Teaching Boys
   

Many of the ideas on this site have been generated as a result of teaching classes of boys. Boys, generally, are easy to teach as long as they have clear boundaries, structure and rules. They can be insufferably immature, noisy and over-exuberant and these elements need to be crushed, tamed or tapped. Motivation is the key to success. See the class acts page for many ideas which work with boys. Here are a few more ideas of a general nature. Many of these points are a question of good practice and can apply to mixed classes too.

 
1) The 'mad puppy' syndrome. Dividing them into teams helps to restrain the tendency to call out, because you can penalise the team if this happens. It gives you the mechanism to deal similarly with messing around, restlessness, interfering with other people and property. As with a puppy, the key to success is training, punishment and reward.
2) Competition. Awarding points gives them more of a focus and a challenge; it also encourages the quieter ones to have a go. Boys have a competitive nature but this needs to be dealt with sensitively as they are quick to 'put down' anyone who makes a mistake or lets them down. Deal with this harshly the first time it occurs by making it clear that mistakes are a valid part of the learning process and that nobody is perfect. Don't overdo the competitive game element.
3) Short-termism. Boys respond well to short-term tasks and quick results. Try to do lots of small-scale assessments such as mini-vocab tests, give them a settling task to get on with whilst you mark it quickly and get the results back to them.
4) Risk-taking. Boys don't mind making mistakes. It's part of the risk element. Aim to minimise this with plenty of short tasks where the outcome is clear and almost mathematical. They can then measure their performance against each other. Sometimes a group writing activity works well: the pupils are divided into groups of 4 or 5. The class does a short written task - e.g. a piece of sequenced writing, or translating a few sentences into the target language. Everyone in the group writes their answers but they are allowed to collaborate within their groups. Some of the weaker ones may simply be happy to copy from someone else in their group. Make it clear from the outset that you will collect in one person's work from each group, at random. This gives the group the incentive to ensure that they all write as accurately as possible. It should encourage them to keep an eye on what the other group members are writing. the more able ones should be able to 'teach' the others. At the end of the allotted time, the teacher collects in one piece from each group. This means marking only 5 or 6 pieces of work. It is then possible to mark the task fairly quickly and give instant feedback as to which group has won.
5) Kinaesthetic learning. Boys like to do things - mime, writing on the board/OHP, matching pictures and words etc. They respond well to holding up mini dry-wipe 'slates' where they have written single words to check spelling or a verb-form/ adjective agreement. The game activities work well. Envoyé Spécial is also successful in Years 7-9. Puppets etc are also an effective way of encouraging speaking in Year 8 & 9.
6) Laziness. Boys are inherently lazy. They will tend to rush through a task and do the minimum. Anticipate this when giving homework and setting written tasks. Deduct marks for poor presentation, incomplete work or lack of detail.
7) The show-off and the class clown. Needs to be occupied. If he takes up too much of your time or attention, the others will switch off. Reprimand swiftly and early on if he gets out of hand. Punish effectively - e.g. by isolating him or getting him to write out repeatedly the word or phrase he keeps shouting out. This is the pupil who you may entrust with tasks such as filming or helping.
8) Boredom. Boys have a low concentration threshhold. They need variety but they also need clear instructions and guidance. Don't let a task run too long. Ensure that they are always engaged in a directed activity from the moment they enter the room. Use topics that appeal - cars, TV, film, music, personalities, sports, cool/uncool fashion. Challenge and stretch them. Avoid obvious repetition of material from previous years. Try and make your examples topical and fun.
9) Sceptics, cynics and rebels. Why do we have to learn languages? Respond by saying that it's not just language that they are learning but skills such as developing accuracy, care and an eye for detail. Stress that high standards of quality will be essential in any job, from banking to bricklaying.
10) Praise and motivation. Although they may seem keen and enthusiastic to begin with, boys often switch off, become demotivated and then sullen or disruptive. Give pupils plenty of encouragement. Show them what they can do and prod them into building on what they can do. Don't cover a piece of work which is full of mistakes with red pen. It is better to devise a task which you ave prepared carefully in class and which is fairly controlled. The possibilities for making mistakes should therefore be minimised. You are not there to wield power or demonstrate your superior linguistic ability. Your role is to help them to achieve.