As it turns out, kindergarten-age girls have far better self-regulation than boys. Claire Cameron from the Center for the Advanced Study of Teaching and Learning at the University of Virginia has dedicated her career to studying kindergarten readiness in kids. They are more performance-oriented. Arguably, boys' less developed conscientiousness leaves them at a disadvantage in school settings where grades heavily weight good organizational skills alongside demonstrations of acquired knowledge. On the whole, boys approach schoolwork differently. Conscientiousness is uniformly considered by social scientists to be an inborn personality trait that is not evenly distributed across all humans. Doodling during a lecture for example crossword clue 4 letters. This contributes greatly to their better grades across all subjects. Sadly though, it appears that the overwhelming trend among teachers is to assign zero points for late work. Getting good grades today is far more about keeping up with and producing quality homework—not to mention handing it in on time. They are more apt to plan ahead, set academic goals, and put effort into achieving those goals. This self-discipline edge for girls carries into middle-school and beyond. The findings are unquestionably robust: Girls earn higher grades in every subject, including the science-related fields where boys are thought to surpass them. Less of a secret is the gender disparity in college enrollment rates. Girls' grade point averages across all subjects were higher than those of boys, even in basic and advanced math—which, again, are seen as traditional strongholds of boys.
In one survey by Conni Campbell, associate dean of the School of Education at Point Loma Nazarene University, 84 percent of teachers did just that. The whole enterprise of severely downgrading kids for such transgressions as occasionally being late to class, blurting out answers, doodling instead of taking notes, having a messy backpack, poking the kid in front, or forgetting to have parents sign a permission slip for a class trip, was revamped. Doodling during a lecture for example crossword clue 10 letters. These researchers arrive at the following overarching conclusion: "The testing situation may underestimate girls' abilities, but the classroom may underestimate boys' abilities. Tests could be retaken at any point in the semester, provided a student was up to date on homework. Trained research assistants rated the kids' ability to follow the correct instruction and not be thrown off by a confounding one—in some cases, for instance, they were instructed to touch their toes every time they were asked to touch their heads. These core skills are not always picked up by osmosis in the classroom, or from diligent parents at home.
This begs a sensitive question: Are schools set up to favor the way girls learn and trip up boys? Not uncommonly, there is a checkered history of radically different grades: A, A, A, B, B, F, F, A. One such study by Lindsay Reddington out of Columbia University even found that female college students are far more likely than males to jot down detailed notes in class, transcribe what professors say more accurately, and remember lecture content better. In a 2006 landmark study, Martin Seligman and Angela Lee Duckworth found that middle-school girls edge out boys in overall self-discipline. Or, a predisposition to plan ahead, set goals, and persist in the face of frustrations and setbacks. This finding is reflected in a recent study by psychology professors Daniel and Susan Voyer at the University of New Brunswick. Teachers realized that a sizable chunk of kids who aced tests trundled along each year getting C's, D's, and F's. A few years ago, Cameron and her colleagues confirmed this by putting several hundred 5 and 6-year-old boys and girls through a type of Simon-Says game called the Head-Toes-Knees-Shoulders Task. By the end of kindergarten, boys were just beginning to acquire the self-regulatory skills with which girls had started the year. For many boys, tests are quests that get their hearts pounding.
Curiously enough, remembering such rules as "touch your head really means touch your toes" and inhibiting the urge to touch one's head instead amounts to a nifty example of good overall self-regulation. She's found that little ones who are destined to do well in a typical 21st century kindergarten class are those who manifest good self-regulation. This last point was of particular interest to me. Not just in the United States, but across the globe, in countries as far afield as Norway and Hong Kong. They also are more likely than boys to feel intrinsically satisfied with the whole enterprise of organizing their work, and more invested in impressing themselves and their teachers with their efforts. The outcome was remarkable. Since boys tend to be less conscientious than girls—more apt to space out and leave a completed assignment at home, more likely to fail to turn the page and complete the questions on the back—a distinct fairness issue comes into play when a boy's occasional lapse results in a low grade. I have learned to request a grade print-out in advance. Let's start with kindergarten. These skills are prerequisites for most academically oriented kindergarten classes in America—as well as basic prerequisites for success in life. Gwen Kenney-Benson, a psychology professor at Allegheny College, a liberal arts institution in Pennsylvania, says that girls succeed over boys in school because they tend to be more mastery-oriented in their schoolwork habits.
At the same time, about 10 percent of the students who consistently obtained A's and B's did poorly on important tests. In fact, a host of cross-cultural studies show that females tend to be more conscientious than males. Grading policies were revamped and school officials smartly decided to furnish kids with two separate grades each semester. They discovered that boys were a whole year behind girls in all areas of self-regulation. As the new school year ramps up, teachers and parents need to be reminded of a well-kept secret: Across all grade levels and academic subjects, girls earn higher grades than boys. They found that girls are more adept at "reading test instructions before proceeding to the questions, " "paying attention to a teacher rather than daydreaming, " "choosing homework over TV, " and "persisting on long-term assignments despite boredom and frustration. " The latest data from the Pew Research Center uses U. S. Census Bureau data to show that in 2012, 71 percent of female high school graduates went on to college, compared to 61 percent of their male counterparts. In 1994 the figures were 63 and 61 percent, respectively. These days, the whole school experience seems to play right into most girls' strengths—and most boys' weaknesses. This is a term that is bandied about a great deal these days by teachers and psychologists.
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