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INTRODUCTION :

BOYS LEARNINGT

This paper is a culmination of observations, research, discussion, seminars and readings over thelast six years on the issue of boys learning . Many of the sentiments and theories contained in thispaper have been tested and confirmed by my visit to New Zealand in 1997 and, more recently, theEastern States in August 1998 . The relevance of those study tours to this topic is vital in assessingthe extent to which Boys Learning is any better (or worse) in Western Australia. than the rest ofAustralia and New Zealand, and if so, why?

When visiting schools in the East and New Zealand I spoke openly and frankly with Principals,teachers, students and parents . I am not an expert on the subject and many of the issues raised willbe a launching ground for debate and further investigation.

Some statements made in this paper may cause anxiety and raise some criticism, but they are myfindings together with sentiments expressed by Steve Biddulph, Rollo Browne, Richard Fletcherand others who are currently leaders on the topic and, certainly, much more expert than myself. Amuch more detailed paper is currently being prepared which will address the issuecomprehensively . Special thanks is extended to the many schools I visited in Australia and NewZealand.

The time has come to address this important issue if we are to provide a relevant, meaningful andholistic education for all our students and be accountable for their outcomes.

THE PROBLEM:

Over the last ten to fifteen years we have seen a steady decline in boys' academicachievement, appropriate behaviour, selfesteem and emotional growth resulting inthe increased alienation of boys in the schooling system, particularly in Years 7 to10. This alienation has cost individual schools and the education system millionsof dollars in teacher and administrator time, programs to combat truancy; -MSB -k 1 `1%interventions etc . In fact the Deputy Principals and Principals in our schools are giving boys somuch of their time in pastoral care, discipline and support that they are not able to spend the timethey would like to, providing curriculum leadership and teacher support. If we can change thesituation for boys in our schools there should be gains in teacher morale and administrator time.

Changing the disruptive influence ofthe boys should also maximise the potential for the girls in oursystem. The gains made by girls and women over the last twenty years have been enormous and asustained set of programs and policies by EDWA and the women's movement generally has helpedgirls on a variety of fronts. If such a series of affirmative actions was embarked upon for boys I amsure we will see an improvement in boys learning with a consequent improvement in girls learningdue to the removal of some of the negative actions and behaviours of boys in the classroom andschool yard . There are no quickfixes and it will take some years to see a major change in boys, butthere are many things that schools can do on a number of fronts to lay the foundations on which to

Page 2bring about improvements in boys learning and behaviour . To be controversial for a moment, thefirst thing secondary schools should do is throw out computerised timetables that serve subjects .We should build timetables around students with the 'unit' of education being the class and not thesubject. I believe this will also enable the new curriculum to take hold in our secondary schoolsand allow for the mixing of subjects and subject areas often taboo to many teachers currently in oureducation system .

CLASSORGANISATION:

Ian Lillico

One of the striking differences between WA Government Secondary Schools and their counterpartsin other states and New Zealand is that when we moved to unit curriculum we mixed students up indifferent classes for each subject from Year 8 onwards. Schools everywhere else form classes ofstudents and these classes, be they 8-1, 8 White or whatever move to subjects as a gMup. The sameapplies in Years 9 and 10 with the change happening in Years 11 and 12 where they form classesbased on subject choice. Private schools in Western Australia (on the other hand) follow the samerule as the rest of Australia and keep a 'home class' as a unit for the whole of their compulsoryschooling with only minor variations as students arrive and leave.

This is a critical point because boys need territorial stability in high school and a room they feel istheirs in order to feel comfortable at school. As soon as they enter High School we move themevery 40, 50 or 60 minutes to another room with another teacher and apart from a ten minute formclass, which is irrelevant to them and an administrative tool, they have no HOME.

Being less mature than girls of the same age and also less organised we start to lose boys in the firstweeks of year eight and those that survive we re-gain in year 11, but many are lost in those threeyears of secondary school and irreparable damage is done in terms of their love of learning,motivation etc . in those "alienating years" .

Subject choice, however, has been the catch-cry and was thought to be the best way to turn studentson to school. The tedious situation we have endured has seen students study an average of 26 unitsa year and provided a definite sense of discontinuity for our students with the biggest losers beingthe boys. One of the features of Hegemonic Masculinity which you can read about in theoreticalpapers on the construction ofmasculinity, is the need for a boy in a class to know "where he stands"in terms of the other students in the class and the teacher . Every time he is faced with a differentclass or different teacher he must "test the water" to see what the limitations are on his behaviourand identify his "order" in the class in terms of academic ability, maleness and physical ability .

As we all know, every time a new student joins a class or when certain class members are absentthe dynamics of the class change. Consequently each time students change classes, rooms andteachers the boys, in particular, devote a lot of energy and time in redefining their "position" in theclass . This can mean physical position in the room, pecking order among peers and his standing interms ofthe teacher's relationship with him.

One change I urge, therefore, is to minimise class re-arrangements by keeping secondary classes inyears 8 - 10 as a unit for as much of the day and week as possible and not allowing our primaryclasses to specialise too much so that the "home class" unit is lost there as well .

I found boys in schools outside Western Australia to be far more settled in school, more motivatedand easier to relate to . The "home class" was not the only reason for this but, I believe, a major one.

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THE TEACHER:

Steve Biddulph ('Raising Boys', 'Manhood', 'The Secret of Happy Children')believes that boys learn teachers and not subjects . Girls are able to connectdirectly with subjects, but a boy can only connect with a subject via the teacher.This is indeed a simplistic statement but on talking with boys throughoutAustralia and New Zealand, their parents and others I firmly believe it is true forthe vast majority of boys, particularly from ages 11 to 16. This has major ramifications for schoolsand our system, but it reinforces that the teacher is paramount to successful learning for students,particularly boys .

The background to this statement is complex and heavy reading but is based on the need for boys intheir puberty years to believe that a teacher cares for them as a person, before they will allow themto impart knowledge or skills to them. I am sure we all remember talking to our own children orschool students about low grades on their reports. The teacher and the subject are synonymous forboys in particular and throughout Australia I have heard the phrase "I won't work for Mr/Ms X".To us this is ridiculous as the student is the one who suffers from the low mark, but the boys cannotreach the subject unless they can do it through their teachers.

This has always been the case but seems to be even more important now to boys . The same applieseven more directly to discipline . The approach to boys' discipline has been masked by the threat ofthe cane or corporal punishment until the last decade. During the corporal punishment era thatspanned many centuries, it was a given fact that a boy would behave for a teacher or get the cane .Many teachers were feared, loathed or both but the fear of physical punishment or reality ofit, keptmost boys in check. It is believed that the removal of corporal punishment about 10 years ago hasbeen a factor in the deterioration of boys behaviour in schools as is attested to by the boysthemselves! A breakdown in respect for authority in society generally, has also meant that ateacher now must prove himself/herself before they will receive a student's respect .

Part ofthe "proving" process in terms of boys' learning involves setting definite limits in the room,explaining the class rules clearly to students and (most importantly) showing that any repercussionsto students breaking the rules are carried out consistently and fairly. Students acknowledge(particularly boys) that this is the first step to earning their respect. The second step involves lettingthe real person behind the teachers "mask" show through . This is a change from some years agowhen many teachers put on a continuous, and often successful, act but never let down their bortersfor fear of losing discipline in the class. These days this is the only way to achieve true disciplinefor many boys. The third and most important ingredient for success at teaching males is for theteacher in some small demonstrable way to inform their male students through actions or words thatthe teacher respects them as an individual and acknowledges them in the class as a person theyrespect and care for rather than just an anonymous "class member" .

Truly successful teachers of boys throughout Australia achieve this point by finding out a littleabout each student's background, family, work, sporting heroes, achievements etc. and feeding backthat knowledge to the boy concerned to "make a connection" with them that goes beyond theclassroom and the subject being taught. This is where,Primary teachers have a great advantage dueto the limited number of children they deal with and the relationship that is built up, consequently,

Page 4 Ian Lill ico" with the student and with his or her family . This is important for both boys and girls but if it islacking for a boy then his learning and behavioural outcomes in that class or subject are oftencompromised.

The biggest, strongest, loudest teacher of the 60's, 70's or 80's who taught usingfear and stand over tactics is increasingly finding discipline a problem unless he(or she) acknowledges that each boy they teach is a person in their own right andmakes an attempt to get to know them and show an interest in their welfare .

It is unfortunate that Western Australia has become paranoid about teachers "touching kids"because many boys simply need a hand on their shoulder, grip of the arm or gentle pat on the backfor the teacher to make that connection, without a word needed. Males are increasingly being toldnever to make contact with each other except by shaking hands and even in families male childrenare often denied that feeling of closeness and reassurance from very early ages to "toughen themup". Research across the western world is showing that they are craving that sense more than anyother and we sometimes get a glimpse of that on the football or soccer field after a goal is scoredbecause that is somehow Ok.

I am definitely not advocating "hugging" the boys in our schools but the evidence in the UnitedKingdom from the Boys in Schools publication is showing very clearly to us, as educators, that wemust make contact, particularly with the alienated boys, to somehow "tame them" in the school . Wecan debate and argue this point because some teachers will take this too far and cause a backlash,but we must address this important issue for boys in the 11 to 16 year group - particularly thosewho- come from dysfunctional, aggressive, repressive, fatherless, motherless, abusive familieswhich unfortunately is a growing percentage in Australia today and in some schools approaching50%. Boys and young men have less of a hang up about expressing feelings through touch in otherparts ofthe world such as the USA, Europe and particularly Asia.

EMPOWERMENT:

A further need for boys in our schooling system is to take on moreresponsibility for their learning, their discipline, their feelings and for other,iayounger students in the school. Schools in Australia and New Zealand whohave an ethos of student.centred leaming, peer support for younger students and programs didto address self esteem and anger management, in particular, are having much better success withBoys Learning . Schools who have student or class councils that are more than just tokens but havea say in the running and/or policies in the school or individual classroom are making tremendousgains in outcomes for male students, in particular.

The closer the school is to a true teacher/student team working together to achieve outcomes thebetter the behaviour and learning outcomes of its students. This forms a basis for greater schoolspirit and pride in the school and a more relaxed and happier atmosphere in class and theschoolyard in general . I found schools in New South Wales and South Australia to have a less rigidstudent/teacher demarcation with a consequent reduction in student suspensions anddysfiinctionality . Students seemed to have a greater pride in their school when they felt they werelistened to and "had a say" in classroom and school policy .

There is no doubt that many Western Australian schools also have "student empowerment" as apriority and are doing great things, but I feel it should be considered for all schools not only to

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improve boys learning but also to ensure a smooth transition to the new Curriculum Framework andoutcomes based education for all students in schools. Another strategy used by schools in NewZealand, the United Kingdom and other parts of Australia is to pair up whole classes or individualstudents with younger classes/students in the same school . This pairing form of peer support hasbeen shown to improve the results, behaviour and attitude of many boys who are becomingalienated, aggressive or troublesome in both Primary and Secondary schools .

Many schools in New Zealand use placing a student in a younger class as a form of "time out" butwith the added bonus of having the older boy helping out their younger counterparts in reading,,writing etc . Many teachers have said that it is actually the younger student helping the olderstudent in their emotional adjustment in this process. This gives the older student a sense ofachievement and satisfaction that they can actually do something to help their younger partner andcan somehow achieve success in the school. Many District High Schools in Western Australia,including Bullsbrook DHS, already employ this tactic and it works wonders particularly for thevery alienated year 9 and 10 boys in our system. This peer mentoring actually makes periods spentin "time-out" useful, worthwhile time for both the student and younger partner . Research in WArecently has shown that the time-out/suspension cycle in our secondary schools is doing little fordisaffected boys except in paying them attention which is what they are seeking in the first place bymisbehaving.

Work carried out by Edith Cowan University in 1996 revealed that we needed to reassess ourdiscipline structures as they often negatively re-enforced students' poor behaviour and gave themrecognition as "trouble makers" and hence "heroes" among their peers . Again, current research intohegemonic or dominant masculinity and its negative effects on society indicates that theauthoritarian lock step discipline policies in many schools are actually doing little to changebehaviour but rather to contain it and/or remove it from the classroom. This may be debatable butboys who achieve their only prowess in schools by getting the attention of Deputies and Principalsmust be handled differently to just being suspended repeatedly and often becoming thefodder forour Juvenile Justice system.

Schools across Australia who are adopting a less authoritarian action /consequence system ofdiscipline are getting good results in terms of boys behaviour. There is a need for all of us toexplore different ways of managing boys' behaviour where current practices are just not working.

PROGRAM&

There are many programs and courses being run in schools throughout Australia that deal with theissues of masculinity, gender construction, balance and respect. A number of schools with suchprograms are highlighted in the Boys in Schools series ofbooklets, produced by the Men and Boysproject at the University of Newcastle compiled by Richard Fletcher and Rollo Browne .

Most of these programs are aimed at having boys come to grips with their feelings and begin toanalyse their needs, wants and desires in terms of balance in their lives, stereotypes and rolemodels. These programs need to be taught by well trained, inspiring teachers who don't label theboys as "problems to be solved" or give them the impression that they are somehow inherently bad.

One such program is Boys Talk produced by Boys and Relationships, South Australia. Another is aprogram entitled Improving Boys' Education - A Manual for Schools which is presented in an A4

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file format and also produced by the Men and Boys Project at the University of Newcastle. Theideal in terms of delivery of these programs is boys facilitating the program with younger boys in apeer support/mentoring role as is done at the Norwood Morialta Middle School in Adelaide .

It is important, also, that any such programs used or devised employ a number of active learningstyles such as journal writing, brainstorming, opinion forums, problem solving sessions, and roleplay / role reversal exercises. The worst thing we can do is teach these programs to the boys likeanother subject to be learned. We have to work with them and run these programs alongside parallelprograms for girls, run by women, to deal with similar issues from a female perspective - this isbeing done successfully in Dubbo South High School inNSW. An important feature ofthisapproach is to bring both boys and girls together a couple oftimes during the program (eg halfway,and at the end) to discuss issues that arise and share experiences, feelings and progress in anordered, supervised way. This enables the boys to make changes at school and the girls to help themby acknowledging their actions, re-affirming or predicting their moves. The girls expectations ofboys in schools has to change as well or the boys will hit a brick wall if they are ridiculed by thegirls for something "out of character" etc. By working together both boys and girls can progress intheir learning and behavioural outcomes.

"Home grown" school programs are even better but take a lot of careful planning and work. Theyshould however: (from Boys Talk) (Reference 1)

" Be Whole school involving all stake holders (ie. students, teachers, parents and communitymembers).

" Support both the expansion of opportunities and expectations for boys to adopt positive,respectful and fulfilling ways to be male.

" Affirm the need for complementary strategies for boys and girls that address abusivebehaviour and violence, equality of educational opportunities and improved relationshipsbetween and within the sexes.

" Support existing policies for girls and the expansion of those resources consistent withGender Equity ; A framework forAustralian Schools;Involve men and women in working collaboratively on these issues.

It is also critical that all school staff receive professional development on gender construction andboys' needs; critically analyse their teaching practises and try to adopt a continuous pastoral care /mentoring role in their day to day teaching - not relying solely on one-offprograms to provide thetype of major cultural shift needed .

THE SCHOOL YARD:

Steve Biddulph in his book Manhood talks about the change that comes over hisown son as he nears the school each morning and says it is true of most boys ontheir way to, during breaks, and on the way home from school . They are said to

ko"put on armour" as they prepare for the battle of the classroom and, in particular,playground each day oftheir school life. Most boys fear the playground as a formidable, dangerousand turbulent place where they are subjected to bullying, harassment,putdowns, insults and tests oftheir manhood and virility. Their survival is often dependent on how well they can joke aboutsexual prowess, put women down and prove themselves as macho, homophobic young males. Mostboys invent a series of defence mechanisms, fictitious stories and actions that give them standing

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among their peers but still bear the brunt of being offside at some time during their school year orthe victim of bullying of some sort from peers or older students of both sexes .

If boys can be made to feel safe, physically and emotionally, they will achieve better results . Thiswill allow them to study subjects they often shun because of taunts and criticism such as Music,Home Economics, Drama and Dance - the very subjects we must get boys more involved in to givethem some balance and meaning in their lives .

Many schools in New Zealand and the Eastern States have begun to reassess totallyfree recess andlunch times as those are the times all the taunts, fights and intimidations occur which flow over intothe classroom at one time or another . One of my recommendations from observing a number of

achieving schools in terms of boys learning is to provide a varied, structured array of activities fromwhich students can choose which value equally chess, football, drama, music, dance, etc. Theseactivities should be supervised `in the playground at all times to ensure students are safe fromintimidation so they can experiment with ways to express their masculinity in other than ritualmacho ways of behaving .

One of the features of the "Middle Schools" visited in Tasmania was the freedom of students toremain in their classrooms or "common areas" during breaks interacting with both staff and peers ifthey wished. When the siren went there was no rush out of the room into the bituminised,foreboding, sterile playground - in fact there was little movement in classes with students graduallydrifting to one area or another, not needing or wanting to escape from classes . This is oftenachieved by a less authoritarian relationship between teacher and student, but also by the mere factthat their classroom is theirs, occupied by them for the majority of the day. It contains work andequipment that is theirs and they do not see the need to escape as they feel comfortable and safe intheir own environment .

As we move to different forms of middle schooling and new school structures to accommodate ournew curriculum framework we should also start to re-assess the conventional playground andschool precinct in terms of their effectiveness in the 90's and beyond, given the increasingdiscipline problems we face when students are out of their classrooms. I believe more creative,relaxed, varied styles of common areastcommon rooms etc . are needed with more comfortable andappealing alternatives to wooden seats in the open, bitumen, concrete and ovals. Middle Schools inEastern Australia and Bullsbrook District High School's Year 7 and 8 Middle School in 1999 areproviding common areas for students that will include lounge fiuniture, carpet, microwaves andfridges to make their work and play environment more inviting, relaxed and hence productive interms of student outcomes.

TECHNOLOGY:

Another factor which has had both a positive and negative influence on boys' behaviour, attitudeand literacy levels is the technology revolution that we are currently undergoing . There is no doubtthat computer knowledge, computer games, the Internet and computer applications (excluding wordprocessing) have become a very male dominated area. Consequently boys are flocking to thesetypes of subject offerings . There is debate, however, as to the extent to which this fixation withcomputers and technology has reduced the literacy level of boys and their ability to engage in oralrather than text communication (as per chat modes on the Internet) . On the onehand experts are saying that they now read fewer books, speak less and are

rde,C abecoming more reclusive in front of a computer screen or TV set . On the other hand other expertswill argue that they are at least now writing letters (E-mail) where previously for a boy to write astandard snail mail letter was very unusual except to celebrate birthdays and the like. Statisticsthroughout Australia and New Zealand are revealing an increasing trend for girls and women to useLibraries and Bookshops, and a decreasing trend for the majority of boys and men to use the same,except to purchase magazines of a special interest or practical nature .

The many programs in schools, such as RIBIT in WA, have been successful in turning boys back toreading for pleasure in year 8 but it is unclear whether this is sustained in years 9 - 12 and beyondschool . As boys get older, reading (particularly for pleasure) has been, and is, viewed as a non-masculine activity and many boys would much rather watch TV, see a movie or video or play afiction - type computer game than read a book. They seldom see their fathers/male guardiansreading and get the impressions it is not a male thing . This has resulted in difficulties inmiddle and later schooling as we expect students to use books and reference books as their mainsource of information increasingly as they progress from secondary to upper secondary and tertiarycourses.Some researchers believe this is one of the many causes for the decline in the academicperformance of boys in all subjects relative to girls, and in real terms, over the last 15 years -coinciding with a major increase in technology and non-written forms of information . As Principalsand teachers we have to monitor what students are doing on the computer . The computer can beused as a tool to improve literacy but this is dependent on quality programs with accompanyingwritten materials or interactive programs which enable the student to take a less passive role. Somecomputer games develop skills, strategies and problem solving techniques but need to be evaluatedbefore being included in the schools' repertoire ofcomputer software.

MALE ROLE MODEL

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It is time to revisit the most critical ingredient in helping our boys balance their lives, behaviour andacademic performance - the teacher. In particular male teachers and male staff in general, have aspecial role to play in the lives of boys in each school. Steve Biddulph in "Manhood" and "RaisingBoys" speaks of the necessity for a young male to identify with another older male whether there isa father or male guardian at home or not. It is clear that boys have difficulty relating to their homefather during puberty and we should provide other males with whom they can spend time, talk toand gain some experience in appropriate male pursuits or discuss issues that are worrying them.This can occur if trust is present between boy and male mentor. In some schools that person couldbe his Maths Teacher, Year Coordinator, Deputy Principal, School Based Police Officer or anyother male member of staff - Teaching or Non Teaching. Outside school such a mentor could be anuncle, cousin, football coach, friend's father or doctor. It is vital for each boy to have one or moremale role models to talk with and to be with and experience "being male" together in a nonfather/son relationship .

If this is lacking both in and out of school then the peer group becomes the only and oftenquestionable source of information, modelling and values decisions. All male staffshould be awareof their role and we as teachers and administrators should implement some type of system in ourschools to facilitate that interaction . We need to help boys view male staff as approachable mentorsand we need to give male teachers the skills and knowledge to talk with boys in a non subject orclass setting where all issues can be discussed in an open, non judgemental, caring way.

-kltA

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[an LillicoWhen speaking with boys throughout Australia and New Zealand most had a staff member or maleperson in their lives with whom they could learn about being male. Some of these "role models"were perhaps 1oor choices due to a lack of appropriate, approachable males at school or in theirfamily . Every interaction between males in class, in the playground, at camps, at excursions, inshopping centres - wherever, is an opportunity to teach our young males that the stereotypicalmacho, beer swilling, wife beating male role models of the 1950's are no longer the norm, desirableor tolerable in our current society, and that there are many alternatives to masculinity that arewholesome, varied and equally acceptable .

In the United Kingdom and University of Western Australia research has proved that a Principalwho takes time to be with, praise and stand alongside their students make an overall difference tothe ethos and performance of both staff and students in the school . If the Principal is male this haseven more impact on the boys in the school and praise correctly given by a senior teacher has aspecial place in helping boys with low motivation and / or low selfesteem. Many theorists are now

OTHER FACTORS :

saying that to have an impact on a students' negative behaviour a chastisement about theirundesirable behaviour must be balanced by 4 inputs of praise (even subtle ones such as apat on theback) in the same lesson. This'is particularly important for boys who need to maintain a positiverelationship with a teacher before any real subject improvement or behaviour modification ispossible, as has been stated previously .

One way of doing this that has been around for some time, but very powerful, is an "I-Message" -an integral part of the Teacher Effectiveness and Parent Effectiveness (TET and PET) Trainingcourses that were popular in WA in the 1980s. These manuals can still be obtained in most schoolsand the teacher version is referenced at the end of this paper.

Basically this technique separates the student from their behaviour, thereby retaining a relationship.It clearly outlines to the student the impact his poor behaviour is having on the teacher and why it isa cause of concern for the teacher. If there is respect for that teacher, as mentioned before, it willmake some difference to action in the future which the teacher deems inappropriate . I-1Vlessagesneed to be learnt and practised but are extremely powerful tools - particularly for boys .

The issue of the number of male teachers in the teaching profession (particularly in the primarysector) is a matter for concern as we need men to be there for the boys as well as to demonstratethat teaching is a caring profession where men can participate actively and successfully . We needto devise strategies to attract males to Teaching, Nursing and other professions seeminglydominated by females to help balance those areas.

. _

The campaigns over many years to attract girls to historically male jobs has been very successfulbut the reciprocal issue of attracting males to female jobs has not occurred in the same proportionand needs addressing urgently . This is of particular importance to the boys as the job market forlabouring jobs is diminishing as technology reduces the number of people necessary in any worksituation with a consequent increase in robotics and more advanced labour saving machinery .

As well as the disappearance of many traditional male careers there has been a marked increase inmale anxiety regarding the future, employment prospects, role uncertainty and a marked increase inthe male suicide rate . Since the 1950s the suicide rate for boys aged between 15 and 24 has nearly

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quadrupled. The rate for girls has remained steady and low over the same period . Suicide inAustralia is now the major cause of death for males up to the age of 25 - overtaking deaths frommotor vehicle accidents.

Addressing the issues of boys learning, lifestyle, behaviour and self-esteem in the courses we mustintroduce should address the problem in time. It is a sad, depressing statistic we must start to talkabout with our young men after gaining the knowledge and skills to do so in an appropriate,effective manner .

While visiting the other states of Australia and New Zealand it was interesting to note that WA isthe only state where, currently, there aren't any Government Single - Sex schools. The debate overSingle Sex schools versus Co-Educational schools is very well summarised in a booklet producedby the Tasmanian Department of Education, Community and Cultural Development (Reference 9),and well worth reading .

Research has shown that girls do better in single sex schools but, at the moment, boys generallydon't make significant gains. They do, however, offer a less distracting learning environment, free

SUMMARY:

from intimidation by the opposite sex . Boys are more corrifortable with risk taking and explorationof non-traditional gender roles . They can also explore less stereotyped roles and choose morecultural and artistic pursuits. Learning practices can be tailored to meet their needs and the wholeschool can focus very deliberately on producing "better men".

Friendship and camaraderie among the boys (as in girls schools) can develop much better and morelife long friendships are established . In a new age school with chosen staff, relevant curriculum andappropriate discipline boys' academic and behavioural improvement should also occur. I was veryimpressed by the boys schools I visited and particularly noted the healthy staff/ student interaction,school tone, more relaxed but motivated students, focused student attitudes and general "feeling" ofthese schools as great places to be. Western Australia, I believe, should set up some single sexschools, and do some action research to see ifthe overall improvement in outcomes is achieved.

Middle Schooling and the principles of a Middle School environment provide the ideal setting inwhich boys can flourish. I believe the move in WA towards Middle Schooling will improve theoutcomes for boys by the very nature of the longer, closer association with fewer teachers and thestudent centred learning style . We can then focus on students in those Middle School years withoutbeing compromised by the needs of upper school students and tertiary institutions. Theconcentration on holistic, outcomes based education for boys in a middle school setting is an ideallaunching ground to tackle some of the issues surrounding boys' educational needs.

t 0, .

In conclusion there is no doubt that the problem of boys learning is a very complex one. There aremany historical, cultural and societal reasons for the decline in boys learning and behaviouraloutcomes over the last 3 decades and the issue is emotive and requires a long-term cultural shift in

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the way schools operate. It will mean re-thinking our curriculum, pedagogy, teacher training,professional development, pastoral care policies, MSB policies, value systems and schoolstructures .

We need both men and women as teachers and administrators in our schools trained in mentoringboth boys and girls due to an increasing erosion of traditional family life. There are many programs,structures and initiatives that schools can develop which, over time, will make a difference in boththe short and longer term. We need to work with parents, and particularly fathers, to get them moreinvolved in their child's learning and general development into adulthood. Schools should offerforums for parents to discuss some of the problems they face at home and work with them using theassistance of teachers and other professionals.

I have only touched on a few of the issues surrounding the concern about boys' learning in schools,but I hope this will stimulate further debate, and lead to more action research in our WesternAustralian schools. The time is overdue to throw out some of our archaic practices and policies inschools that are not working for our boys. If schools are to remain the major source of education forall our children, we must ensure that boys get a better deal . We must experiment with alternativeways of doing our core business - helping each student (boy or girl) realise their maximumpotential in a safe, caring environment.

Ian LillicoPrincipal, Bullsbrook District High School10/11/98REFERENCES:

1 . Boys Talk : A program for young men about masculinity, non violence andrelationships.

Brooke FriedmanBoys and relationships SA, Adelaide .Note - This resource can be used at a program for boys as well as a PDtool, and is essential reading for all of us from pp 9 - 41

2. Teaching the boys : New research on masculinity and gender strategies for schools.RWConnellThe University of Sydney

3 . Boys work : Whosework ? The changing face ofgender equity programs in the 90's - Adiscussion paper.

Lyn Martinet

4. The Boys in Schools Bulletins (quarterly)The Men and Boys Project,Family Action CentreThe University ofNewcastle

5 . Getting Dads involved in Schools.The Father Care InitiativeFamily Action CentreThe University of Newcastle

Page 126. Raising Boys

Steve Biddulph (1997)Sydney : Finch Publishing

7 . ManhoodSteve Biddulph (1994) An action plan for changing men's lives.Sydney : Finch Publishing

8. What about the Boys ? : Strategies in Boys EducationChris BonnorPrincipal, Asquith Boys High SchoolNSW Secondary Principals Council, June 1997

9. Should we Group Students According to their Sex ?Department of Education, Community and Cultural DevelopmentEducation Planning BranchTasmania, November 1996

10 . Catering for the Boys - Middle Schooling at Wesley CollegePrime Focus (August Edition)Professional Journal ofthe Victorian Primary Principals Assoc .John BednallHeadmaster, Wesley College.

11 . Improving Boys' Education (A manual for schools)Men and Boys ProjectFamily Action CentreThe University of Newcastle

12. Teacher Effectiveness Training (TET) .Dr Thomas Gordon, 1974Peter H. Wyden / PublisherNewYork

13 . Teaching Boys to Become Gender BilingualJohn Bednall1995 : The University School PressHunting Valley, Ohio

14 . Boys in Schools - Addressing the real issues.Rollo Browne & Richard FletcherFinch Publishing, 1995

15. Leaving Early - Youth suicide : the horror, the heartbreak, the hope .Bronwyn Donaghy

.HarperHealth: 1997