Difference of girls and boys in school
How do boys and girls experience school? Somewhat differently it seems, because their learning styles tend to differ somewhat. Although individual differences always trump gender-related differences, here are some differences between the ways boys and girls in K12 grades classrooms behave that have implications for teaching and learning. Girls are more likely to
Boys are more likely to
1. be good listeners -a trait that serves them well in today 's language-rich classrooms.
1. do well when using mathematical-logical thinking.
2. print neatly and follow directions carefully.
2. settle for messy handwriting and disorganized work.
3. sit calmly in their seats.
3. need space to spread out their materials; move around in that space.
4. gather facts before they draw conclusions.
4. deduce conclusions from general statements.
5. need concrete examples when learning abstract principles.
5. be comfortable with mathematical symbols and general ideas in math.
6. need to talk about their subject before beginning a writing project.
6. lose focus on a writing task and spend little time talking about what they plan to write.
7. work well in cooperative groups.
7. Prefer to work alone; argue over who will lead when working in a group
8. entertain themselves during boring parts of the school day.
8. act out and disrupt the class when bored.
9. pay attention to more than one activity at a time.
9. find it hard to concentrate on learning when they are upset.
10. discuss problems with a teacher.
10. act as if they don 't care about learning when they are confused or frustrated.
At a primary school Manning, a small town 65 miles east of Columbia, South Carolina, second grade teachers Holly Garneau and Anna Lynne Gamble are convinced that segregating elementary-age boys and girls produces immediate academic improvement—in both genders. Eager to capitalize on their past progress, the two created a teaching plan for the upcoming semester. The kids will be in a
Boys are more likely to
1. be good listeners -a trait that serves them well in today 's language-rich classrooms.
1. do well when using mathematical-logical thinking.
2. print neatly and follow directions carefully.
2. settle for messy handwriting and disorganized work.
3. sit calmly in their seats.
3. need space to spread out their materials; move around in that space.
4. gather facts before they draw conclusions.
4. deduce conclusions from general statements.
5. need concrete examples when learning abstract principles.
5. be comfortable with mathematical symbols and general ideas in math.
6. need to talk about their subject before beginning a writing project.
6. lose focus on a writing task and spend little time talking about what they plan to write.
7. work well in cooperative groups.
7. Prefer to work alone; argue over who will lead when working in a group
8. entertain themselves during boring parts of the school day.
8. act out and disrupt the class when bored.
9. pay attention to more than one activity at a time.
9. find it hard to concentrate on learning when they are upset.
10. discuss problems with a teacher.
10. act as if they don 't care about learning when they are confused or frustrated.
At a primary school Manning, a small town 65 miles east of Columbia, South Carolina, second grade teachers Holly Garneau and Anna Lynne Gamble are convinced that segregating elementary-age boys and girls produces immediate academic improvement—in both genders. Eager to capitalize on their past progress, the two created a teaching plan for the upcoming semester. The kids will be in a