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Teaching the Male Brain

This guide explores essential insights into male brain development and behavior, offering valuable tips for educators. Discover how males perceive light intensity, respond to stress, and the importance of highlighter color choice in the classroom. Learn the ideal wait time for student responses and strategies to capture students’ attention effectively. Understand the developmental differences in brain regions that influence self-control. Equip yourself with knowledge to better support male learners and enhance their educational experience.

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Teaching the Male Brain

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  1. Thornton Teaching the Male Brain

  2. Question #1: • Men prefer about ______ as much light as women.

  3. Answer: • Men prefer about halfas much light as women. pg. 20

  4. Question #2: • What do males tend to do under stress?

  5. Answer: • Males tend to stay and defend themselves in the situation or flee. pg. 27

  6. Question #3: • How long should a teacher wait for a student to respond after a question has been asked?

  7. Answer: • A teacher should wait at least 30 seconds and then allow the student the opportunity to “phone a friend.” pg. 38

  8. Question #4: • What color highlighter should boys use in the classroom? Why?

  9. Answer: • Boys should use green and blue highlighters in the classroom. pg. 32

  10. Question # 5: • Which part of the brain has an earlier development for girls and the source for better self-control?

  11. Answer: • The prefrontal cortex develops earlier for girls and causes them to have better self control. pg. 18

  12. Question #6: • ______ is the ability to analyze mental manipulations of visual information requiring several steps to complete.

  13. Answer: • Spatial Visualization is the ability to analyze mental manipulations of visual information requiring several steps to complete. pg. 25

  14. Question # 7: • Give two suggestions for teachers to use when trying to seek students’ attention.

  15. Answer: • Tapping the page or following along with your finger is one suggestion to get a child’s attention. • Use an alarm to help students recognize if he/she is focused. • Positive self talk and shifting tasks are two other suggestions to get the attention of the students. pg. 34

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