Looking Through Looking Through The EyesThe Eyes

ofofBoys and GirlsBoys and Girls

Dan HodginsDan HodginsDKJ5075@aol.comDKJ5075@aol.com

Girls see the details of Girls see the details of experiences……experiences……

The Crockus is The Crockus is Four times larger Four times larger

than boys.than boys.

Boys Brains see the whole Boys Brains see the whole but not the detailsbut not the details

34%of preschool children last year were expelled and 87% of them were 34%of preschool children last year were expelled and 87% of them were boysboys

50% of eighth grade boys are more likely to be held back a grade50% of eighth grade boys are more likely to be held back a grade

Boys are 6 times more likely to be “misdiagnosed” with ADD or ADHDBoys are 6 times more likely to be “misdiagnosed” with ADD or ADHD

Boys are 4 times more likely to be labeled needing special educationBoys are 4 times more likely to be labeled needing special education

Boys are 7 times more likely to be labeled with reading or language delaysBoys are 7 times more likely to be labeled with reading or language delays

Boys are more likely not to complete high schoolBoys are more likely not to complete high school

Boys are 4 times more likely to commit suicideBoys are 4 times more likely to commit suicide

62% of the schools last year removed recess time62% of the schools last year removed recess time

51% of the schools last year removed talking during lunch time51% of the schools last year removed talking during lunch time

Dobler, 2005)Dobler, 2005)

Core of Your BrainCore of Your Brain

Boys have a thicker skullBoys have a thicker skull

Skull DevelopmentSkull Development

Toddlers have a thick Toddlers have a thick skull for protection.skull for protection.

Normally as the child Normally as the child increases in age increases in age his/her skull decreases his/her skull decreases in thickness. in thickness.

The skull for males does The skull for males does not decrease in not decrease in thickness.thickness.

Boys Brains can be 12 – Boys Brains can be 12 – 18 months behind in 18 months behind in

developmentdevelopment

A boy’s brain develops from A boy’s brain develops from the back (the doing part) the back (the doing part)

towards the front (the towards the front (the thinking part)thinking part)

Girl’s brain develops more from Girl’s brain develops more from front to back. So, boys develop front to back. So, boys develop

motor skills, their physical motor skills, their physical abilities, before they start to abilities, before they start to

think about them.think about them.

If boys are 12 – 18 months If boys are 12 – 18 months behind are we?behind are we?

Using appropriate Using appropriate strategies in the strategies in the classroom for their classroom for their developmental level?developmental level?

Using appropriate Using appropriate assessments based on assessments based on their level not their age?their level not their age?

Girls develop complex Girls develop complex verbal skills one year verbal skills one year

earlier.earlier.

All Learning Must go All Learning Must go through the Corpus through the Corpus

Callosum. It is a Callosum. It is a connection of cognition and connection of cognition and

emotionemotion

Girls Corpus Callosum is Girls Corpus Callosum is 3 times larger3 times larger

Warning!!!!Warning!!!!

According to Richard According to Richard Lapchick, author of Lapchick, author of Baseball and your Boy, Baseball and your Boy, warns that “most warns that “most coaches, who are male, coaches, who are male, lack even rudimentary lack even rudimentary knowledge of the knowledge of the emotional, psychological, emotional, psychological, social and physical needs social and physical needs of children.”of children.”

Sam and Abdul were playing together Sam and Abdul were playing together

in the block area building anin the block area building an airport airport for their toy planes. for their toy planes.

Sam pretended to land one Sam pretended to land one

of the planes and mistakenly of the planes and mistakenly knocked over the airport ‘tower’. knocked over the airport ‘tower’.

Abdul yelled at him, “You dummy. Abdul yelled at him, “You dummy.

You knocked over the tower!”You knocked over the tower!”

Boys develop “sensory Boys develop “sensory overload” earlieroverload” earlier

Sensory Stressors:Sensory Stressors: Walls covered with “stuff”Walls covered with “stuff”

Environments that are filled Environments that are filled with too many choiceswith too many choices

Signs that say “Be nice to your Signs that say “Be nice to your friends”; “Use Kind Words”; friends”; “Use Kind Words”; “Safety comes first, no “Safety comes first, no running”running”

Girls brains are always Girls brains are always “on”“on”

Boys brains Boys brains go into pausego into pause

state after state after completing a taskcompleting a task

““Channel Surfing”(Ruben Gur)Channel Surfing”(Ruben Gur)

Males often “zone out” in front of Males often “zone out” in front of the TV, channel-surfing and the TV, channel-surfing and not stopping for any long term not stopping for any long term engagement. They are engagement. They are channel surfing as a form of channel surfing as a form of brain-rest.brain-rest.

Females, on the other hand, more Females, on the other hand, more often stop surfing at a drama often stop surfing at a drama that involves senses in which that involves senses in which people are talking or otherwise people are talking or otherwise in interaction and relationship.in interaction and relationship.

Washing Hands for BoysWashing Hands for Boys1)1) Turn on waterTurn on water

2)2) PausePause

3)3) Soap on handsSoap on hands

4)4) PausePause

5)5) Rinse off soapRinse off soap

6)6) PausePause

7)7) Turn off waterTurn off water

8)8) PausePause

9)9) Dry handsDry hands

10)10) PausePause

Pause Breakers:Pause Breakers:

ShoutingShouting

SpinningSpinning

JumpingJumping

RunningRunning

ClappingClapping

Boys Respond Better to Boys Respond Better to Loud VoicesLoud Voices

If boys respond to loud If boys respond to loud voicesvoices

Why are we always sayingWhy are we always saying““use your inside voice”?use your inside voice”?

Girls have more sensory Girls have more sensory awareness especially awareness especially

through touchthrough touch

SensorySensory Girls are better at using their Girls are better at using their

senses to assist in memory senses to assist in memory development. Especially development. Especially through their fingertips and through their fingertips and skin.skin.

Boys work better in Boys work better in temperatures 10 degrees temperatures 10 degrees lower than girlslower than girls

Boys work better with bright Boys work better with bright lights, girls work better with lights, girls work better with dim lightsdim lights

Girls Sing in Tune more Girls Sing in Tune more FrequentlyFrequently

Boys are better at short Boys are better at short term memory, girls are term memory, girls are better with long term better with long term

memorymemory

Boys don’t Boys don’t remember what you remember what you

have told them. have told them. Each time an Each time an

incidence happens, incidence happens, it’s as if it never it’s as if it never

happened before.happened before.

Communication Patterns:Communication Patterns:

55% facial55% facial

38% voice tone38% voice tone

7% voice alone7% voice alone

Girls by 5 years of age Girls by 5 years of age have have

5,000 – 7,000 words5,000 – 7,000 words

Boys by 5 years of age Boys by 5 years of age havehave

3,000 – 5,000 words.3,000 – 5,000 words.

Males emotional response is Males emotional response is on the right side of his brain, on the right side of his brain, whilewhile the power to express his the power to express his

feelings in speech lies over on feelings in speech lies over on the left side.the left side.

Because the two halves are Because the two halves are connected by a very small corpus connected by a very small corpus callosum, the flow of information callosum, the flow of information

between one side of the brain and between one side of the brain and the other is more restricted.the other is more restricted.

Girls use words as soon Girls use words as soon as they hear them……as they hear them……

Talking to Yourself Talking to Yourself increasing cognition by increasing cognition by

72%72%

Boys work out Boys work out codes…….codes…….

Boys relate language Boys relate language with action…..with action…..

Stop the Pretzel Stop the Pretzel ConfigurationConfiguration

Dirty BillDirty BillI know a man named Dirty BillI know a man named Dirty BillHe lives in a house on garbage hillHe lives in a house on garbage hillNever took a bath and never willNever took a bath and never willYuk! Yuk! Old Dirty Bill.Yuk! Yuk! Old Dirty Bill.You catch him, you snatch himYou catch him, you snatch himYou throw him in the tubYou throw him in the tubYou turn on the waterYou turn on the waterAnd you scrub, scrub, scrubAnd you scrub, scrub, scrubChorus:Chorus:You catch him, you snatch himYou catch him, you snatch himYou throw him in the sinkYou throw him in the sinkYou scrub off the dirtYou scrub off the dirtAnd the stink, stink, stink!And the stink, stink, stink!Chorus:Chorus:Peee yewwww!!!!Peee yewwww!!!!

67% of Boys are Visual 67% of Boys are Visual LearnersLearners

Kindergarten SongKindergarten SongFriendsFriends

Friends, friends, one, two, threeFriends, friends, one, two, threeAll my friends are here with meAll my friends are here with meYou’re my friend; you’re my friend; you’re You’re my friend; you’re my friend; you’re

my friend, you’re my friendmy friend, you’re my friendFriends, Friends one two three all my Friends, Friends one two three all my

friends are here with me.friends are here with me.

Boys Song In Boys Song In KindergartenKindergarten

BoogersBoogersBoogers, boogers, one, two, threeBoogers, boogers, one, two, three

All my boogers are here with me.All my boogers are here with me.

Here’s one booger, here’s one booger, Here’s one booger, here’s one booger, here’s one booger, here’s one boogerhere’s one booger, here’s one booger

Boogers, boogers, one, two, threeBoogers, boogers, one, two, three

All my boogers are here with me!All my boogers are here with me!

Yankee DoodleYankee Doodle

Yankee DoodleYankee Doodle

Went to townWent to town

A riding on a spiderA riding on a spider

Stuck an apple up his Stuck an apple up his buttbutt

And peed apple cider.And peed apple cider.

English and Social Studies Assignment for English and Social Studies Assignment for

Seventh Graders – The WriteSeventh Graders – The Write Source 2000Source 2000 Do you often compare yourself to someone Do you often compare yourself to someone

else? “Sometimes”else? “Sometimes”

Do you compare to make yourself feel better? Do you compare to make yourself feel better? “No, I do not”“No, I do not”

Do your comparisons make you feel inferior? Do your comparisons make you feel inferior? “No.”“No.”

Writing for Boys:Writing for Boys:

Usually includes Usually includes actionaction

Less detailsLess details Larger space neededLarger space needed Often relates to Often relates to

present tensepresent tense Writing on the go!Writing on the go!

Researchers discovered that girls Researchers discovered that girls become better spellers if they first become better spellers if they first

say each word and letter before they say each word and letter before they spell it, and then repeat each letter spell it, and then repeat each letter

as they write it.as they write it.

Called “simultaneous oral spelling”Called “simultaneous oral spelling”

Selecting Books for BoysSelecting Books for Boys

Does the book encourage acting it Does the book encourage acting it out?out?

Do the pictures suggest Do the pictures suggest movement?movement?

Are there action words?Are there action words?

Do the pictures have less detail?Do the pictures have less detail?

Can boys identify with the main Can boys identify with the main character/s?character/s?

Does it reflect different ages, race Does it reflect different ages, race and abilities?and abilities?

Is there a beginning, middle and Is there a beginning, middle and end?end?

Is the subject relevant to boys? Is the subject relevant to boys?

Make Sure Literacy Make Sure Literacy Activities are Activities are Relevant…..Relevant…..

Talking and writing Talking and writing about “Poop” is not about “Poop” is not

just a word but a just a word but a major life experience major life experience

for boys…….for boys…….Get Over IT.Get Over IT.

Books for boys:Books for boys: Arnold, TedArnold, Ted Barrett, JodiBarrett, Jodi Cooke, TrishCooke, Trish Davis, AubreyDavis, Aubrey Downey, LynnDowney, Lynn Feiffer, JulesFeiffer, Jules Fox, MemFox, Mem Horswarth, WernerHorswarth, Werner Geroghty, PaulGeroghty, Paul Ginsburg, MiraGinsburg, Mira Grossman, BillGrossman, Bill James, SimonJames, Simon MacDonald, ElixabethMacDonald, Elixabeth Naylor, PhyllisNaylor, Phyllis Flourde, LynnFlourde, Lynn Steig, WilliamSteig, William

PartsParts Things that are the mostThings that are the most So muchSo much The enormous potatoThe enormous potato The fees sneezeThe fees sneeze Bark GeorgeBark George Tough BorisTough Boris The Mole in SearchThe Mole in Search Look out PatrickLook out Patrick Clay BoyClay Boy My Little Sister Ate one HareMy Little Sister Ate one Hare The Wild WoodsThe Wild Woods The Wolf is ComingThe Wolf is Coming The king of the playgroundThe king of the playground Pigs in the mudPigs in the mud Pet’s a PizzaPet’s a Pizza

Computer Use for BoysComputer Use for BoysJane Healy, Failure to ConnectJane Healy, Failure to Connect

Attention span problems Attention span problems may be due to early brain may be due to early brain attachment to mechanical attachment to mechanical stimulationstimulation

Imagination functions of the Imagination functions of the brain, do not grow as richlybrain, do not grow as richly

Reading and writing Reading and writing functions and verbal skills functions and verbal skills develop more slowly if develop more slowly if young brains are young brains are mechanized too earlymechanized too early

Group DynamicsGroup Dynamics Cooperative learning is easier for girls Cooperative learning is easier for girls

to master in the early yearsto master in the early years

Boys tend to focus on performing the Boys tend to focus on performing the task well, without as much sensitivity task well, without as much sensitivity to the emotions of others around themto the emotions of others around them

Girls form looser organizationsGirls form looser organizations

Boys spend less time than girls Boys spend less time than girls managing the team process, they managing the team process, they quickly pick leaders and focus on goal quickly pick leaders and focus on goal orientationorientation

Girls in Groups:Girls in Groups: Congregate in groups Congregate in groups

more oftenmore often Engage in talkingEngage in talking Greet newcomers warmlyGreet newcomers warmly Primarily interested in Primarily interested in

peoplepeople Have a harder time Have a harder time

saying goodbye or saying goodbye or making closuresmaking closures

Personal Responses:Personal Responses:

At four months old, most baby girls can distinguish At four months old, most baby girls can distinguish photographs of people they know from photographs of people they know from photographs of strangers, boys usually cannot.photographs of strangers, boys usually cannot.

A one week old baby girl can distinguish a baby’s A one week old baby girl can distinguish a baby’s cry from a background of general noise of a cry from a background of general noise of a similar volume. Baby boys cannot.similar volume. Baby boys cannot.

Boys in GroupsBoys in Groups Occupy large space during Occupy large space during

playplay Engage in rough and vigorous Engage in rough and vigorous

playplay Ignore newcomersIgnore newcomers More bodily contactMore bodily contact Primarily interested in objectsPrimarily interested in objects Less time to say goodbye or Less time to say goodbye or

putting closuresputting closures

Inclusion in GroupsInclusion in Groups Boys tend not to bother about Boys tend not to bother about

whether or not they like any whether or not they like any particular member of the particular member of the group-he’s included if he’s group-he’s included if he’s useful.useful.

Girls exclude other girls Girls exclude other girls because “they’re not nice”.because “they’re not nice”.

Girls know and remember the Girls know and remember the names of their playmates; names of their playmates; boys don’t oftenboys don’t often

Learning:Learning:

For boys all learning is:For boys all learning is:

If it is not in the body it If it is not in the body it is not in the is not in the brain…….brain…….

LearningLearning

For girls For girls

if it is not in the voice it if it is not in the voice it is not in the is not in the mind……….mind……….

Chris Is His NameChris Is His Name

Chris is his name and pushing is his gameChris is his name and pushing is his game

You can catch him pushing in the sun and You can catch him pushing in the sun and rainrain

He’ll be pushing high, he’ll be pushing lowHe’ll be pushing high, he’ll be pushing low

He’ll be pushing, pushing, wherever he goesHe’ll be pushing, pushing, wherever he goes

So if you want some pushing and you don’t So if you want some pushing and you don’t know what to doknow what to do

Just go to Chris and he’ll help you.Just go to Chris and he’ll help you.

Baby SharkBaby SharkBaby shark, doot, doot, doot, doot, doot, dootBaby shark, doot, doot, doot, doot, doot, dootBaby shark, doot, doot, doot, doot, doot, dootBaby shark, doot, doot, doot, doot, doot, dootMother shark, doot, doot, doot, doot, doot, dootMother shark, doot, doot, doot, doot, doot, dootMother shark, doot, doot, doot, doot, doot, dootMother shark, doot, doot, doot, doot, doot, dootDaddy shark, doot, doot, doot, doot, doot, dootDaddy shark, doot, doot, doot, doot, doot, dootDaddy shark, doot, doot, doot, doot, doot, dootDaddy shark, doot, doot, doot, doot, doot, dootGrandpa shark, doot, doot, doot, doot, dootGrandpa shark, doot, doot, doot, doot, dootGrandpa shark, doot, doot, doot, doot, dootGrandpa shark, doot, doot, doot, doot, dootSharks swim, doot, doot, doot, doot, dootSharks swim, doot, doot, doot, doot, dootSharks swim, doot, doot, doot, doot, dootSharks swim, doot, doot, doot, doot, dootSharks attack, doot, doot, doot, doot, dootSharks attack, doot, doot, doot, doot, dootSharks attach doot, doot, doot, doot, dootSharks attach doot, doot, doot, doot, doot

Chocolate CandyChocolate Candy

Chocolate Candy and Jelly BeansChocolate Candy and Jelly BeansPut them in my pocket and put them in my jeans.Put them in my pocket and put them in my jeans.Mommy washed the clothes and this is what she Mommy washed the clothes and this is what she

saidsaid““ahhhhhhhhhhhhhhhhhhhhhh”ahhhhhhhhhhhhhhhhhhhhhh”Chocolate candy and jelly beans all over the Chocolate candy and jelly beans all over the

washing machine.washing machine.

Testosterone SpikesTestosterone Spikes Boys can have 2 – 10 spikes Boys can have 2 – 10 spikes

per hour depending on ageper hour depending on age Girls usually have 2 spikes a Girls usually have 2 spikes a

dayday Boys spikes are more Boys spikes are more

common in the morningcommon in the morning Girls spikes are more Girls spikes are more

common in late afternoon or common in late afternoon or eveningevening

Boys release physical Boys release physical tension during a spiketension during a spike

Boys react with energy or Boys react with energy or erections or botherections or both

RoughhousingRoughhousing

Style of interactionStyle of interaction Physical greetingPhysical greeting Common during a spikeCommon during a spike NurturingNurturing No correlation between No correlation between

roughhousing and violenceroughhousing and violence Game playingGame playing Allows a child the pleasure Allows a child the pleasure

of using his own strengthof using his own strength Non-verbalNon-verbal

Types of RoughhousingTypes of Roughhousing Running into boxesRunning into boxes Running through newspaperRunning through newspaper ClimbingClimbing Motorboat, motorboatMotorboat, motorboat Capes, nets, ropesCapes, nets, ropes High fivesHigh fives Pushing and shovingPushing and shoving Butt pushesButt pushes HandshakingHandshaking SwordfightingSwordfighting

Quick and Easy Physical Quick and Easy Physical Activities for BoysActivities for Boys

Sky pullingSky pulling Sky writingSky writing Lazy eightsLazy eights Ear openersEar openers Feet movementsFeet movements Mouth stretchersMouth stretchers

Boys gain control by Boys gain control by being Physicalbeing Physical

Vivian Paley, Boys and Vivian Paley, Boys and Girls: Superheroes in the Girls: Superheroes in the Doll Corner, 1984 wrote:Doll Corner, 1984 wrote:

Luke Skywalker and Darth Vader have the Luke Skywalker and Darth Vader have the same domination as Mothers and same domination as Mothers and

Princesses. Boys play as Darth Vader Princesses. Boys play as Darth Vader involves lots of conflict and action. Girls involves lots of conflict and action. Girls play as mother and princesses involves play as mother and princesses involves

lots of pesty characters that have tantrums, lots of pesty characters that have tantrums, sisters quarrel, babies cry and mothers sisters quarrel, babies cry and mothers

threaten and spank.threaten and spank.

Girls gain control by Girls gain control by talking about ittalking about it

Art for Boys:Art for Boys: Rubber band two or three Rubber band two or three

brushes togetherbrushes together Rubber band swatchesRubber band swatches Horse brush paintingHorse brush painting Massage instrument paintingMassage instrument painting Dropping socks filled with sand Dropping socks filled with sand

onto paintonto paint Bottle brush paintingBottle brush painting Plunger paintingPlunger painting

Movement Props for BoysMovement Props for Boys

Arm stretchersArm stretchers Towel dancingTowel dancing Bag movementsBag movements Newspaper tossNewspaper toss Sword fighting (swimming Sword fighting (swimming

noodles)noodles) CapesCapes Broom handle music Broom handle music

stickssticks ScootersScooters Marshmallow shootersMarshmallow shooters

What Do Boys Need?What Do Boys Need?

A variety of movable A variety of movable objectsobjects

Lots of spaceLots of space Visual routineVisual routine Lower temperaturesLower temperatures RoughhousingRoughhousing RunningRunning Power playPower play Boxes for kickingBoxes for kicking

School Rules for BoysSchool Rules for Boys

RunRun JumpJump Dig to ChinaDig to China ExploreExplore Talk Talk Build higher then your Build higher then your

eyeseyes Tear downTear down PourPour YellYell

SawSaw RoughhouseRoughhouse PaintPaint ImagineImagine MeasureMeasure PonderPonder DaydreamDaydream LeadLead Be aloneBe alone

Visual Cues for Beginning, Visual Cues for Beginning, Middle and EndMiddle and End

Activities for Girls in the ClassroomActivities for Girls in the Classroom

Digital cameras (taking Digital cameras (taking pictures of themselves pictures of themselves and others)and others)

Use teams moreUse teams more Small motor toysSmall motor toys Personalize spacesPersonalize spaces Talking tubesTalking tubes ““Feeling games”Feeling games” Books about feelingsBooks about feelings Dramatic play (helping Dramatic play (helping

fields)fields)

Harford Heights Elementary Harford Heights Elementary School, the largest elementary School, the largest elementary

school in Maryland, have school in Maryland, have experimented with same sex experimented with same sex

classrooms since the mid-ninetiesclassrooms since the mid-nineties

The all boy classrooms The all boy classrooms encourage natural encourage natural

competitiveness and high-competitiveness and high-spiritedness. “The boys spiritedness. “The boys

become competitive rather than become competitive rather than combative”combative”

Feelings - GirlsFeelings - Girls Use emotion and cognition to Use emotion and cognition to

solve problemssolve problems Girls talk about their feelingsGirls talk about their feelings Girls demonstrate empathyGirls demonstrate empathy Girls see consequences fasterGirls see consequences faster Process pain and hurt more Process pain and hurt more

quicklyquickly Seek out assistance fasterSeek out assistance faster Enjoy cooperative activitiesEnjoy cooperative activities

Feelings - BoysFeelings - Boys Release feelings in quick Release feelings in quick

burst of energyburst of energy Has delayed reactions to Has delayed reactions to

problemsproblems Project feelings to outside Project feelings to outside

spacespace Go into “cave”Go into “cave” Boys do not talk about Boys do not talk about

their feelingstheir feelings Boys respond to empathy Boys respond to empathy

when it is part of a taskwhen it is part of a task Boys can become Boys can become

assertive or withdrawnassertive or withdrawn

GIRLS ARE SENSITIVE TO GIRLS ARE SENSITIVE TO SHAME, BUT BOYS FEAR SHAME, BUT BOYS FEAR

IT!IT!Girls may be shame-sensitive, Girls may be shame-sensitive, boys are shame-phobic; they boys are shame-phobic; they

see it has “loss of face” and will see it has “loss of face” and will do just about whatever it takes do just about whatever it takes

to avoid shame.to avoid shame.William Pollack, Real BoysWilliam Pollack, Real Boys

Boys Do Not Talk About Boys Do Not Talk About Their FeelingsTheir Feelings

Empathy in boys must Empathy in boys must be demonstrated by a be demonstrated by a

physical actionphysical action

Bonding and Attachment Bonding and Attachment Must Occur Before the Must Occur Before the

Child Turns Five!Child Turns Five!

James GarbarinoJames Garbarino

Infant boys are cuddled, Infant boys are cuddled, talked to, and breast fed for talked to, and breast fed for significantly shorter periods significantly shorter periods

of time than infant girls.of time than infant girls.

Michael Gurian, A Fine Young Michael Gurian, A Fine Young ManMan

Punishing the Punishing the dominant child, as we dominant child, as we often do, may need to often do, may need to be rethought. We are be rethought. We are in fact, punishing him in fact, punishing him

for being healthy.for being healthy.

Thomas Boyce, University of Thomas Boyce, University of California, BerkeleyCalifornia, Berkeley

Bullying:Bullying:

Girls often bully by Girls often bully by calling names, or calling names, or telling storiestelling stories

Boys often bully by Boys often bully by using physical forceusing physical force

Discipline For Boys:Discipline For Boys:

Only talk about what you want them to doOnly talk about what you want them to do Allow for physical outlets of emotionAllow for physical outlets of emotion Provide role playingProvide role playing Remember that sometimes boys are louder and give Remember that sometimes boys are louder and give

orders, ignore oftenorders, ignore often Provide “caves” for cooling downProvide “caves” for cooling down Provide roughhousing opportunitiesProvide roughhousing opportunities Empathy must be related to a physical taskEmpathy must be related to a physical task Visual guidanceVisual guidance

Pirate SongPirate Song

When I was one, I had some funWhen I was one, I had some fun

On the day I went to seaOn the day I went to sea

I jumped aboard a pirate shipI jumped aboard a pirate ship

And the captain said to meAnd the captain said to me

Go this way, that way, forward, backwardsGo this way, that way, forward, backwards

Over the deep blue sea.Over the deep blue sea.

James Garbarino Says:James Garbarino Says:

Boys need stabilityBoys need stability

Boys need securityBoys need security

Boys need affirmation and acceptanceBoys need affirmation and acceptance

How Do Your Create?How Do Your Create?

Stability:Stability:

Security:Security:

Affirmation/Acceptance:Affirmation/Acceptance:

How are you going to How are you going to create a feeling of create a feeling of

Belonging?Belonging?

Researchers demonstrated Researchers demonstrated that the largest major factor that the largest major factor

protecting young people from protecting young people from emotional distress, drug abuse, emotional distress, drug abuse,

and violence-other than the and violence-other than the closeness they were able to closeness they were able to

achieve within their families – was achieve within their families – was

“perceived school connectedness“perceived school connectedness””

Protecting Adolescents from Protecting Adolescents from Harm 1997.Harm 1997.

What supports are you What supports are you missing in your missing in your

classroom or school?classroom or school?

Where will you begin?Where will you begin?

Side Effects of Attending This Side Effects of Attending This WorkshopWorkshop

Hallucinations of men who “feel”Hallucinations of men who “feel” Create more space for roughhousingCreate more space for roughhousing Hair lossHair loss SnoringSnoring Compulsion to say “your in pause”Compulsion to say “your in pause” A strong desire to become a pirateA strong desire to become a pirate An urge to tell some male, “so that’s why you behave An urge to tell some male, “so that’s why you behave

that way?”that way?” Better teachingBetter teaching

Resources on Boys

Caron, A. Strong Mothers, Strong Sons. New York: Harper, 1994 Goleman, D. Emotional Intelligence. New York, Bantam, 1995. Gurian, Michael. The Wonder of Boys. New York: Tarcher/Putman, 1996 Gurian, Michael. Girls and Boys Do Learn Differently. New York: Tarcher/Putman, 1998 Healy, Jane. Failure to Connect. Simon & Shuster, 2000 Kipnis, A. Angry Young Men. San Francisco: Jossey-Bass, 1999. Kohn, A. What to Look for in a Classroom. San Francisco, Jossey-Bass, 1998. Manthey, J. Creating Gender Friendly Schools. Peraluma, Calif, 1998. Moir A. & Jessel, D. Brain Sex. New York: Dell, 1990 Nash, J.M. Fertile Minds, Time, Feb. 3, 1997, ppg. 49-56. Pollack, William. Real Boys. New York: Random House Rimm, S. See Jane Win. New York: Three Rivers, 1999 Schicandanz, J. More then ABC’s. Sommers, C.. The War Against Boys. New York: Simon & Shuster, 2000.