Balgowlah Boys and Marist College Eastwood collected the HSC charts

Despite the scope of the problem, the undererforms of the boys has not been given adequate political attention, he claims, with the latest parliamentary revision on the education of the boys, Guys: do it wellIn 2002.

“All school children deserve the attention and resources necessary to achieve their full potential, but a particular priority must go to those who fight academically, the proverbial” lower tail “of performance”, says the report.

“The boys have twice the probability compared to the girls to score in the lowest performances of the literature in the literacy domains. Even in the numbering, in which the boys traditionally exceed girls on average, it is equally likely that the lowest artists are boys,” he says.

It also notes that “the highly disruptive Australian classrooms for world standards are more likely to disadvantage the learning of the boys”.

At the Marist College Eastwood, which has doubled its success rate HSC – or marks over 90 – in the last ten years, the principal Silvana Rossetti says that the school of children focuses on the construction of a sense of belonging to school.

“We have a former students’s tutoring program and we have ex students who are still very connected to the school and are models of role so good”.

“The involvement of the parents is fundamental and maintaining a high involvement in the central years 9 and 10. With the children, it is essential that they do not fly under the radar and remain behind. We use teaching techniques in which all students must actively participate in the class,” says Rossetti.

At the All-Boys Patrician Brothers College Fairfield, the school uses an early intervention program in the year 7 to identify students at risk of being left behind. “Children in these days are not greedy readers and understanding of reading is the key to success in all areas,” says the principal Peter Wade.

“Explicit teaching, highly active learning in the classroom and encouraging the boys to find their voices are some of the strategies that led to students much more involved and academic growth”.

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Sheather believes that there should be a wider national discussion on how to teach children.

“We knew quickly after I started in Balgowlah in 2009 that self-direct learning or discovery did not work and that it was particularly demanding for children with lower disabilities or abilities. We went to the other side of the spectrum with explicit teaching, which also makes the management of the class simpler,” he says.

“Boys are generally not large readers. We have set texts like Lord of the Flies AND Romeo and Giuliettathat really like them. The teachers must be on top of their game and there is a real class discussion, everyone is involved. “

The report also notes that the gap in reading the fun between the boys and girls of the year 4 is wider in Australia than in other countries.

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It also indicates the importance of increasing the participation of the girls in Stem as a “important objective in itself, but it must not be at the expense of equivalent efforts to help boys fight in literacy”.

The number of male teachers in Australian schools is low, observes the report, which decreases to 28.1 percent from 33 % in 2001.

While Sheather believes that there are some advantages of single sex schools, teaching methods can be applied to Co-and and single-class schools and “children can thrive” in both environments.