Breaking through Barriers and Raising Boys' Achievement - Gary Wilson

Barriers to Boys' Achievement - Developing a Caring Masculinity

Keynote speaker: Gary Wilson

* Pressing concern is the disparity between the performance of boys and girls; it is common across schools in our area.

Gary Wilson:
* GW has been working in field since 1993
* GW describes himself as a 'Boys' Champion'
* More challenging means more rewarding
* Gender gap in attainment has remained constant since 1993
* Need to focus on 'Boys on the Borderline' - Bobs
* Intervention in Y11 is far too late - needs to start at primary
* Peer pressure from the Boy 'Peer Police' is also a problem

* Small group of boys who are a negative influence on the others
* However, these boys are potential 'Transformers' or 'Changemakers' who can actually be turned around to have a positive impact on others

Not on the government's agenda perhaps because:
* they wrongly believe it will affect the girls
* Tends to be poor, white working class boys that underachieve

http://www.telegraph.co.uk/men/the-filter/11965045/White-working-class-boys-are-the-worst-performing-ethnic-group-at-school.html

* Highest achieving pupils today are Chinese girls on FSM

Interesting Statistics...


* Fewer than 4% of those who work in education are males under 30
* However, we cannot absolve ourselves of the responsibility by saying the problem is there aren't enough male teachers in education.
* 75% of children under 5 who are members of libraries are girls; boys need to be encouraged and encouraged especially by older male role models

* You're 9 times more likely to be diagnosed with ADHD if you're male
* Girls use up to 30x more language in play during early years
* Number 1 killer of men aged 18 - 25 is suicide

* 40% of children under 4 have televisions in their room
* 70% of boys in high schools do not read for pleasure
* Fiction gives boys the words they need to express themselves.

* Project X - a resource designed to engage boys; it is being used internationally.

www.oxfordowl.co.uk


* Has videos and advice for parents
* Need to engage parents to make a difference

Making boys independent is very important - 

Steven Biddulph - if we do everything for our boys we disable them for life.
* He recommends that 9 year old boys should cook a meal for their family at least once a week

Men Behaving Dadly

Break through gender stereotypes - boys going down to primary schools to make pancakes.
Maths and Science ambassadors?

Important to work in clusters, e.g. positive campaign to reduce the negative labeling of boys - "Boys will be boys"

The kind of ideas that might help us to improve...

Wetherspoons - A boy's revenge...


Wetherspoon was the surname of a geography teacher Martin [the founder of the pub chain] encountered at a New Zealand school, who not only assured the boy Martin that he would never amount to anything in business, but was a teetotaller.

http://www.independent.co.uk/voices/columnists/rebecca-tyrrel/rebecca-tyrrel-jd-wetherspoon-is-named-after-a-teetotal-geography-teacher-from-new-zealand-8493703.html

Common Factors Affecting Boys' Achievement:

* No breakfast
* They spend too long on computers at night
* Computer games are addictive - attendance drops on the day of release of a new game
* It's a myth boys love competitions - boys who win love competitions
* Boys love a challenge - give them something they need to learn straight away as they enter the room
* Parents are money rich but time poor

Paul Ginnis

"Right boys you're going to learn this today by I'm not going to teach it."

Texting home to praise boys?

Boys Want to Know:

1. Who's in charge?
2. Rules?
3. Applied consistently

Key Idea: Feel good - do well

'Top Lads'
'Breakthrough Boys'
Possible School Application: Breakthrough Boys Notice Board - praise for the 'bad lads'

What boys want:

• "Don't shout at me"
• "Give me help when I need it"
• "Give me a chance when I ask for it"

Action Point: Fresh Start Badge

Barriers for Boys:

1. Lack of independence - if we do everything for our boys we disable them for life. 
2. Language development - Boys are forced to read and write before they are physically and mentally ready to. (In Scandinavia boys don't start school until 7 and have better results)
* Action Point - Find list of books which show boys in non-stereotypical way.
3. Boys aren't allowed enough time to reflect - plenaries are important

Homerton Report:

"School for many boys represents a system of hostile authority and a series of meaningless work demands"



Something to wake them up...

A new name for peer assessment? 
Pimp my Write

'The Essential Difference' shows that, on average, male and female minds are of a slightly different character. 

• Boys need systems with short-term targets and rewards

Non-verbal Communication:

• Words chosen and used = 7%

• Tone of voice = 38%

• Non-verbal accompaniment= 55%

Ginott (1972)

“I am the decisive element in the classroom. It is my personal approach that creates the climate. It is my daily mood that makes the weather. As a teacher I possess tremendous power to make a child’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humour, hurt or heal. It is my response that decides whether a crisis will be escalated or de-escalated, a child humanised or dehumanised.” 

Others working in the field:

* Ross Wilson

* Keith Topping

* Sue Palmer

In School Variation

According to Sutton Trust Report 'Improving the impact of teachers on pupil achievement in the UK':

The biggest single variable that explain variation in achievement is teachers; it is estimated to have an impact of up to 30%.

Pupils can gain up to 1.5 years' worth of learning with very effective teachers.

Report concludes that "The leadership of subject or phase teaching has to start and end with the issue of consistency and variation."

   

Leadership Style Assessment

After completing my 'Leadership Style Assessment', I found that I have predominantly style of coaching, with a large number of affiliative elements as well. 

An area I would like to develop is becoming more visionary.

This means that I need to work on mobilising people towards a vision and generate self-confidence and empathy in those I manage.

The visionary style can be one of the most effective leadership styles. An organisation that has lost its way can be most effectively turned around by this approach. 

The visionary leader motivates people by making it clear how their work fits into the bigger picture, and helps them to understand how what they do matters.

In doing this, the visionary leader defines standards and gives clear feedback.

Flexibility is maintained by allowing people the leeway to choose their own means of achieving the clearly stated objectives.

The danger with the visionary style is that it can become overbearing and exhausting, which can disrupt the work of effective and experienced teams.

Goleman's 6 Leadership Styles

Thoughts / Discussion:

• All 6 styles have a place in leadership; you need diversity in a team.
• Should a leader have to lead by example?
• Yes - but a balance needs to be struck; sometimes a leader will have to give directions that they haven't necessarily publicly modeled, e.g. 'This is what you need to do'.   

Leading Teaching and Learning

Intended outcomes for the session: 

• Leadership strategies used to improve the quality of T&L
• Understanding principles, models and practice of effective T&L
• Know how to identify outstanding T&L and be able to lead on this through example

Thought for the day:

• Education is more than just meeting the measure. 

Did you know? Shift Happens

Raising Boys' Achievement - Gary Wilson

Contextual Information:

* Historically, boys have underachieved. More girls passed the eleven-plus, so the bar was raised for girls so there were equal numbers attending grammar schools.

* Boys continue to be outperformed at the Foundation Stage and have been since that assessment phase began.

* At KS2, boys are slightly ahead in Maths, and a huge gap has begun to appear by this time in English, most notably in writing.

* In SATs at KS3, for the fifteen years that these were taking place, girls had the upper-hand, notably in English.

* By GCSE, girls outperform boys in every subject.


So why does it happen?

"There is no simple, single reason why boys underachieve...neither is there a quick fix."

No two boys are alike, but there is a lot of common ground.

Ideas put forward have been 'laddish' culture.

Inappropriate teaching and learning styles

Boys can throw up smokescreens as it's far better to be seen as being not bothered about winning than to try and fail.

Wilson warns against the dangers of knee jerk reactions.

No two cohorts of boys are exactly the same; different barriers affect different groups.

He advises a whole-school approach:
* Research the precise nature of the problem
* Raise awareness of the issues across the whole school


* Need to create a 'caring masculinity'


pp.36,38,46,62,72,80,82