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St. Mark's School of Texas

#1 Best All-Boys High Schools in Texas

Parent: I have friends who are attending various private and public schools in the Dallas-Fort Worth area from grades 5 on through 12. In sitting down with the other dads it is undoubtedly true that no school has done more to prepare post the outbreak of the pandemic then St Mark's. Not only their children but their administration and teachers are out of this world!... Not only did the school literally review replace hundreds of things across the campus, they've also implemented a fantastic screening program, testing program, and communications program for SARS-COVID19... I know that when selecting schools grades, scores and college admissions are the number one priority. I never thought I would pick a school based upon their ability to handle a medical global outbreak... The school has literally blown us away! We are thankful that our son is there and hope that other schools can use them as a benchmark going into the winter of the pandemic. Read 72 Reviews

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1 Best All-Boys High Schools in Texas Parent: I have friends who are attending various private and public schools in the Dallas-Fort Worth area from grades 5 on through 12. In sitting down with the other dads it is undoubtedly true that no school has done more to prepare post the outbreak of the pandemic then St Mark's.

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A mixed learning environment can have lots of benefits. But some teaching strategies may not apply well to both genders. The way that both boys' and girls' brains tick is different. Here are some ways of getting boys to learn that differ from girls.
Keep boys active
Boys will often fidget more in the classroom than girls, swaying on their chair or doodling with a pen and paper. Quite often this is not out of defiance - it is simply because boys feel the urge to stay active more. It's for this reason that practical learning can often be more beneficial than having to read or be dictated to (girls are naturally more word-focused and so may benefit more from these strategies).

There are many outdoor games that can encourage boys to learn. However, there are also many strategies more suited to indoors. Educational video games have taken off and can often be a great motivational tool (they can be even be reserved as a treat). Arts and crafts games meanwhile can be great for getting boys' hands busy.
Give reasoning with criticism
Generally, boys will find it difficult to take criticism onboard if there's not sufficient reasoning behind it. They can't just be told something is wrong - they need to know why it's wrong. Girls may be more trusting of a teacher's judgement - if they continue to do it wrong it may be out of defiance. Boys may continue to make an error over and over again because they haven't been thoroughly explained why it is wrong.
Encourage healthy competition
Boys are naturally much more competitive. When it comes to performing well in class, they may try to compete against other classmates. Girls in contrast are much more likely to succeed in order to do parents and teachers proud.

Whilst it is good to encourage some competition in class, this has to be healthy competition that doesn't make those that aren't achieving feel worthless or develop contempt for those achieving high. Competing in teams can be a great way of benefitting both boys and girls - the boys will be motivated to outdo other teams, whilst girls will be motivated to collaborate and prove themselves within the team.
Don't let high achievers get complacent
When it comes to getting high grades, boys may get more complacent than girls. It's not uncommon for girls to get straight 'A's and still put themselves down for not achieving more - something that can be frustrating for teachers. These high-performing girls need to be continuously encouraged even if they are doing well. Boys meanwhile are less likely to be as self-critical if they are achieving high. They may not need the extra praise that girls do and it could cause them to slack. This is common with boys achieving straight 'B's - many may be happy to continue getting these grades despite being able to do better. Positively encouraging boys that they are capable of even more and drumming this into them may spur them to go that extra mile.
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A mixed learning environment can have lots of benefits. But some teaching strategies may not apply well to both genders. The way that both boys' and girls' brains tick is different. Here are some ways of getting boys to learn that differ from girls.

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Barack Obama Male Leadership Academy at A. Maceo Smith / Barack Obama Male Leadership Academy

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Barack Obama Male Leadership Academy at A. Maceo Smith

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San Antonio Academy of Texas San Antonio, TX

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San Antonio Academy of Texas San Antonio, TX

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San Antonio Academy of Texas - Private Boys School

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Founded in 1886, San Antonio Academy is among the best private independent schools in San Antonio for pre-kindergarten, elementary and middle school boys.

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https://consortium.uchicago.edu/publications/teaching-adolescents-become-learners-role-noncognitive-factors-shaping-school

https://consortium.uchicago.edu/sites/default/files/2018-11/The%20Role%20of%20Noncognitive-Aug2017-Consortium.pdf

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If you would like to order multiple copies of this report, please visit Amazon for pricing information.

PERTS and UChicago Consortium have developed a survey for practitioners to gauge their students' academic mindsets, based on the research reviewed in this report. Click here for more information.

Learn more about the noncognitive factors associated with academic performance:

Teaching Adolescents To Become Learners summarizes the research on five categories of noncognitive factors that are related to academic performance: academic behaviors, academic perseverance, academic mindsets, learning strategies and social skills, and proposes a framework for thinking about how these factors interact to affect academic performance, and what the relationship is between noncognitive factors and classroom/school context, as well as the larger socio-cultural context.

It examines whether there is substantial evidence that noncognitive factors matter for students' long‐term success, clarifying how and why these factors matter, determining if these factors are malleable and responsive to context, determining if they play a role in persistent racial/ethnic or gender gaps in academic achievement, and illuminating how educators might best support the development of important noncognitive factors within their schools and classrooms.

The review suggests some promising levers for change at the classroom level, and challenges the notion that hard work and effort are character traits of individual students, instead suggesting that the amount of effort a student puts in to academic work can depend, in large part, on instructional and contextual factors in the classroom.

In addition, the review also presents challenges for future research on noncognitive factors.

This work was supported by Raikes Foundation and Lumina Foundation.

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Teaching Adolescents to Become Learners: The Role of Noncognitive Factors in Shaping School Performance

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This UChicago CCSR report summarizes the research on five categories of noncognitive factors that are related to academic performance, and proposes a framework for thinking about what the relationship is between noncognitive factors and classroom/school context, as well as the larger socio-cultural context.

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Five Classroom Management Strategies That Work

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Five Classroom Management Strategies That Work

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Be specific when identifying a problem behavior. ...

Set up the classroom environment for success. ...

Teach and reinforce new social and behavioral skills to preserve a positive classroom climate. ...

Actively engage students in tangible ways. ...

It's hard work!

https://ies.ed.gov/ncee/edlabs/regions/appalachia/blogs/blog23-five-classroom-strategies-that-work.asp

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Students have individual learning style preferences including visual (V; learning from graphs, charts, and flow diagrams), auditory (A; learning from speech), read-write (R; learning from reading and writing), and kinesthetic (K; learning from touch, hearing, smell, taste, and sight

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Thus, male and female students have significantly different learning styles. It is the responsibility of the instructor to address this diversity of learning styles and develop appropriate learning approaches

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do men and women learn differently and/or have different preferred ways of learning? Are there male and female preferences in learning styles rooted in evolutionary biology and/or overwhelming social differences? Are these appropriate questions in this era of “political correctness” and why would we ask these questions anyway? We ask these questions because the answers may dramatically alter the ways in which we teach.

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One way to improve student motivation and performance is to adapt teaching approaches to meet the different learning style preferences of our students (21). Learning style preferences are the manner in which, and the conditions under which, learners most efficiently and effectively perceive, process, store, and recall what they are attempting to learn

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Knowing the students' learning style preferences will aide in the development of the most effective teaching approaches 

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Knowing the students' learning style preferences will aide in the development of the most effective teaching approaches 

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The three major sensory modalities are defined by the neural system that is preferred when receiving information: visual (V), aural (A), and kinesthetic (K), collectively known as VAK

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Students with a V preference learn best by seeing or observing (drawings, pictures, diagrams, demonstrations, etc). Learners that prefer A are best suited to learn by listening to or recording lectures, discussing material, and talking through material with themselves or others. R-type learners learn through interactions with textual materials. K-style learners perform best by using physical experiences: touching, performing an activity, moving, lessons that emphasize doing, and manipulation of objects.

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Student learners are capable of using all of these sensory modes of learning; however, each individual has a unique preference, or set of preferences, in which one mode is often dominant (8). Learners with a single learning style preference are referred to as unimodal, whereas others preferring a variety of styles are known as multimodal

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.VARK was selected due to its ease of use (a simple 13-question survey), its free availability online for both students in this study and for readers of this article who may wish to use this tool in their classroom, and its simplicity of online usage for students and instructors to learn more about their own, or their students', learning styles

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http://www.vark-learn.com/english/page.asp?p=questionnaire

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VARK Questionnaire: How do you learn best?

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Fill in the VARK questionnaire to find out your learning style - do you prefer to use Visual, Aural, Read/write or Kinesthetic learning strategies, or a combination?

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Download PowerPoint

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https://vark-learn.com/the-vark-questionnaire/?p=questionnaire

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VARK Questionnaire version 8.01
Choose the answer which best explains your preference and click the box next to it. Please click more than one if a single answer does not match your perception. Leave blank any question that does not apply.

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VARK Questionnaire version 8.01 Choose the answer which best explains your preference and click the box next to it. Please click more than one if a single answer does not match your perception. Leave blank any question that does not apply.

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assess gender differences in learning style preferences

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Importantly, 87.5% of males but only 45.8% of females preferred multiple modes of presentation. Thus, in contrast to females, the majority of males preferred multiple modes of information presentation. Male students may adjust to the different teaching styles faced in a day or they may opt in and out of alternative strategies, such as being visual in cardiovascular physiology and reading/writing in respiratory physiology

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The knowledge of student preferred learning styles is vital if we, as educators, are to provide tailored strategies for individual students (11). Knowing students' preferred learning style also helps to overcome the predisposition of many educators to treat all students in a similar way (11) as well as motivate teachers to move from their preferred mode(s) to using others. In so doing, they can reach more students because of the better match between teacher and learner styles

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This may require instructors to stray from their own preferred mode(s) of teaching and learn to using a variety of styles, which will positively affect learning. By using a variety of teaching approaches, teachers will reach more students because of the better match between teacher and learner styles

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The key to retaining a broad swath of students interested in science is differentiated instruction, a teaching style that derives from multiple pedagogical approaches and not a singular approach

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a person's preference as to whether tasks or activities are presented to appeal to auditory, visual, tactile or kinesthetic senses (modality preference) is an important consideration for educators (4).

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In addition, VARK encourages teachers to respect differences and reject negative judgments about learners. VARK promotes the idea that students are able to learn in different ways, providing that the methods of teaching are appropriate to the students' preferences. The approach encourages learners and teachers to believe that it does not matter how people learn as long as they do learn.

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VARK also encourages teachers to reexamine their own learning and teaching styles. Finally, VARK encourages teachers and students to talk about learning and gives them a language (e.g., kinesthetic) that may legitimize behaviors, such as moving about the room, etc

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The “flipped classroom” approach of the active learning model incorporates in-class activities, group work, real-time surveys and other tools to help students apply knowledge through deliberate practice during class time.

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The “flipped classroom” approach of the active learning model incorporates in-class activities, group work, real-time surveys and other tools to help students apply knowledge through deliberate practice during class time.

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According to Gillborn & Mirza (2000) “the gender gap” has widened over the years in favour of girls, but Gorard et al. (1999) do not share this opinion, and wonder if boys did indeed achieve better than girls during the last couple of decades

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Firstly,  vertical  educational  inequality  relates  to unequal  opportunities  among certain groups in society to reach a high education level. Indicators are achievement in primary and secondary school, level of secondary education, grade retention, early dropout, and graduation. Secondly, horizontal educational inequality concerns the differences between groups with respect to the distribution over educational sectors, which may l

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In the discussion on “the boy’s problem”  different  explanations are given for the underachievement of boys. Three levels are discerned. What is remarkable is that some of these explanations are the same as those that until recently were put forward for the explanation for the underachievement of girls

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In the discussion on “the boy’s problem”  different  explanations are given for the underachievement of boys. Three levels are discerned. What is remarkable is that some of these explanations are the same as those that until recently were put forward for the explanation for the underachievement of girls

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The suggestion that boys and girls supposedly have a different aptitude for particular learning styles – competitive versus cooperative – has also been dismissed in several studies. Other possible, explanatory pupil variables relate to attitudinal factors such as interest and motivation

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authors distinguish a male and female brain and conclude that this distinction has far-reaching consequences for the cognitive functioning and learning of boys and girls (

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parental involvement and support is greater for

girls than for boys. One explanation is that it is mostly the mothers who support the children and that they have a preference for their own sex. In particular much weight is ascribed to the influence of peers in research into the boys’ problem, i.e. boys aspire to an ideal  male image which  clashes with the culture  of a  school, while  girls develop  an ideal  female image  which fits in  very well

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the boy’s problem.” interventions used in the 1970s and 1980s to fight the educational delays of girls have now returned in a different guise to combat the so-called boys’ problem.

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a successful intervention from the past was to train teachers to deter gender stereotype behaviour by pupils when using computers.

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is to alter the anti-school attitude and disruptive  behaviour of boys.  Earlier on similar strategies were used to influence the gender stereotype choices of girls and their attitude to-wards science subjects – with little concrete results

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relate to the  “de-feminization” of  education by  hiring  more  male teachers and introducing single sex classes for certain subjects so that pupils (boys) do not feel inhibited by the opposite sex

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In the past, research into single sex classes and schools has been carried out, but the presumed positive effects – with girls in mind at the time – have never proved conclusive

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differences between boys and girls in primary and the first phase of secondary education (4- to 16-year-olds).
· To what degree does the position of boys in primary and secondary education differ from that of girls?

·  Have any differences between boys and girls increased during the last decades?

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·  cognitive competencies (achievement test scores);

· non-cognitive competencies (e.g. behaviour, motivation);

· school career outcomes (e.g. type of secondary education, subject choice)

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it can be concluded that the cognitive competencies of boys and girls in primary education do differ, but these differences in general amount to no more than “small

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). The relative position of boys and girls with regard to domain or subject varies. In general boys have an advantage in the domains of mathematics, world students and English language, while girls have a lead in the domains of (Dutch) language and reading.

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Boys somewhat more often were in the language special needs category (12 v. 10%) while girls somewhat more often were in the mathematics special needs category

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The results show that in some domains boys are better and in other girls. Boys are especially better in vocabulary (ES = 0.33), girls in literacy (ES = -0.39). In general, the differences are small to very small, however.

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Pertaining to social behaviour and work attitude girls were evaluated substantially more favourable than boys. And in addition to that, the gender difference in work attitude increases during the course of primary education. What is striking regarding motivation is that boys are much more focused on competition than girls. Girls in general do better on well-being and task orientation, but these differences are rather small.

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). Boys were considered as pupils with special needs much more often than girls (30 v. 22%). Girls more often show language and mathematics delays and internalizing problem behaviour

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It should be mentioned, however, that in the years between second and eight grade more boys than girls had been referred to special education

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This table shows that with regard to some of the non-cognitive competencies substantial gender differences exist in secondary education

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In special primary education the pupil population for two thirds consists of boys. In special secondary education even 72% of the population is a boy and their share is on the rise. More detailed data show that especially in schools for pupils with behavioural problems boys are strongly overrepresented; in 2009 their share amounted to about 80% (StatLine, 2010).

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Such age differences indicate that boys have repeated classes in primary education more often than girls

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Regarding the non-delayed transition from one grade to another, regardless the level, girls in nearly all instances perform somewhat better than boys

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The results show that regarding cognitive competencies girls do better than boys in reading and language. The differences in general are small though and apply to both primary education and the first phase of secondary education. Boys do better than girls in mathematics and science, but these differences are even smaller than for reading and language.

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In primary education boys are being evaluated much weaker than girls with regard to work attitude and social behaviour, and in grade 8 even more than in grade 2

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Boys also indicate that they are more emotionally stable and have more self-confidence. And while girls are more socially motivated, boys are more motivated by competition.

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They also more often have to repeat a year or become an early school leaver. More girls than boys participate in the upper levels of secondary schooling, i.e. those that directly prepare pupils for higher education. Male pupils overwhelmingly choose science/technology and economics/business courses. Female pupils more opt for socially relevant courses (healthcare, welfare), languages or education, with They also more often have to repeat a year or become an early school leaver. More girls than boys participate in the upper levels of secondary schooling, i.e. those that directly prepare pupils for higher education. Male pupils overwhelmingly choose science/technology and economics/business courses. Female pupils more opt for socially relevant courses (healthcare, welfare), languages or education, with

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The results do indicate that there is currently a certain degree of vertical educational inequality based on gender that works against boys. Their position in relation to education participation level, lagging behind academically and returns on education is more unfavourable nowadays than that of girls

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In view of the global pursuit of a knowledge economy and the current shortage of science workers on the job market, this inequality is chiefly to the disadvantage of girls, even though this is not an unchangeable ‘given’.