This blog is the promised sequel to the March blog on educating girls. As a mother of two teenage boys, I can now cast my mind back and comment on their education. Hindsight is a wonderful thing. Both parents and teachers do the best they can at the time. Here are my reflections on the future of educating boys.
Developmental
differences
Both of my sons were born in June. This makes them some of
the youngest children in their respective school years. They are 9 months younger than September-born children. Girls are often two years
in advance of boys' development. So we could be talking a 3-year difference in
development. This is a very significant difference in primary school and gives boys the feeling of being "behind" at the very start of school. This is a serious blow to the confidence of Summer-born children.
Both Daniel and James suffered early learning difficulties. Neither boy
missed any significant milestones before starting school. James, my younger
son, was actually ahead of most children in terms of physical development - e.g.
walking at 9½ months. He was also fascinated by sums between 1 and 100 in
nursery school, while others were still counting from 1 to 10.
Daniel
My elder son Daniel suffered with extreme hypermobility.
This gave him many of the social disadvantages of dyspraxia. Writing was
extremely difficult for him. His hands were simply too flexible to control a
pencil. Occupational therapy helped to build up his hand strength. It was very
hard for him to keep up in class. He simply couldn't write as much as the
others within a given time slot.
An early drawing with writing (copyright D. Netto) |
To this day, Daniel writes with an unconventional grip.
Children learn to compensate. He developed a fascination with computers. On
arrival at high school, he was advanced in ICT skills. He was placed in the
Gifted and Talented Group. Today, his fingers fly over any keyboard or keypad.
He will shortly be taking his A' levels and plans to study computing at
university from October 2015.
In Daniel's primary school days, the rough and tumble of the
playground was a nightmare for him. He was always falling or getting
knocked over. He adopted the wise strategy of heading for the medical room
before getting hurt. He enjoyed a good chat there. He couldn't keep up with the
boisterous boys so he talked to the girls and the staff instead. He excelled at the oral part of the old English GCSE as a
result.
Early learning difficulties are in the distant past now. Daniel
compensated by developing into a "geek" with excellent verbal skills - just what businesses are crying out for. Teamwork skills came later - thanks to
the excellent Duke of Edinburgh Award Scheme.
James
Although my two sons are like chalk and cheese*, my younger son
James also had early learning difficulties - both with reading and writing. From
babyhood until the first year of school he suffered a seemingly endless
series of ear infections. He could hear, but we later discovered at Great Ormond Street Hospital that some of
the pathways in his brain were immature. So, we were all trying to teach him to
read without the basic sound foundations in place. His ears worked. His brain
worked. They just didn't work together to make the necessary sound connections.
My little sportsman c. J Netto |
A special primary school project brought the major turning
point for James. An inspirational NQT (newly qualified teacher) took a special interest in
encouraging him. For homework he had to create a poster on astronomy with words
and pictures. He chose Pluto. Why? Because he felt sorry for
poor Pluto. Once it had been a planet, but they downgraded it to a dwarf
planet. He was inspired by its "underdog" status. He wrote
more in one evening than we had ever seen him write before. It got easier from that point. His teacher and I made a
really big fuss of his efforts. He remembers it well.
Solar system - dwarf planet Pluto at the back - now often left out © La Gorda |
Looking back, I remember how James regularly used to miss
History and Geography lessons for extra literacy support. They became two of
his favourite subjects at High School. In History and Geography, he is inspired to write
more by the facts, interesting subject matter and visuals. Today, James's favourite GCSE subject is Media Studies. Teaching literacy through
other subjects seems to work better.
The UK's National Curriculum has become very
prescriptive. I do not believe that it allows teachers enough flexibility
to inspire the individual personalities before them. League tables, constant
assessments and targets seem to stress both teachers and pupils. Even the
reports have become very formulaic. Parents are none the wiser for all the
data. KPIs belong in businesses, not in schools. Not everything that counts in
education can be counted.
To my mind, the most important thing is to teach children to
love learning. Boys generally seem prone to doing the bare minimum (if they can
get away with it). The pace of technological change means that today's children
will need to keep reinventing themselves. They will need to adapt and learn new
skills more frequently than previous generations. A love of learning is
paramount. Boys are now falling behind girls. Today's teaching methods favour
girls.
I fully appreciate that it is difficult to teach different
material to children in the same class. Analyse any child's performance and you see spikes in
progression. They do not learn in a linear fashion to a preconceived plan. Dwelling
too long on a weakness can be harmful to their love of learning. There must be
an answer to educating boys in one son's love of technology and the other's
Pluto-inspired motivation.
We need to motivate boys to love learning as much as girls. Today's boys will have girls as bosses. However, society needs equality, not role reversal. I believe that boys and girls should learn to work with each other side by side. We just need to find more innovative ways to motivate them.
We need to motivate boys to love learning as much as girls. Today's boys will have girls as bosses. However, society needs equality, not role reversal. I believe that boys and girls should learn to work with each other side by side. We just need to find more innovative ways to motivate them.
Boy and girl learning side by side © nearbirds - Fotolia.com |
Let's also appreciate that not everyone is destined to be an
academic. People often have strengths that the outside world appreciates more
than schools.
I remember playing the game Blokus one Christmas with James,
my sister and brother-in-law. James was just 7, playing for the first time - he
beat three graduates outright - and we definitely didn't let him win. He discovered
the most extraordinary visual gift allied with a strategic brain.
Visually appealing, strategic online space game © nearbirds |
From my experience, I think that the trick lies in
discovering what a child is good at early on. They need something that they
feel good at - better than others. It doesn't matter if it is just beating their brother at an online game. It creates confidence that spills over into
other areas. It gives them the resilience to find a new level of effort and
overcome adversity.
Boys and girls need teachers who inspire them. Teachers with First Class Honours don't necessarily make the best teachers. They need role models who inspire them. Steven Gerrard of Liverpool is James's hero.
Boys and girls need teachers who inspire them. Teachers with First Class Honours don't necessarily make the best teachers. They need role models who inspire them. Steven Gerrard of Liverpool is James's hero.
Life is not fair. We are not all blessed with the same
intelligence or skills. Slow and steady** often wins the race in life. Those for whom life has come easily often give
up at the first hurdle; whereas those who have had to try hard to succeed will
keep going against the odds and triumph.
* Like chalk and cheese = completely different from one another
** Slow and steady wins the race
Karen Andrews (Netto) is the proud Mum of two boys described above. Her other full-time job is running Anglicity Ltd., offering content writing and French to English translation/transcreation.
Contact: karen@anglicity.com for further information
** Slow and steady wins the race
Karen Andrews (Netto) is the proud Mum of two boys described above. Her other full-time job is running Anglicity Ltd., offering content writing and French to English translation/transcreation.
Contact: karen@anglicity.com for further information