligences

Children chose their top two learning strengths

Children chose their top two learning strengths

There is so much pressure in our society to be the best and the smartest. We push children academically, we bombard them with tests, competitive sports and after school activities. This pressure to be the best, unfortunately, can lead some children feeling less than worthy or less than “smart”. In an effort to guide children to understand that we all have strengths (things we are really good at) and stretches (things we need to work at), they were introduced to Howard Gardner’s theory of Multiple Intelligences.

Howard Gardner has identified seven distinct intelligences.  According to this theory, “we are all able to know the world through language, logical-mathematical analysis, spatial representation, musical thinking, the use of the body to solve problems or to make things, an understanding of other individuals, and an understanding of ourselves. Where individuals differ is in the strength of these intelligences – the so-called profile of intelligences -and in the ways in which such intelligences are invoked and combined to carry out different tasks, solve diverse problems, and progress in various domains.” (Gardner, 1991)

We explained the seven intelligences, giving the students basic examples so that they could begin to explore the significance of having “many smarts”.  After a brief conversation, they graphed their top two strengths. I shared that my strength was linguistics because reading and writing came naturally to me, whereas visual spatial is one of my stretches because reading graphs and maps is sometimes difficult for me. What was really fun about this social-emotional / graphing lesson was how it was an obvious relief for some little ones to recognize that they were indeed smart in something or other.  Throughout the week, they would ask each other, “What’s your smart?”

We also read several picture books and watched a video that helped continue the discussion that we are all smart, beautiful and amazing in our own unique ways.

The Little Rose: A little rose is teased by the ugly weeds around her. She nearly gives up but learns to accept and love herself for what she really is, a beautiful rose.

Ish: A creative spirit learns that thinking “ish-ly” is far more wonderful than “getting it right”.

Stand Tall Molly Lou Melon: Molly Lou Melon is different, but this doesn’t slow her down.

On Back to School Night, we asked parents to graph their learning strengths. This was my favorite part of this lesson because it was so neat to see how similar parents’ strengths are to their children. I also hope it gave parents permission to really treasure their children’s strengths versus solely focusing on what they “need” to improve. My goal is to continue this important discussion in our class for the year to come so that my students truly understand that they are made up of wonderful gifts – and that there is no one else like them!