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3. Being in Control for Girls and Boys
Girls Less Likely to Challenge Teacher Authority
Girls tend to be more cooperative than boys and more anxious to fit in than stand out. They hold their
autonomy in check and seek to please others at their own expense. This can lead to girls being less
likely than boys to openly challenge a teacher’s authority. As a result, girls might appear to have less
need for structure than boys. This is a myth. Like boys, girls do not respect teachers who do not
provide structure. If the teacher does not take charge, girls are less likely than boys to go on the
offensive, but will still seek to establish a “pecking order” with some being manipulative and others
going on the defensive. When the teacher provides structure, girls can relax.
Boys More Likely to Challenge Teacher Authority
Boys have a greater need to know where they stand in the “pecking order” than girls. This can lead
boys to openly challenge the teacher’s authority and push for autonomy too hard and too soon.
Consequently, boys appear to have a greater need for structure than girls. If the teacher does not take
charge, they begin to compete with each other to establish the “pecking order” with some going on the
offensive and some going on the defensive. When the teacher provides structure, boys can relax.
Six Assertiveness Skills
1. Know what you want to achieve before you engage with pupils.
2. Be direct and straight to the point.
3. Be clear what specific change you want and state it.
4. Describe the behavior and not the person.
5. Listen empathetically to what they say in response.
6. Do not be side-tracked by something that is irrelevant or get into a discussion.
4. Involving Girls and Boys in Their Learning
Girls and Boys Like What They are Good At
Girls Like: • Reading • Writing • Talking
Boys Like: • Action • Objects • Doing
Structured Strategies to Help Girls and Boys Talk, Communicate and Learn Effectively in Class
• Think (write down ideas), pair (share with partner) and share (share with class).
• Brainstorm an idea.
• Draw a mind-map.
• Compare two things.
• Rank statements in an order.
• Consider advantages and disadvantages.
• Make a list.
Boys Need to Move More than Girls
All evidence shows that the average boy needs to move more than the average girl. Movement
reduces aggression, decreases boredom and it aids concentration and involvement in learning.
Think of learning activities that require the students to move around or handle different items. For
example, the co-operative learning activity “quiz-quiz-trade”, card sorting activities, mini-
whiteboards to write on and hold up.
5. Giving Girls and Boys Effective Feedback
Feedback May Need to Challenge and Encourage Girls
When it comes to aspirations, girls tend to be more “feet on the ground” than boys. Indeed, even
very able girls may lack confidence in their own ability and be excessively critical in evaluating their
own work and performance. Girls are more likely to want to please the teacher. For both these
reasons, girls can be vulnerable to criticism. A negative comment from a teacher may be
interpreted as indicating that they have disappointed adults and that they are of little worth. On the
other hand, because girls tend to be better at “playing school” or “looking busy” and are more likely
to want to please the teacher, they run the risk of being rewarded for learning to underachieve and
for being inconspicuous. This is why feedback needs to encourage girls and build them up. But
girls need to be challenged when they are underperforming and be given reassurances that the
problems can be remedied. Note: Girls must learn to know where to place the blame for their
failure.
Feedback May Need to Give Boys a Reality Check
Boys can be “over the top”. They may overestimate their own ability and appear not to be greatly
influenced by what others think of them, or to be arrogant “know-it-alls”. But this is often a front that
masks a sense of insecurity. It is important to be realistic with boys without putting them down. The
trick is to encourage an accurate match between aspirations and skills while ensuring they remain
optimistic about their success.