Helping Boys Learn (con't)
Dixon, a cognitive-kinesthetics specialist, discusses why his first three “secrets” are so important in helping boys with active minds and bodies.
• Movement matters: Nearly every time, the student who disrupts class because he cannot sit still is a boy. Research reveals that young boys’ brains develop a tremendous amount of neural wiring to facilitate movement and sensitivity for how things “fit” together. When a boy is a toddler, we would never think that a sedentary child is a good indicator of health, so what makes us think that he should change while in grade school? Tip: Allow a boy to use his “movement wiring” by allowing him to use his body as he learns to represent the topic.
• Games work: Their testosterone means males are naturally competitive. If you want them to become suddenly engaged in something, make a game out of the lesson—it’s just like flipping a switch on. Just look at sports talk shows with analysis such as “Pardon the Interruption;” each expert has a clock clicking down to make his point. Little gaming tricks like this work on the male brain. Tip: Create clear rules – they help boys understand victory, and they add legitimacy to the lesson. Games also serve as an excellent method for male bonding.
• Make them laugh: Observe a group of males; whether young or old, they bust each other’s chops. Not only is it okay, they enjoy it! Everyone has a positive chemical reaction to laughter; boys, however, often use humor as a form of communication, an asset with which most girls do not have a problem. Research has demonstrated that boys’ emotions are processed initially in the more primitive parts of the brain and come more indirectly to the speech centers. That’s why making a crude joke is easier for males to communicate sensitive feelings. Tip: Before starting homework or an assignment, ask a boy to consider what might be funny, weird or strange about it; his mind will be more focused on the topic afterwards.
“This is just the tip of the iceberg; if parents and teachers are serious about getting their boys off to a better start in life, I encourage active participation and education,” Dixon says.
A pioneer in the field of cognitive-kinesthetics for learning, Edmond J. Dixon, Ph.D., is a human development specialist with more than 30 years of experience as a teacher, administrator, writer, researcher – and parent of boys.
• Movement matters: Nearly every time, the student who disrupts class because he cannot sit still is a boy. Research reveals that young boys’ brains develop a tremendous amount of neural wiring to facilitate movement and sensitivity for how things “fit” together. When a boy is a toddler, we would never think that a sedentary child is a good indicator of health, so what makes us think that he should change while in grade school? Tip: Allow a boy to use his “movement wiring” by allowing him to use his body as he learns to represent the topic.
• Games work: Their testosterone means males are naturally competitive. If you want them to become suddenly engaged in something, make a game out of the lesson—it’s just like flipping a switch on. Just look at sports talk shows with analysis such as “Pardon the Interruption;” each expert has a clock clicking down to make his point. Little gaming tricks like this work on the male brain. Tip: Create clear rules – they help boys understand victory, and they add legitimacy to the lesson. Games also serve as an excellent method for male bonding.
• Make them laugh: Observe a group of males; whether young or old, they bust each other’s chops. Not only is it okay, they enjoy it! Everyone has a positive chemical reaction to laughter; boys, however, often use humor as a form of communication, an asset with which most girls do not have a problem. Research has demonstrated that boys’ emotions are processed initially in the more primitive parts of the brain and come more indirectly to the speech centers. That’s why making a crude joke is easier for males to communicate sensitive feelings. Tip: Before starting homework or an assignment, ask a boy to consider what might be funny, weird or strange about it; his mind will be more focused on the topic afterwards.
“This is just the tip of the iceberg; if parents and teachers are serious about getting their boys off to a better start in life, I encourage active participation and education,” Dixon says.
A pioneer in the field of cognitive-kinesthetics for learning, Edmond J. Dixon, Ph.D., is a human development specialist with more than 30 years of experience as a teacher, administrator, writer, researcher – and parent of boys.