Educating Boys!at Hackham East Schools
Jarrod LamshedBoys Teacher • Hackham East Schools • 2008
Jarrod Lamshed • email: [email protected] • Hackham East Schools 1
Table of Contents
Part 1! 4
The journey 4
2006 4
Ian Lillico 4
2007 5
Michael Gurian 5
The Trial (Stage 1) 5
The Trial (Stage 2) 5
Part 2! 7
Single sex classes 2008 7
Overview 7
Literacy Programs 7
Maths 8
Specific Boys Learning Programs 9
Rules of Respect 9
Nursing Home Program 9
Wirreanda High School Visits 9
Boys Studies 10
Jarrod Lamshed • email: [email protected] • Hackham East Schools 1
Part 3! 11
Data Collection 11
Behaviour Data 11
Reading Levels 13
Spelling Results 15
Part 4! 16
Conclusion 16
Jarrod Lamshed • email: [email protected] • Hackham East Schools 2
Part 1Educating Boys at Hackham East Schools
THE JOURNEY
2006
Ian Lillico
In 2006, all staff at Hackham East attended training in addressing the specific educational
needs of boys. Presented by boys education expert Ian Lillico, the session was a part of the
former federal governments ‘Success for Boys’ initiative.
We know that many boys enjoy school and are successful in their studies. However, it is also
clear that many others are underachieving in a range of key educational areas. We know that
boys are underperforming in literacy and are less engaged with school.
Through our involvement in the Success for Boys program, Hackham East Schools has made a
commitment to improving boys’ educational outcomes by exploring effective teaching and
learning practices for boys.
After returning from the Lillico professional development session, teachers tried various
Lillico suggestions including:
•Covering lights with coloured fabric to complete the colour spectrum and create a
calmer learning environment.
•The use of ‘stress balls’ or ‘fiddle toys’ to help keep focus when listening.
•Visual literacy practices to stimulate writing.
•More hands on learning experiences.
•Introducing short games and activities to break up longer lessons, and shortening
blocks of learning to help hold boys attention.
These trials saw various degrees of success, however, many of these practices were not
sustained.
Jarrod Lamshed • email: [email protected] • Hackham East Schools 3
2007
Michael Gurian
The studies of Michael Gurian led to some new ideas about the specific educational needs of
boys and paid particular attention to the differences in the structure of boys’ and girls’ brains.
Gurian’s theories added to the learning from Ian Lillico’s training and made some strong
arguments for a trial of single sex learning.
The Trial (Stage 1)
A small single sex trial was conducted with two classes of year 3/4 students. The students
were separated into single sex groups for health lessons. Feedback from students and
observations of increased participation in these sessions led to the trial being expanded to
include Science and PE lessons.
As first term progressed the students were surveyed and, through this, indicated that the
overwhelming majority enjoyed learning in this way and believed that it was helping them to
learn more productively. Observations from teachers showed an increase in participation and
also in the willingness of students to try new learning and take risks.
The Trial (Stage 2)
After successful trials with individual lessons, the next stage of the trial was to offer single sex
learning for a full day each week. This block of time allowed both of the teachers to trial some
learning experiences tailored to meet the specific learning styles of both genders. Teacher
observations saw a substantial increase in participation from all students, particularly in those
who were hesitant to participate when in a mixed class setting. This stage of the single gender
learning trial was very successful and was extended to include two full days of single sex
learning each week. This stage of the trial saw clear improvements in boys’ engagement in
their learning, output in writing tasks that were ‘visual literacy’ based, improved reading
levels as well as the development of increasingly positive social interactions.
Jarrod Lamshed • email: [email protected] • Hackham East Schools 4
During this time, the teachers involved in the trial undertook various professional learning
opportunities around single gender education including extensive reading and visits to
schools where single sex trials were underway.
From this trial, the teachers involved concluded that, for the effective education of boys, it is
essential to consider:
•The importance of relationships
•The learning environment
•Boys and their behaviour
•Teaching and learning programs
With this in mind, a proposal was put forward that both a single sex girls class and a single sex
boys class be offered full time for the 2008 school year. This proposal was accepted and, with
careful planning, our boys and girls classes were established at Hackham East.
Jarrod Lamshed • email: [email protected] • Hackham East Schools 5
Part 2Educating Boys at Hackham East Schools
SINGLE SEX CLASSES 2008
This section of the report details the programs put in place for the 2008 boys class that are
specifically tailored toward boys’ learning styles. It outlines the rationale for each program
and offers observations and data about the impact of these programs on student learning.
The Nursing Home Program
Overview
Our 2008 boys class consists of 29 boys in year 4 and 5 who are taught by a male teacher. The
class was designed as a ‘balanced class’ and was not designed to deal only with ‘boys with
behavioural issues’. The class is a fairly typical class with a mix of well-behaved students and
some students who find it difficult to manage their behaviour. The class is located in a
classroom next door to the single sex girls class to allow for mixed gender learning where
desired.
Literacy Programs
The literacy programs in our boys class are a mix of ‘traditional’ and ‘boys’ practices. Students
are involved in the Jolie Reading program, Benchmarks Reading Program and Lexile Reading
Program to suit their reading abilities. There is a strong focus on guided reading, which is
supported by parent helpers as well as peer tutors from older classes in the school. We have a
reading block each morning where both individual and group reading activities take place.
ICT activities are offered on a rotation to better engage boys in reading. All students in the
Jarrod Lamshed • email: [email protected] • Hackham East Schools 6
class are taking part in the Premier’s Reading Challenge. This offers purpose for reading. At
the time of writing, all but two students have completed this challenge ahead of schedule.
Daily silent reading is also in our program. This time is designed to promote reading for
enjoyment. The boys are able to select from a range of texts including magazines, graphic
novels, comic books and novels aimed at boys’ interests.
Writing programs in our class have a ‘visual literacy’ focus. Boys are shown an image as
inspiration for their writing. This image is left on display for the entire writing time. This
visual prompt is used for writing in all genres. Templates are used to support genre writing,
with clear, easy to fill in boxes for use in planning a text. This allows the boys to clarify their
ideas before they write. We have seen a big increase in the amount of writing produced by the
boys, as well as improvements in the structure of writing over different genres.
Maths
Maths looks very different in our class this year. This term, we were invited to present at the
‘New Angles on Maths’ conference about engaging boys in maths.
We are using ‘show me’ boards in every lesson where a new concept is explained. This allows
me to quickly see who ‘gets it’ and who doesn't. The show me boards also allow the lesson to
keep momentum, meaning that the boys’ focus is kept on the learning.
Maths trails are also used regularly. Allowing opportunities for the boys to move around
(where appropriate) during maths lessons keeps them motivated and on task. The maths trails
also provide a ‘real life’ purpose for learning.
Theory based maths lessons are broken up. They are run for 30 minutes before recess and
then another 30 minutes after recess. Short bursts of learning help boys to maintain focus.
Interactive whiteboards and web based maths resources are used very regularly to engage
boys. This works particularly well for those students who avoid traditional learning
experiences.
Our ‘buddy maths’ program allows the boys to become the ‘experts’ and consolidate their
basic skills as they help younger students with their maths learning. This program happens
once a week on top of our regular maths lessons.
Next term we will be offering a mixture of single sex and mixed group maths learning to
enable us to extend some learners and cater for some who need extra support.
Jarrod Lamshed • email: [email protected] • Hackham East Schools 7
Specific Boys Learning Programs
Specific programs have been designed to address the social, emotional and behavioural needs
of boys. These types of programs are essential for ALL boys. They are not intended for use
only with aggressive boys and those that misbehave. These programs address issues around
masculinity, self perception, emotional intelligence, confidence, respect for self and others,
self esteem and other specific gender related issues.
Rules of Respect
This is a really important program for our class. It is very closely based on the ‘Essential 55’
program by American Teacher, Ron Clark. These “Rules” have been adapted and
“Australianised” to suit our needs. In the first few weeks of school, each ‘rule’ is discussed
and added to a designated display area. The rules are referred to constantly throughout the
year, and they are the basis for the classroom behaviour expectations. The boys remind each
other about the expectations and really seem to respond well to ‘old fashioned’ rules based on
manners and respecting each other. On first view, some of the rules may seem a little over the
top, but they are really important for the success of other programs such as our nursing home
visits. As the teacher of the class, I can be confident that the boys will represent themselves
and the school well each and every time we go out into the community.
Nursing Home Program
This program allows an opportunity for our boys to be nurturing and show some care and
compassion for members of our community. Each fortnight, the entire class walks to the local
nursing home and spends some time with a group of residents. Many of the residents in our
program do not have any other regular visitors and really look forward to our visits. The boys
are equally enthusiastic about the program. They relish the opportunity to share their learning
with an appreciative audience. They spend time listening to the residents’ stories, playing
games or just chatting. Each week a small groups of boys are invited to join the ‘mens bowls’
competition. This is a fantastic opportunity for the boys to do something that is not just for
themselves. This program will continue for the entire school year.
Wirreanda High School Visits
We have begun visits to Wirreanda High School to work with their year 8 boys class. Working
on various Society and Environment topics, this is an opportunity for the boys to work with
peer tutors. It is also an opportunity for discussion. Both classes of boys are a part of
something that is fairly unique and it is important for them to be able to discuss and share
Jarrod Lamshed • email: [email protected] • Hackham East Schools 8
their experiences. As this program progresses, we will be able to work with other boys groups
in the school on various projects including some tech studies projects and some challenge
projects using the school’s rock climbing wall. The Wirreanda class will also visit us for some
film making projects.
Boys Studies
“Boys studies” is what we call everything that doesn’t really fit anywhere else. It is essential for
boys to discuss and be critical about issues of masculinity and self perception. If we want to
develop happy, healthy, confident men who can cope with adult life, we can’t ignore these
issues. They are not clearly covered in the curriculum, but need to be offered if we are going
to cater for boys’ needs at school. Discussions around what it means to ‘be a man’ can be very
powerful and force boys to challenge their perceptions of what a man or boy should behave
like. These activities make boys feel as though they are being acknowledged. Much of
‘traditional’ schooling is more suited to girls’ needs and this is an area that the boys can own.
Boys’ behaviour is discussed regularly in our class. Boys need have discussions about
appropriate behaviour, and know that being a boy doesn’t mean being a ‘boof head’! There
are times when being active and aggressive is appropriate and there are times when it needs to
be turned off. Boys will not get this concept without it being taught to them. Teaching this
only benefits learning, as less time will be spent dealing with inappropriate behaviour.
It is just as important that we, as teachers, realise and respect that boys’ behaviour is different
from girls’ behaviour. We need to be careful not to punish the boys because they are the
loudest and therefore the first noticed. We need to find ways to let boys use their energy and
strengths to enhance their learning.
Jarrod Lamshed • email: [email protected] • Hackham East Schools 9
Part 3Educating Boys at Hackham East
DATA COLLECTION
We have begun the process of collecting data to support teacher observations and anecdotal
evidence. The first set of graphs represent behaviour data. The second section represents
literacy learning.
Behaviour Data
The following graphs represent behaviour data collected for the students in the 2008 boys
class. We collected data for detentions and suspensions for these students for 2007 and
compared them to the equivalent data for 2008. Major incidents recorded as being solved
with restorative justice practices are included as detentions.
DETENTIONS 2007 vs 2008
Number of Detentions
0
20
40
60
80
2007 2008
Jarrod Lamshed • email: [email protected] • Hackham East Schools 10
SUSPENSIONS 2007 vs 2008
Number of Suspensions
0
1.25
2.50
3.75
5.00
2007 2008
Jarrod Lamshed • email: [email protected] • Hackham East Schools 11
Reading Levels
We have had good success with reading levels this year. Increased participation by reluctant
learners in guided reading and individual reading experiences has seen some rapid
improvement. Activities such as reader’s theatre and the Premier’s Reading Challenge have
helped to engage boys in reading at a high level. The following graphs represent the reading
levels for several students in our class who have previously shown little movement in reading
level.
Student 1:
This student increased his reading level by 3 levels in total for 2007. He has been receiving
support through the Rainbow Reading program for 2 years. At the time of writing he has
progressed 7 levels for the first 2 terms of 2008.
Reading Level
0
7.5
15.0
22.5
30.0
Term 3 (wk 8) 2007 Term 4 (wk 8) 2007 Term 1 (wk 8) 2008 Term 2 (wk 8) 2008
Jarrod Lamshed • email: [email protected] • Hackham East Schools 12
Student 2:
This student has been receiving reading support for 3 years. He has previously shown
avoidance behaviours when it comes to reading activities, but has been more willing to
participate in an all boys setting. Last year, he progressed a total of 4 reading levels. At time of
writing he has progressed 6 levels in 2 terms for 2008.
Reading Level
0
7.5
15.0
22.5
30.0
Term 3 (wk 8) 2007 Term4 (wk 8) 2007 Term 1 (wk 8) 2008 Term 2 (wk 8) 2008
Jarrod Lamshed • email: [email protected] • Hackham East Schools 13
Spelling Results
The following graph represents growth in spelling. Using the results of the Westwood
Spelling Age Test, average actual age and average spelling age were calculated for the 2008
boys class. The averages for the same group of students were calculated using their 2007
results. This graph compares the two sets of results. As you can see, the boys’ spelling age
increased by 22 months in the space of 13 months.
!"#$ !"#$
%&"'$
%%"%$
("&$
(")$
!"&$
!")$
%&"&$
%&")$
%%"&$
%%")$
*+,-./$*01$2&&3$
451//670$*01$2&&3$
*+,-./$*01$2&&($
451//670$*01$$2&&($
!"#$%&&'()*"++,-.(/"#0+$#(1(2&3#(4+5##(67"85."(/"#0+$#(
Jarrod Lamshed • email: [email protected] • Hackham East Schools 14
Part 4Educating Boys at Hackham East Schools
CONCLUSION
As the first year of our boys’ class comes to a close, we have decided to add a year 1/2 boys’
class to our 2009 class structure. This report shows that the single sex boys class has been a
successful addition to the school’s boys education program, and we believe that we can extend
this success further across the school. We have seen both academic and social growth for all
students, including several who were not achieving well in either of these areas. It has allowed
this group of boys to begin learning in a way that suits them.
This year’s data shows good academic growth for all students and behaviour data shows a very
dramatic improvement. As the boys’ teacher, I have seen some amazing changes in social
interactions in the class, yard and wider school community. On paper, this class does not look
like an ‘easy’ one. In reality, I have very few behaviour problems that need special attention
from me. The ‘boys practices’ in our classroom have bred a very strong team. These boys are
very skilled at noticing when a classmate is going to ‘have a melt down’. ‘Walk and talk’ and
other strategies are managed very well by the students without much need for teacher
intervention. The strong team atmosphere in the group means that we don’t have any sub-
groups that set each other off. They all support each other amazingly well, and they really feel
that they are responsible for each others successes and set backs.
‘Relationship’ is the key word for boys’ learning. Relationships with the teacher and
relationships with each other can make or break the success that lies ahead. It is important to
take the time to establish these relationships at the beginning of each year, no matter how
difficult it might seem with some kids. You can’t fake it. The boys will see through it. The
relationships in our current boys class are great for learning. My relationship with the boys is
strong enough that they will rarely argue about a task they are given, and their relationship
with each other allows for an extremely strong and supportive learning environment. These
already established relationships, and the success we are seeing for some previously
unsuccessful boys, has lead to the decision to keep our class together for another year.
I am thoroughly enjoying my role as boys teacher, and have no doubt that there is a place for
single sex learning in our school setting for a long time to come.
Jarrod Lamshed • email: [email protected] • Hackham East Schools 15
Top Related