Teachers who have experience in an all boys’ environment recognize that boys arrive to school fidgety, less organized and with a fascination for exploration, adventure and building. North Point School is about changing the way that boys are taught on every level, working with their strengths and appealing to their individual learning style.
Research shows that boys develop language skills later than girls, and yet the pressure to read and write begins early in kindergarten, putting boys at a disadvantage right out of the gate, often turning them off school before they can develop a love of learning.
In the past decade boys have fallen behind in classroom achievement, numbers going on to post-secondary education, and numbers getting jobs out of University. The research points to an education system not ideally designed for how many boys learn and behave. A system that once focussed on math and science and encouraged good healthy competition, now focusses on reading and writing and rewards students who can sit still and listen quietly. This approach is not very effective for many boys, who tend to be kinesthetic learners, making them behaviour problems in the classroom simply because they listen and learn better if they can move around and manipulate things.
…schools for boys focus with intention on learning that addresses not only how to excel in academics but also how to grow into a young man of integrity and empathy.
– INTERNATIONAL BOYS’ SCHOOLS COALITION
We Know Boys
- Boys tend to be Visual and Kinesthetic learners.
- Boys process and express emotions differently than girls.
- Boys need male role models.
- Boys and girls develop different skills at different stages.
- Boys mature later than girls – physically and socially.
- Boys are curious and creative.
- Boys have boundless physical energy.
- Boys can be impulsive.
- Boys tend to be disorganized.
- Boys are competitive and are risk takers.
It is with this understanding that we have created an environment that celebrates boys’ strengths and interests, understands areas of growth, and is realistic about behaviour expectations.