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Teaching Boys Who Struggle in School: Strategies That Turn Underachievers into Successful Learners ReviewThe author mentions the innate differences between boys and girls, but does not dwell on them. Rather, she sees a wide range of behaviors among both boys and girls. She believes that boys often don't do well in school because they consider learning "white" and "feminine", because they have a fear of failure, etc.She suggests that teachers need to develop a trusting relationship with these students, so that they overcome their fear of failure and inadequacy. Troubled boys want to know that they matter, that they are welcome in the classroom, etc. Consistency in enforcing discipline is important, or else the boy may see the teacher as weak. Communication with the boy should be positive, and not critical of performance.
To overcome the emotional immaturity of certain boys in impulse control, the teacher should give them a warning about an upcoming change in activity. This will make it easier for the boys to transition to that activity. The teacher should also give effective directions, as tabulated on page 120 of the book.
Although this book is not about cooperative learning, Cleveland describes several forms of it. It allows boys to socialize in a positive learning environment.
Want more? A bibliography is provided for further study.
Teaching Boys Who Struggle in School: Strategies That Turn Underachievers into Successful Learners OverviewTeaching Boys Who Struggle in School: Strategies That Turn Underachievers into Successful Learners responds to growing concerns about a crisis in boys academic achievement. Kathleen Palmer Cleveland seeks to help K 12 educators cut through the hype to get at the real problem: who is underachieving, why are they struggling, and how can educators respond to these students needs in new and productive ways?Cleveland presents findings from four large-scale studies about how boys learn best and combines these findings with insights about ongoing social and learning-style factors that affect learning in the classroom, plus lesson plans and anecdotes from real teachers working across all grade levels and subject areas.Cleveland s Pathways to Re-Engagement represents the culmination of her substantial research and personal experience. A flexible and practical framework for decision making in the classroom, the Pathways model seeks to* Replace the underachieving boy s negative attitudes about learning;* Reconnect each boy with school, with learning, and with a belief in himself as a competent learner;* Rebuild learning skills that lead to success in school and in life; and* Reduce the need for unproductive and distracting behaviors as a means of self-protection.Each aspect of the Pathways to Re-Engagement model offers educators a way to move underachieving boys from a position of weakness toward one of strength--giving them the tools to succeed in school and beyond.
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