HELPING BOYS READ BETTER
This session is entirely focused upon boys and reading.
DOUBLE PLENARY (GWEN): 1) Becoming an effective teacher of reading and literacy 2) Of boys and reading 3) Reading as a process 4) Screening for Reading Problems (Tool Shared) |
TUTORIAL: Using the screening tool in the new term |
PLENARY (AVRIL): Tier 2 interventions Participant Presentations |
HELPING BOYS WRITE
This session is entirely focused on boys and writing.
PLENARY (GWEN): 1) Becoming an effective teacher of writing 2) Understanding writing as a process 3) Getting boys interested 4) Helping Boys write-Interventions Using Visual Literacy & Drama Fostering an Integrated Approach |
TUTORIAL: Role playing classroom strategies |
PLENARY (AVRIL): Participant poster presentations “I plan to try this” |
Me Read? No Way-A Practical Guide to Improving Practical Skills
Girls and Boys like to Write and Read Different Texts
OFSTED-Yes he can-School where boys write well
READING AND WRITING ACROSS THE CURRICULUM
READING ACROSS THE CURRICULUM-PRIMARY
Ten key areas for consideration
Text as design, wriers as designers
Based on a larger, cross phase study investigating underachieving boys, this article explores pupil's responses to a single interview question inviting pupils to articulate their perceptions of whether teachers treat boys and girls the same. The article records that the predominant perception is that teachers treat boys more negatively than girls, and that this perception increases with age. Pupils speak of teachers' expectations of boys and girls as being different, more being expected of girls both in terms of achievement and behaviour. Unsolicited, the pupils make reference to the gender of the teacher as pertinent, female teachers being perceived as less influenced by gender expectations. The article raises concerns as to the role of education in amplifying society's stereotypes rather than challenging them and aiming for a climate of gender equity in the classroom.
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