The Differences in Academic Coaching of Boys and Girls

Guest post by Sally Lee

 Since boys belong to Mars and girls belong to Venus, they have different emotional, linguistic and intellectual builds and tolerance levels. Thus, it is important that major differentiation in different facets of academic coaching of both boys and girls need to be considered and implemented, although this should be done in subtle and restrained manner, thereby ensuring that they are not aware of the fact that they are being treated differently by educators and educational practitioners.

Gender differentiations: Research studies have shown that girls and boys react differently to stimuli and their tender and sensitive brains process information differently. A boy’s brain is essentially divided into separate areas, domains, categories and compartments, which each segment processing inputs differently and reacting differently. However, in the case of girls, the brain, through smaller, is more integrated and reactive. Girls deal more at the emotional level while for boys it is more of being pragmatic and dominative. Boys love to dominate and be aggressive while girls tend to be protective and caring. This is important since it impacts upon learning, retention and recall which are imperative for academics and is different for both girls and boys.

Physical and intellectual growth and development: Another important aspect that distinguishes between boys and girls is that of physical development. Brain development of boys is faster than that of girls, they display aggressive and competitive characteristics at early age and love a challenge, whether of physical prowess or mental abilities. Boys tend to naturally over exaggerate their own abilities and love to have a brawl in school, even though they know they would eventually lose out. This is particularly true in academics too, mirrored in high levels of dropouts when compared to girls, higher disciplinary referrals, lowered academic performance when compared to girls and higher diagnosis  as patients for brain related learning disorders and deficits, learning difficulties  and other brain problems/issue affecting academic performances.

Emotional and proactive/re active structuring: Academically speaking, during start up, boys are indeed a year behind girls in academic achievements but boys do catch up by the 5th or 6th Grade. The facts that girls are emotionally much calmer, composed and careful in assessing situations and scenarios make them good at reading facial emotions, expressions and reacting accordingly.  They are better than boys when reading and interpreting body language but are not as well up as boys in social skills, sports and field activities. However, they excel in cultural and on stage activities and shows, perhaps bettering their male counterparts in display of histrionics skills.

Considering that both boys and girls react and respond differently to academic inputs, it is indeed important that educators need to consider innate skill differentiations when coaching them, since they would be providing different response time, deliberations and outputs, depending on several variables, internal or external. This also needs to consider that the reactions of both boys and girls to external academic inputs would be quite different, considering that by nature, that boys are quite domineering, aggressive and overriding in nature, while girls more protective, caring and tender in their reactions to people, situations and circumstances. For best career, all students are taking online essay writing services & professionals.



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