My 3 year old son is a source of daily entertainment. So much so that he continually provides me with an array of inspiration for the Cheeky Kids blog. And yesterday was certainly no different.
Donning his bike helmet, he informed me to ‘watch out’ as he was about to ‘do something dangerous’. Initially I didn’t understand what he meant by ‘dangerous’ being that the word is actually quite difficult to decipher when exiting the mouth of a 3 year old. So I carried about my business, not too concerned. It was when his head (helmet still attached) appeared at the kitchen window, asking for the ladder, that I then worked out what he had meant by ‘dangerous’.
As I inquired further, he explained to me that he really wanted to use the ladder to climb up into the window on the second floor. When I looked alarmed, he reassured me that it was ‘ok Mum, I can do it, I will be brave’. As I managed to convince him that was a little ahead of his time, he then moved focus to requesting the ladder be placed next to his brother’s sleep out, again in a bid to reach the roof.
Imagine the image of this little boy, bike helmet firmly clipped on, looking up at me promising me he would be ‘brave’ insisting on following through with the plan he had to be ‘dangerous’ that afternoon. The teacher in me flashes forward to considering how on earth any future teachers would contain him within the four walls of a classroom. 18 months away from turning 5, I find it terribly difficult, and somewhat heartbreaking to think that he will be required to enter into a classroom to sit still on a mat, listen to instructions by a teacher, be required to read books and write stories about things that barely interest him. Moreover he will then be measured against his peers, and against a scale that determines what is expected of him in relation to one day attaining NCEA qualifications.
Generally speaking the school starting age of 5 years does not suit boys. Of course, there are always exceptions to any broad statement, and in making this assertion I don’t wish to deny those boys ready at 5 their unique start to formal education. But from my experience and observation of new entrant/reception/kindergarten classes, it is the boys that teachers are finding the most difficult to engage in the ‘formal stuff’. These boys find it difficult to sit still, engage in any written activities and at times socially interact with their peers appropriately. From observation, the boys I see in these rooms, given toy cars, cardboard boxes, blocks, play dough, or toy dinosaurs (the list is infinite), will choose to engage for far longer periods of time than in anything structured. In short, they want to explore, create, imagine, play (and blow things up) with their mates all day.
There is growing evidence supporting the claims that boys are making up the numbers of students underachieving and disengaging from school. There are a variety of reasons the evidence points to as to the reasons for this disengagement. Kathleen Palmer Cleveland in her book Teaching Boys Who Struggle At School explores these reasons, and offers some solutions. One area she outlines are the four ‘styles’ of learning and their correlating risks associated with academic underachievement. These styles are:
1. The Practical Doer:
Motivated through mastery, by getting it right and the joy of collecting and sorting information
Motivated by mastering knowledge and the joy of intellectual challenge
Motivated by connecting, interacting with others, providing practical service and using resources to be helpful
Motivated by imagining, making a difference in people’s lives and the joy of growth through empowerment and artistic self-expression
Each of these styles has been attributed with a percentage of risk associated with underachievement at school. A boy with an interpersonal style of learning has a 63% risk of underachieving, those who are self-expressive 24% and the practical-doers have a 12% risk of underachievement. Thinker-knower boys have a 1% risk of failing in school (Cleveland, 2011).
So what are the implications of this evidence for the classroom teacher our boys encounter when beginning school? Perhaps the first task is simply observation. Providing activities for the boys to engage with of a transition-to-school-nature in order to allow the teacher to simply sit and watch. To get to know the boy as an individual learner and person rather than another child to ‘get started’ at school. Observing their developmental readiness and the way in which they engage with activities. In other words, what lights their fire?. For then, teachers can be most responsive to their boys needs in the classroom. And if, through observation, it is clear teachers have boys with an interpersonal style of learning in their group, then activities that encourage this must be available. If we as teachers expect quiet, ordered, compliant and studious classroom environments we may be in fact limiting the potential of boys with these interpersonal learning styles. Self-expressive and practical-doers also need avenues to explore new learning. Imagining and creativity should not be squeezed out of our classrooms because of the need to fit within a set of standards. Opportunities to ‘do’ and ‘practice’ practical activities should also be available to our boys in order to satisfy those who learn through experience and inventing, rather than simply reading or writing.
In summary, boys are arriving at school simply not ready for the way in which our current education system works. They need a considerable amount of time exploring, playing, creating, inventing, breaking, making, shouting, yelling, running and jumping before any of the sit-down, read-and-write stuff. The key for teachers is in their understanding of the boys they have before them and how best to mitigate these implications within the first year (or sometimes more) of a boy’s schooling. By understanding the way in which boys engage may help determine the sorts of activities, and therefore expectations we have of our boys in the junior school classrooms. I would hope that when my 3 year old begins his school journey, he will still be allowed plenty of opportunity to be the interpersonal, self-expressive, practical-doer learner that he is! I can hear junior-school teachers battening down the hatches around the country as I write! But never fear, bike-helmet compulsory!