Teacher takes sober look at what high school offers boys and gives recommendations on how to better engage them
I hope my sons drop out of high school if they find it to be a total waste of their time. I have long considered schools unfriendly environments for boys and a recent article in the New York Times only confirmed my hunch. The article sights a study finding, “that boys across all racial groups and in all major subject areas received lower grades than their test scores would have predicted.”
The researchers attributed the discrepancy to, “noncognitive skills: attentiveness, persistence, eagerness to learn, the ability to sit still and work independently.” As a father of 3 energetic boys I know that “noncognitive skills” can be very challenging for young boys to master.
I was reminded of two recent interactions that fueled my frustration as I considered the educational challenges many boys face in the coming years.
First was an enrollment meeting for a student that was returning to our school after having missed most of a semester due to truancy, spending some time in the Department of Corrections, and being “home schooled”. He sat silently and solemnly as we spoke about his need to take responsibility, complete his work, attend regularly, and have a positive attitude. He barely acknowledged us but agreed to the expectations with a shrug. I was struck by how horrible it must feel to be stuck for days and years in a place that seemed purposeless. Had this young man just traded a prison of bars and guards for one comprised of textbooks and teachers?
Second, was a fourth grader who has not done good work at school for years and has done minimal work for the previous few days. His acting out had grown worse and his unpredictable behavior required one-on-one supervision. He is a wonderfully likable boy; his hands are stained black from his hobby of fixing and selling broken bicycles. He knows more about an engine than I ever will. Every time I enter the room he pretends to pull the thumb off my hand. We joke around, I act surprised and he puts it back as we say hello. Today’s interaction was like many others but I was again struck by his being imprisoned. He has eight more years of school before he will be able to make a living doing what he enjoys. He will likely work with his hands fixing cars, building houses, or driving machinery. My guess is that he will be very good at it, but until then he is stuck inside pushing pencils and causing “problems”.
These boys do not want to be in school, they discovered a long time ago that it does not work for them. They do not see how math, english, and science are going to help them in the real world. They do not care about following rules, sitting still, or reading aloud; these skills will not help them survive their environment.
My mind immediately moved to solutions. How can these boys be re-engaged in the learning environment? What can be done to provide an increased sense of success? Here are my thoughts.
1. Provide a sensory rich educational environment.
Fewer recesses, cuts in P.E., pressure to perform on standardized tests, and limited budgets all contribute to sensory deprivation in schools. A lot of classroom instruction is limited to the senses of vision and hearing. Many boys learn best by touching, smelling, tasting, and especially doing. A varied and dynamic learning environment could engage all the senses and cells of a child’s body. Reasonable breaks for large muscle movement, snacks and social interaction could also reinvigorate a student.
2. Increased parental support
Many people would like to blame the parents for not providing enough support. It is true that many parents do not have the emotional, psychological, or financial resources to provide the support their children need to find success in school. Many of these parents are struggling to provide for basic needs, they may be preoccupied with personal difficulties, or have had bad experiences in school themselves. For whatever reason many parents struggle to emphasize education as a family priority making it extremely difficult for their child to succeed. Parents need to step up! Too much responsibility has been placed on schools and teachers. Parents teach values, self-control, and work ethic. Abdicating these jobs to schools creates an impossible task and an adversarial environment. Parents must trust schools and work to reinforce the shared goals of hard work, responsibility, learning, and growth.
3.Create clear connections between future work and current curriculum
I have found very few boys that were not willing to work hard as long as they could see the purpose in their effort. It may be difficult for boys to see how toiling for years in math, english, and science books will prepare them for careers as a welder, carpenter, business man, or engineer. Some boys desire skills, hands-on training, and practical experience. What happened to vocational schools? Can a 15-year-old apprentice with a plumber for his last two years to earn his high school diploma? Learning outside the classroom, in real work situations, could provide purpose and engagement that cannot be found in a book.
4. A realistic valuation of college vs. career paths
Is it true that everyone should go to college? I think not! Not all students are interested in or capable of continued studies. Students are warned that they won’t be able to get a good job without a college education. This is just not true. Many times college-educated students struggle to find work while those with practical skills are in high demand. The skills of hard work, perseverance, and intuition can be just as valuable as a college education. I hope that we will begin to see careers in the trades as equally honorable as compared to a professional career.
I am hopeful that my sons will graduate from high school. However, without a sensory rich educational environment, increased engagement from yours truly, clear connections between future career and current curriculum, and increased valuation of the trades they may not make it. If they choose the path of GED and trade training, I am confident they will find success. I will be proud of their hard work, honesty, and integrity. I will be honored to be their father.
Editor’s note: more articles on why boys are falling behind in school and what we can do about it