PenDragon - the official magazine of Lyford Cay International School PenDragon Vol 2, Spring 2016 | Page 17

the opportunity to speak to boys in their own language and to
make learning more enjoyable.
school that provides cutting-edge technology and prioritises
creativity in the classroom. This creative freedom affords LCIS
teachers the opportunity to reach beyond traditional modes
of instruction and allows them to always consider ways in
which they can make their classrooms more engaging for their
students, boys and girls alike. Still, it is incredibly important
to complement this freedom to push boundaries with
professional development aimed at continuous improvement,
best practice and proven strategies. Professional development
plays an invaluable role in ensuring not only that the needs
of every learner are met, but that our teachers are equipped
with the skills they will need to reach the learners of tomorrow.
Mrs Ariza is currently enrolled in a professional development
course focused on designing game-like learning experiences
that increase student engagement and activate 21st-century
skills.
Reichert and Hawley make the claim that “boys elicit the kind
of teaching they need.” Perhaps this is why, when a lesson
plan isn’t working, teachers can tell right away from boys’
behaviour in the classroom. If boys are disengaged, teachers
have to go back to the drawing board and think of ways to pull
their unique minds back in.
In a conversation I had with two of the boys from Mrs Ariza’s
class, they admitted that it is sometimes difficult to sit still,
and that they could not imagine being in a classroom where
they were forced to stay in their seats all day. “I hate sitting
at a desk, I think I’m a hands-on learner,” said one of the
male students. Right then, the other boy chimed in, saying,
“I wouldn’t be the person I am if I weren’t allowed to express
myself in class.” It was easy to see that these boys appreciated
the techniques used by their teachers to keep them engaged
in class, especially in subjects like math, which they say is
hard to be excited about.
“Active boys represent an opportunity to be creative in
curriculum design and innovative in delivery,” says Lyford Cay
International School (LCIS) Grade 5 teacher Mrs Megan Ariza.
She describes the approach she and colleague Mrs Denize
Markham took to working with a class that is 60% male and
whose participation in high-energy sports has contributed to
active lifestyles and a deep love of the outdoors: “We have
been intentional in our planning this year so that we have
more kinesthetic ac tivities. Since school started, we have
done weekly team-building activities which have paved the
way for a more collaborative classroom. It’s been really fun for
everyone: we’ve had Skype calls with authors and scientists
doing research at sea, we’ve eaten crazy-flavoured Bean-
Boozled jelly beans to practise descriptive writing, solved
break-out puzzles and made stop-motion movies.” In a very
deliberate way, they have researched and implemented many
of the strategies that researchers say will help boys to excel
in the classroom. “Coding and gaming appeal to competitive
spirits and planned breaks in routine help to counteract
boredom,” says Mrs Markham.
So, no, all boys do not learn the same way, and many girls
and boys learn in similar ways. Some would argue that there
is no need to even distinguish between the two, but what is
more important is that by being innovative, and truly listening
to students and learning from them, teachers can ensure that
no child ever feels left behind because he or she learns in a
different way. With the school’s continued support, teachers
can go above and beyond in the classroom, using varied
teaching strategies to ensure that they make an impact on
all students.
LCIS teachers and students are very fortunate to be at a
THERE IS NO INHERENT PROBLEM IN
THE EDUCATION OF BOYS IF FORWARD-
THINKING TEACHING STRATEGIES ARE
IMPLEMENTED TO MEET THEIR UNIQUE
NEEDS.
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