Riveting Reads: Boys into Books 11-14

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< Is it my problem? Isn't it too late by Key Stage 3? >

What's the background?

How much do you know about overall achievement by boys in your school? Schools where boys thrive are those where hands-on learning is part of the agenda; where time at desks is punctuated by more physical activity; where there is regular feedback and guidance offered; where boys’ improvement is praised, across the board if possible, rather than within subjects; where there is chance to do out-of-school activities; where special attention is given to the learning styles that suit boys (for example, visual and kinaesthetic styles) – and where there is a bit of fun thrown in! If school librarians talk the same language as teachers, they will be part of this whole-school process, and the library will be embedded in any across-the-board range of boys’ achievement strategies.

It’s not what’s on the menu that matters, it’s also what’s missing. Whilst both boys and girls will excel if attributes like those above are present, in their absence, boys will disengage and become disruptive much more often than girls, who evolve ways to cope with more passive learning.

How badly does your school want boys’ achievement to improve? Many so-called problem areas are treated in a piecemeal fashion, jostling for priority along with other matters; what would be the effect if the whole school took on one major topic – like this one – for a year or more?

Riveting Reads: Boys into Books 11-14

Start | Foreword | Introduction | Browse Booklist | Download PDF | Appendices

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< Is it my problem? Isn't it too late by Key Stage 3? >

What's the background?

< Is it my problem? Isn't it too late by Key Stage 3? >

Boys Into Books

Introduction Overview