!

"#$%&
!()"*$)+ ,-. /*,%0$%) "1 2)(,3$"4* 5,-,6)7)-0
8++,9 :4)+0$"-&
;0 $+ "10)- 3$)<). 0(,0 74%( "1 0() $-,##*"#*$,0) =)(,3$"4* $- ,
%>,++*""7 $+ 1*"7 7,>) +04.)-0+? *,0()* 0(,- 1)7,>) +04.)-0+@ 8A#>"*)
0($+ ,-. 0() 0)%(-$B4)+ 0),%()*+ %,- )7#>"9 0" )-+4*) ,>> +04.)-0+ %,-
+(,*) ,- )11)%0$3) >),*-$-6 )-3$*"-7)-0@

lor a Leacher, managlng behavlour ls much more Lhan conLrolllng sLudenL's acLlons.
LverLson (2003) sLaLes LhaL Leachers should move away from conLrolllng behavlour and
look lnsLead aL...acLlons Lo creaLe, lmplemenL, and malnLaln a learnlng envlronmenL
wlLhln Lhe classroom". 8ehavlour managemenL encompasses many dlfferenL Lasks. 1hls
ls ln order Lo successfully communlcaLe and achleve learnlng and growLh ln sLudenLs. ln
a prlmary classroom seLLlng, a Leacher ls faced wlLh an array of dlfferenL behavlours
from each lndlvldual sLudenL. 8oys, however, are ofLen generallsed as havlng behavlour
LhaL reslsLs Lhe behavloural managemenL sLyles of Leachers, as opposed Lo female
sLudenLs. lL ls vasLly lmporLanL for Leachers Lo be aware meLhods Lo 'conLrol' dlsrupLlve
behavlour ln a classroom, and Lo be aware of groups LhaL need caLerlng for ln Lerms of
class conLenL, seL ouL, and behavlour managemenL Lechnlques ln Lhe classroom Lo
ensure an equal opporLunlLy for all Lo learn (Pammond SLoughLon, 2007).

lor many years, Lhere has been an awareness LhaL generally boys achleve lower llLeracy
raLes ln younger years Lhan glrls do (MaLLhews, klzzle, 8owley & CorLlna, 2010,
8aymenL, 2006). 1he reasons for Lhls are vasL and dlspuLed. MaLLhews eL al. (2010)
aLLrlbuLe a lack of deslre Lo make relaLlonshlps wlLh Leachers as one facLor LhaL
conLrlbuLes Lo boys achlevlng lower, as Lhey may flnd less enLhuslasm ln school relaLed
acLlvlLles lf Lhey do noL pursue a soclal aspecL. MacLean, SweeLlng, & PunL (2010)
explaln LhaL Lhe falllng behlnd ln academlc achlevemenL ls ofLen due Lo soclal aspecLs
Nat Hunt 20/5/14 9:06 AM
Comment [1]: !"# % &'()*+,-'(.'/ ,0-,
1)0-2.3* .+ 4.'5)( 643+)47 8.,0 4)-*'.'/ 9.")"
4)-*'.'/ .+ .'0.1.,)( 80)' ')/-,.2)
1)0-2.3* .+ - :-6,3*;"
and sLudenLs' behavlour ln a school seLLlng. 8oys ofLen have soclal consLrucLs LhaL
encourage compeLlLlon and dlsplays of mascullnlLy whlch can vary from physlcal
mascullnlLy Lo a hardness" of characLer, whlch ln Lhemselves may noL lnfer negaLlve
behavloural acLlons, however lL appears as Lhough lL greaLly promoLes Lhese acLlons
(MacLean, SweeLlng & PunL, 2010). As Lhe academlc performance of sLudenLs ls shown
Lo be llnked wlLh behavlour, lL ls lmporLanL for Leachers Lo be aware of facLors LhaL
lmpllcaLe sLudenLs acLlons, and ln some senses Lhese facLors can be generally more
evldenL ln boys Lhan ln glrls (MacLean, SweeLlng & PunL, 2010, Pammond SLoughLon,
2007, uobbs-CaLes, kaderavek, Cuo, & !usLlce, 2011).

As prevlously dlscussed, lL ls ofLen shown LhaL boys ln parLlcular can generally be more
reslsLanL Lo Lyplcal classroom sLrucLures seen Loday. LverLson (2003) sLaLes LhaL ln order
for Lhe behavlour of sLudenLs ln a classroom Lo be effecLlvely managed, a learnlng
envlronmenL musL be seL up by Lhe Leacher. 1hls lncludes physlcal aspecLs such as Lhe
amounL of space, alrflow, access, and colours ln Lhe classroom, ln order Lo have an
lnvlLlng and comforLable feel Lo promoLe lnvolvemenL and an lnvlLlng learnlng area
(LverLson, 2003). 1hls also means LhaL Leachers should lnclude aesLheLlcs of learnlng,
such as posLers and pasL work, Lo encourage behavlour ln Lhe dlrecLlon of learnlng.
Polmes (2012) dlscussed research polnLlng Lowards younger males aL Llmes preferrlng
learnlng envlronmenLs LhaL have small amounLs of llghL. lL ls vlLal for Leachers Lo be
aware of such research, and Lo lncorporaLe lL lnLo Lhe classroom. 1hls ls noL Lo say,
however, LhaL all lessons should be LaughL ln Lhe dark, Lhough lL may be an effecLlve
meLhod of engaglng male sLudenLs ln learnlng acLlvlLles. racLlces such as Lhls are
pracLlcal ways of creaLlng an lnvlLlng learnlng envlronmenL for sLudenLs Lo parLlclpaLe ln,
parLlcularly for male sLudenLs.

lncluded ln seLLlng Lhe overall envlronmenL of a classroom ls seLLlng behavlour
expecLaLlons, and Lo ensure chlldren are famlllar wlLh Lhese along wlLh sLraLegles used
Lo malnLaln an effecLlve learnlng envlronmenL ln Lhe classroom. Accordlng Lo LverLson
Nat Hunt 19/5/14 9:26 PM
Comment [2]: !"# % ,)-60)*+ <=+, 1)
-8-*) 3: ,0) 2-*.3=+ :-6,3*+ ,0-, >3+.,.2)47
3* ')/-,.2)47 .<>-6, 3' +,=()', 4)-*'.'/"
Nat Hunt 19/5/14 9:32 PM
Comment [3]: !"# % - (3<.'3 )::)6, 3:
,)-60.'/ -'( 64-++*33< <-'-/)<)', 1).'/
-::)6,)( 17 1)0-2.3*? 80.60 -::)6,+
>)*:3*<-'6)"
!"! % @-60 +,=()', ()2)43>+ ='.A=)47? ,0).*
1)0-2.3* .+ )B>*)++)( .' ='.A=) 8-7+ -'(
,)-60)*+ -(->, ,0).* ,)-60.'/ .' (.2)*+)
8-7+"
Nat Hunt 19/5/14 9:33 PM
Comment [4]: !"# % >07+.6-4 -+>)6,+
/*)-,47 .':4=)'6) )-60 +,=()', (.::)*)',47?
,0)*):3*) 038 )-60 3: ,0)< 4)-*'"
(2003), lL ls essenLlal for Leachers Lo perslsLenLly seL expecLaLlons of 'good' behavlour ln
Lhe classroom, so LhaL sLudenLs can be remlnded of Lhelr behavlour and have a guldellne
Lo acL Lo. 1hls sLraLegy ls found Lo be parLlcularly relevanL when deallng wlLh boys
(8aymenL, 2006). SeLLlng clear dlrecLlons and orlenLlng sLudenLs clearly Lo speclflc
acLlvlLles works ln a slmllar way Lo seLLlng expecLaLlons, as lL glves sLudenLs a focal polnL
Lo refer back Lo, and serves as a remlnder of Lhe acLlons LhaL Lhey are expecLed Lo Lake
(uobbs-CaLes, kaderavek, Cuo, & !usLlce, 2011). When sLudenLs do noL follow
dlrecLlons, ofLen a negaLlve acLlon ensues Lo 'punlsh' Lhem. Whlle Lhls may someLlmes
have a place ln mlsbehavlour, LverLson suggesLs LhaL poslLlve moLlvaLlon ls ofLen a more
effecLlve way of sLudenLs followlng dlrecLlons, whlch has proved parLlcularly effecLlve
when uLlllsed wlLh male sLudenLs (8aymenL, 2006). 1hls sLraLegy can ofLen be uLlllsed as
boLh a reward sysLem, and an example sysLem. Chlldren who frequenLly mlsbehave
ofLen respond very poslLlvely Lo rewards and seelng oLhers galn rewards for 'good'
behavlour (8aymenL, 2006). ueallng ouL responslblllLy ls parLlcularly effecLlve Lowards
boys who are consLanLly dlsrupLlng Lhe class (MaLLhews, klzzle, 8owley & CorLlna, 2010).
1hls ls a slmple maLLer of slngllng ouL a chlld and glvlng Lhem a 'speclal [ob' Lo perform,
whlch can boosL self-esLeem lf Lhey know Lhey are LrusLed (uobbs-CaLes eL al., 2011).
Polmes (2012) sLaLes LhaL boys ofLen requlre some sorL of klneLlc or physlcal approach
when Lhlnklng. She goes on Lo suggesL LhaL an effecLlve way of approachlng
mlsbehavlour ls Lo walk and Lalk wlLh Lhe culprlL, as Lo allow Lhem Lo Lhlnk Lhrough Lhelr
acLlons and noL have an adulL Lalk down Lo Lhem, whlch can ofLen leave Lhem feellng
unheard and bellLLled (8aymenL, 2006). ueallng wlLh behavlour ln a classroom ls crlLlcal
ln ensurlng a poslLlve ouLcome for learnlng for all sLudenLs, Lhus Lhe lmporLance of
focuslng acLlve sLraLegles on bulldlng up Lhe behavlour of Lhose who conslsLenLly
mlsbehave ln Lhe classroom, whlch ls ofLen found Lo be Lhe male sLudenLs (MaLLhews,
klzzle, 8owley & CorLlna, 2010).

CfLen a cause of mlsbehavlour ls dlsengagemenL ln learnlng, whlch ls parLlcularly
relevanL ln gender lssues, as Lhe currlculum ls generally beLLer sulLed Lo females raLher
Nat Hunt 19/5/14 9:39 PM
Comment [5]: !"C % -+ 4)-*'.'/ .+ -::)6,)(
17 1)0-2.3*? ,)-60)*+ '))( 2-*7.'/
->>*3-60)+ ,3 63'2)7.'/ ->>*3>*.-,)
1)0-2.3* ,3 +,=()',+"
Nat Hunt 19/5/14 9:43 PM
Comment [6]: !"# -'( !"C % 5'38.'/ )-60
.'(.2.(=-4 +,=()', -'( ,0).* +>)6.:.6 -'(
='.A=) '))(+"
Nat Hunt 20/5/14 9:00 AM
Comment [7]: !"# % D)-*'.'/ .+ (.::.6=4,
:3* -44 +,=()',+ 80)' 1)0-2.3* .+ - >*314)<"
Lhan males (8aymenL, 2006, MaLLhews, klzzle, 8owley & CorLlna, 2010). Pence lL ls vlLal
for Leachers Lo be aware of ways Lo lnclude a more male-frlendly approach Lo learnlng ln
Lhe classroom. As prevlously menLloned, males Lend Lo be generally qulLe acLlve ln Lhelr
lnLeracLlons, Lherefore lL ls lmporLanL Lo lncorporaLe hands-on, physlcal acLlvlLles lnLo
lessons Lo engage and moLlvaLe Lhese males (8aymenL, 2006). 1hls approach also
beneflLs oLher sLudenLs also, as lL ls found LhaL younger sLudenLs especlally can flnd a
physlcal approach beneflclal ln learnlng concepLs such as geomeLry (Sharp & Pelmer,
2002). Polmes (2012) ouLllnes LhaL lessons wlLh parLlcular acLlvlLles almed Lo allow
dlrecL parLlclpaLlon of sLudenLs are enLhuslasLlcally approached by male sLudenLs, whlch
allows for engagemenL, Lhus ellmlnaLlng many faceLs ln whlch male sLudenLs Lyplcally
mlsbehave, such as dlsLracLlng oLher sLudenLs of boredom. LvldenLly, lL would be
lmpracLlcal Lo plan Lhese Lypes of lessons all Lhe Llme, as lL can be cosLly ln maLerlals,
dlsengage oLher sLudenLs, and Lhe conLenL LhaL needs Lo be LaughL may noL sulL lL.
Powever, as many mlsbehavlours are caused by dlslnLeresL or dlsengagemenL ln lessons,
elLher from Lhe conLenL or Lhe presenLaLlon, lL ls ln a Leacher's besL lnLeresL Lo lnclude
medla LhaL lnclude all sLudenLs aL varylng polnLs, Lo allow for poslLlve behavlour Lo show
ln sLudenLs, Lyplcally boys, who may noL ofLen show such behavlour (8aymenL, 2006,
LverLson, 2003).

8ehavlour managemenL ls vlLal ln a classroom. WlLhouL lL, learnlng ls dlfflculL Lo achleve.
1herefore Leachers musL alm Lo lmprove engagemenL and lnLeresL ln Lhe classroom for
groups LhaL can Lyplcally flnd a classroom dlsengaglng and unlnLeresLlng, such as boys
(LverLson, 2003, 8aymenL, 2006). 1eachers can achleve Lhls flrsL by belng aware of
reasons why sLudenLs may mlsbehave, and seeklng Lo correcL Lhls. lL ls lmporLanL for
Leachers Lo have an open mlnd, and be wllllng Lo change Lhelr own classroom pracLlces
Lo caLer for male sLudenLs, as Lhe currenL educaLlon sysLem ls generally more appllcable
Lo female sLudenLs (8aymenL, 2006, MaLLhews eL al., 2010). lL ls vlLal LhaL Leachers
ensure LhaL Lhelr pedagoglcal pracLlces caLer for Lhe acLlve naLure LhaL boys usually
carry, ensurlng LhaL Lhelr learnlng needs are meL, as well as sLudenLs LhaL carry oLher
Nat Hunt 20/5/14 9:02 AM
Comment [8]: !"! E !"# % F-4)+ 6-' 1)
='.A=) .' ,0) 8-7+ ,0)7 4)-*'"
G07+.6-4H0-'(+I3' ->>*3-60)+ -*)
.<>3*,-', :3* 73='/ 60.4(*)' )+>)6.-447"
J0.+ .+ 13,0 ()2)43><)',-4? -'( -13=,
,)-60)*+ ='()*+,-'(.'/ .'(.2.(=-4 +,=()',+K
'))(+
Nat Hunt 20/5/14 9:04 AM
Comment [9]: !"# % +038+ -'
='()*+,-'(.'/ 3: 038 +,=()',+ '))( -
60-'6) ,3 >)*:3*< 1),,)*? .' 3*()* ,3
.<>*32) 4)-*'.'/
learnlng cognlLlons (8aymenL, 2006).


(Word counL: 1,391)