Unlock the potential of every boy! No, you”re not imagining it: boys really do learn differently from girls. When you discover how to reach them, you can help them succeed beyond anyone”s expectations–even their own. Updated with the latest research in neuroscience and developmental psychology, this bestselling guide translates theory into tested and refined strategies that are practical and ready to be put to work immediately. Features include • A discussion of cognitive gender differences and how they relate to learning • An analysis of the benefits and challenges of single–sex classrooms • Tried and true techniques for differentiating learning in co-ed classroom • Cutting-edge strategies for reaching boys with ADHD, learning disabilities, social and emotional differences, and more • Detailed case studies and real-life dilemmas The boys in your class are counting on you. Keep them in the game and lead them to success with this must-have resource. ‘This book is a practical resource for the classroom teacher. It provides teachers with a plethora of engaging and promising practices and tools to motivate and encourage students to perform at or above their potentiality level.’ -Shelia Gorham, Principal Allen Middle School, Greensboro, NC ‘Teaching the Male Brain, Second Edition is a holistic tool for educators, parents, and individuals committed to effectively understand, teach, support, and guide the development of young men in their care. Dr. James provides a clear lens into the intricate details of the thoughts and actions of the boys in our lives.’ –Nakia Douglas, Principal Barack Obama Male Leadership Academy, Dallas, TX
SOURCE: Photographer Daniel Grogan, Grogan Photography. Used with permission.
[Page 240]In some schools, there is one full class period every day when teachers are in their classrooms and students can come for help. The theory is that if a student is having trouble in a subject, he can come to that teacher for extra instruction. The problem is that I teach ninth graders, and they rarely come for help unless required to do so. One day, I waited until 10 minutes before the end of consultation for Harry, a student I had told earlier in the day to come to see me. When he came in, he never even sat down, but just announced his presence. I invited him to sit down ...