Through the research I have been conducting and the reading that supports the research, it seems as though personal relationships at middle school are important to both genders. What has surprised me and what I am finding to be true, is that girls need the relationship with the teacher, and middle school boys need it with their peers. The teacher needs to mitigate boy groups, but the dynamics are very different, between boys and girls in gender groups. My teaching partner, who teaches math and science, also uses gender grouping for small group instruction has found the same to be true- boys need the approval from their peers, and girls want a relationship from their teachers, gender peers are secondary. This indeed would make an incredible action research project.
The girls I am now again reading with are trying to finish The Secret Life of Bees. They (and I) truly love the book, and find it hard to read and discuss and fit it all into the 45 minutes per day that we have. I have been absent twice and have had to have a male sub read with the girls- he found me at break last week and asked if we were all going to go see the movie- we told him we were trying to finish the book before we went to see it. I thought it amazing that he would connect with us and the book- that is the power of good literature and reading it together. The girls I have read with from 2 prior years plan to come to see the movie with the others and myself- this is quite a community we are building. I don't know where it will lead us... this is what teaching and learning is all about.
6 comments:
I really enjoyed reading your blog. I am interested in your research because I am a teacher but more because I am a mom of a little boy. I only have a sister so he is a new challenge. I have enjoyed every minute of it. I wonder if the relationship with teacher changes with age or if the girls still rely on the teacher as primary age students. I teach 3rd grade right now and both the boys and girls rely on me. I have a couple of boys that need me. I really don't know the answer but I am excited to see where your research leads. Good luck!
I'm so interested to hear that boys tend to seek connections with their peers and girls with their teachers at the junior high level. That explains some of my experiences last year as a junior high level teacher. In the literature circle format does it make sense to put all the boys in groups together? Last year this is what happened just by book choice as often as not and I let it happen but maybe it was the right thing to do.
Susan, this is so exciting! I find it fascinating that the dynamics of the group are so different based upon gender. What a great place for you to be when you begin your next group! How much better you will be able to prep for the lessons and guide student learning. Great to hear all is well in that STRANGE land of middle school students. ~Theresa, from the land of Frog and Toad
Your post was interesting about boys needing the relationship with their peers than the teacher and for girls it's the other way around. I have a couple of boys in my class (6th graders) who come to me for validation and approval on how their doing for the two hours that I have them. I wonder if I just have the exceptions to the case. I'm interested to see if their behavior changes as they feel more confident with their work and as they become accostomed to their classroom routine.
I've been following your blog and find myself wondering about gender and my own ARP. High school is not far from middle school and I wonder if what you're finding applies. I have been working on reading and writing strategies with my 12th grade physics students and am considering eventually separating them in gender specific groups to see if either gender gravitates to particular strategies. Thanks for leading me to this new arp.
Susan,it is interesting to me that you say middle school boys seek relationships with their peers. My research on masculinity development says that boys need a relationship with the teacher to reign in their hegemonic masculinity development. They seek their peers because that is part of ho they are socialized and how the navigate their masculinity development. They need to be a part of their peer group to solidify their identity as males yet they desire close relationships with their teachers however this may be looked upon as not manly.
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