Boys! Have you ever wondered why sometimes your son doesn’t seem to hear you or why he doesn’t describe nouns like your daughter? LeeAnn Smith, mother of two boys and author of the blog “3 for school,” recently attended a virtual home school conference hosted by Heart of the Matter. Not surprisingly, one of her favorite speakers was Andrew Pudewa whose talk was titled “Teaching Boys Who Would Rather Be Building Forts.” LeeAnn has graciously given me permission to reprint her thoughts on the differences between boys and girls. Enjoy!

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Did you know that boys and girls are wired differently? Literally neurologically differently. Read Why Gender Matters by Leonard Sax.

Here are some practical differences including reasons boys and girls don’t do well in the same classroom. Now I finally know why I chose to homeschool my boys and am more ambivalent about my daughter. In words not just feelings.

For example, boys don’t hear quiet sounds. They don’t ignore me. They just don’t hear me. Pudewa suggested that if both boys and girls are in a classroom, the teacher should seat the boys on one side and the girls on the other and then stand in front of the boys so they can hear. He said many boys don’t do well in school because they cannot hear the teacher. I thought of the wiggly boys in Primary trying to hear quiet women’s voices. He also suggested that if our sons cannot sit still to do math, have them stand up to do it. See further down for more reasons.

Boys optimum learning temperature is 68 - 69 degrees. Girls is 74-75 degrees. Note to self: keep heat low this winter and have dear daughter and me bundle up.

Boys eyes have more m-cells which are connected to rods. They tend to track speed and motion. Girls have more p-cells connected to cones which track color and texture. Do you know a boy that draws with black and attempts to draw action? I do! Boys draw verbs in black; girls draw nouns in full color.

That sums up boys in language arts: they recognize verbs. Girls see nouns and descriptors. So when a boy writes a story with info left out, I can’t instruct him on adjectives and adverbs. He suggested something like, “Great story. Let’s add some action.”

How they handle emotions like being upset: Boys stomp around and make lots of noise. They need to stand up if they are upset because they think better on their feet, moving around. So don’t make them sit down to talk about it. They can’t if you want them to work through it. If a girl is upset, you have to go find her first. He suggested that you can usually find her on the couch with a blanket pulled over her head. Her bedroom in our case. No need to search for a boy unless he took off on his bike.

Related info: Boys react to pain with an increase of blood flow to the cortex. He suggested letting them hurt each other or they will hurt themselves. He recommended explaining to them that girls do not do well with pain so they need to take it out on each other, not on girls! I realized that in our society of today with so many women in positions of responsibility, we don’t allow our boys the freedom to do this. How many times have I told my boys to stop wrestling before they get hurt? Shame on me! I’ll clear valuables next time (what few I have left.) They have never been badly hurt. (Fight or flight very clear here!)

Related to this info, he told us that boys have to learn interesting, relevant, and applicable information. They see no reason for anything else. Pudewa said the most important motivator was to teach things that were intrinsically relevant. Those things are naturally interesting. He commented that knives and swords are universally interesting to boys. “They will invent them if the never see them.” How many moms can attest to that? Keep swords and guns out of the house, and a boy will invent them out of a stick!

If we try to teach our boys something that is not that intrinsically relevant but must be learned, he noted that creative teachers will invent games. But he noted that they must have positive and negative results, otherwise the boys might decide it’s not worthwhile and decide to opt out. For example, a teacher might give him a penny for every right answer, but he must pay the teacher $1.00 if he does not play. The rewards must be physical, not mental or emotional. Girls need those, not boys.

No wonder the few all-boys schools in this country have exceptional records. We need more!

Oh yeah, Pudewa suggested martial arts training for teaching boys discipline and focus. Boys have inherently short attention spans, and it helps them develop longer ones. It helps all the way around! I know boys whose parents enrolled them in tae-kwon-do to help them with dyslexia, and it does. He also suggested reading the book, The Five Love Languages by Gary Chapman.

As I listened to the speaker, I realized anew that those people who have spent the last who-knows-how-long trying to change boys have failed. They have only weakened and shamed boys. When we consciously understand and value boys again, we will change our world.

LeeAnn Smith
3forschool.blogspot.com

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Thank you, LeeAnn! This sure makes me think twice about the methods that I use to teach my son and my daughter. Maybe I’ll write a practical post on how to teach boys after I finish the series on step 3, “Supervising the Subjects.”

If you haven’t listened to my interview with Andrew Pudewa, hear what he has to say about how his homeschooling philosophy has changed over the years. He moved to Idaho to enroll his kids in Douglas Wilson’s classical school (based on the 12 year public school paradigm that I want you to toss!) and has gradually moved more towards the leadership model of Oliver DeMille. I know you’ll enjoy it! Next up, I’ll continue my series on “Supervising the Subjects” with a post on raising our teens to influence the culture.

The oldest surviving Latin text on communicating effectively, Rhetorica ad Herennium (possibly written by the ancient Roman orator Cicero), outlines five canons or principles by which all rhetoric is judged. These five canons form a template for critiquing speeches and written compositions as well as a pattern for educating your home school children in rhetoric. Adopted from classical Greek rhetors (orators) like Isocrates, Plato, and Aristotle, this definitive guide to rhetoric was studied by the most famous orator in ancient Rome, Quintilian, as well as leading Christian medieval and Renaissance orators like Saint Augustine, Desiderius Erasmus, and Sir Francis Bacon. Although our family has not read Cicero’s original text, we use a contemporary text, Classical Rhetoric for the Modern Student, by Edward Corbett which extensively explains and illustrates this tradition that has been practiced in Western culture for over two thousand years. Over the next 5 posts, I’ll reveal the template or pattern of classical rhetoric. Canon one, INVENTION, is the subject of this post.

Determine the Topic

Discovering the main idea of the speech or essay is the first step of invention. What do you want to talk about in your speech or essay? Aristotle organized the potential topics of speeches into two categories: common and special. Common topics included definition of terms, division of the material into parts, comparison of similarities and contrast of differences, and testimonies of authorities. Common topics could be applied to any idea. Special topics were related to the three classical discourses and included justice, honor, and worthiness.

Sometimes we brainstorm for topics, but usually we simply select one of the more interesting subtopics of our homeschool academic reading (history, literature, philosophy, Scripture, science, etc). For example, Connor is reading about the battle of Gettysburg in the novel, The Killer Angels, by Michael Shaara. When I gave him the book to read, I told him that I wanted a 10 paragraph paper from him on one debatable point. As he’s read the compelling narrative, he’s been struck by the honorable character of three officers: Lee, Longstreet, and Chamberlain. Now if you were heavily influenced by the stories your great grandmother told, you may not find all three men honorable because two of the men he’s chosen to write about were Confederate officers and one a Union officer. However, Connor is going to argue that their characters transcended their national loyalties. That’s a debatable point or idea; it’s not a simple declaration of objective fact, but rather, there is subjectivity in the idea which is supported by evidence.

Discover the Arguments

During invention, ask lots of questions and discover arguments to support your point of view or case. In this exercise, try to find the core conflict of the debate. What is the real issue? Ancient orators asked four types questions:

1. Is it true?

Questions of fact deal with truth which can be supported by actual objective evidence. In the example above, there are many facts to be examined such as Robert E. Lee and James Longstreet were both Confederate Generals while Joshua Chamberlain was a Union General.

2. What is it?

Questions of definition make a call about the nature of the idea. In our example, Connor would define character, the Confederacy, and the United States among other terms.

3. Is it important?

Questions of quality ask why the idea is important. Value judgments enter into these questions as each author will have differing opinions as to the importance or meaning of the idea.

4. Is this the right audience?

Questions of jurisdiction ask whether the venue for the speech or paper is the best for this issue or idea. An ancient orator would not present a deliberative speech to a judge just as the same orator would not present a forensic speech to a city council member.

The ultimate purpose of questions is to find arguments and evidence that support your point of view or case.

Develop the Thesis Statement

Once you’ve determined the topic of your speech or essay and developed the questions that support the topic, it’s time to develop a thesis statement. The word thesis often gives my writing students the quakes, probably because a good thesis statement is generally more difficult to create than a topic sentence. A topic sentence is a declarative statement which states a general fact usually followed by supporting facts. A thesis statement is a debatable point or claim. To be debatable, there must be differing opinions or conflicting facts which call into question the validity of the statement. Thus, the orator or author must prove his idea or claim with hard evidence. To distinguish between a topic sentence and thesis statement, I’ll provide an easy example from Connor’s essay:

• Robert E. Lee, James Longstreet, and Joshua Chamberlain were men of character. (a topic sentence)

• Robert E. Lee, James Longstreet, and Joshua Chamberlain were men of character because they allowed their decent, chivalric upbringing to transcend their nationalistic loyalties. (a thesis statement)

What’s the difference? The second sentence takes a position on each man’s upbringing that must be proven with evidence whereas the first sentence is a statement of fact which does not claim to know why they were men of character. There could be many unique reasons for why each man has character which makes the idea debatable. The debatable component of the idea is what makes invention so much fun and challenging. We think to uncover the truth which is the essential purpose of canon one of classical rhetoric, invention. Once you’ve invented your debatable idea, you can move on to canon two, arrangement, which is the subject of my next post.

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Do you have a child who struggles with writing thesis statements? Use the following acronym to help trigger debatable points: “www.asia.” Although Andrew Pudewa teaches this as a stylistic dress up, I think you could use it for another purpose:  developing a thesis.  “www.asia” stands for:

when

while

where

as

since

if

although

If you tacked any of these words onto the end of a regular topic sentence then add a supporting phrase, you might have a thesis statement that needs proof. Try it next time!

Tags: 5 canons of rhetoric, Andrew Pudewa, Cicero, classical discourse, classical rhetoric, communicating effectively, deliberative speech, forensic speech, home school, homeschool, inventio, invention, Rhetoric, Rhetoric ad Herennium, speeches, thesis statement, topic sentence, topics for essays, topics for speeches, written compositions

Composing a good impromptu speech in your home school takes some practice. Under most circumstances, you only have a little bit of time to think of what to say. Use this list of ideas to generate content for your impromptu speeches or high school SAT practice essays:

history

literature

Bible stories

current events

personal stories

movies

fairy tales

nature

hobbies

sports

In Andrew Pudewa’s High School Essay Intensive, he teaches the student to know one piece of content REALLY well. For instance, if your son loves The Lord of the Rings Trilogy like my son does, have him pull from that one piece of literature or set of movies to structure the illustrations for his impromptu speech or SAT essay. If your daughter loves Jane Austen, have her pull her illustrations from Pride and Prejudice or Emma. A young man who is a baseball fanatic could use his knowledge of the sport through time on the recreational team, biographies of great players like Willie Mays, or the Major League Baseball World Series to inform his impromptu speech. Current events like immigration and health care reform can fuel the speech of a savvy, informed student.

The point is this: don’t try to pull illustrations from your entire knowledge base. You only have a short amount of time to organize your thoughts for the impromptu speech or the SAT essay, so use knowledge with which you are VERY familiar! To illustrate, let’s say 3 students were given the same topic, “bondage,” for the impromptu. The LOTR devotee could talk about how the ring represented bondage to several characters like Gollum, Aragorn, and Frodo. Jane Austen fans could discuss marriage as desirable bondage in both Emma and Pride and Prejudice. The baseball fan could get creative and talk about how MLB players are bound by a contract to the team until it expires and little league players are bound to follow certain rules of play.

Use the knowledge that you already have mastered in an area of interest like history, literature, sports, current events, or hobbies to make your homeschooling impromptu or SAT essay writing experience easier! Also, if you aren’t already using the TRIAC method for organizing your impromptu speech or essay, give it a shot.

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Want to read more teaching tips for effective written and oral communication? Read my post on using prompts in homeschool essays and speeches.

Our home schooling philosophy is based on 24/7 learning, so it won’t surprise you to find that we use time in the car to learn! This weekend my family traveled to middle Tennessee for a family gathering in the Smokey Mountains. During the car trip down, David and I practiced impromptu speeches with a new technique called TRIAC that I learned last week from Andrew Pudewa. I’m used to preparing impromptu speeches from a 3 point mental outline (intro, 3 points, conclusion), but after a few rounds of impromptu with David (the kids declined our invitation to try it!), I’ve decided that I really like the TRIAC method better than the traditional method. Here’s what TRIAC stands for:

Topic

Restriction

Illustration

Analysis

Clincher

Ok, here’s how we “played” the impromptu game. I gave David a topic (birds), then he had 2 minutes to organize his thoughts using TRIAC. He thought my choice of topic was boring and wanted to talk about a more unconventional aspect of birds, so he restricted his topic to extinct birds. To illustrate, he chose 3 extinct birds (the carrier pigeon, the dodo, and the dinosaur); next he analyzed the reasons behind each bird’s extinction. Finally, he clinched the impromptu speech back to his “attention-getting” opening by rephrasing what he had said in the beginning.

As we played the game, we found that we that we gave a better impromptu speech if we started our organizing with the analysis step…we tried to decide on the meaning of our restricted topic first. This made the speech more purposeful. It was tough but a great exercise in organizing your thoughts without pen and paper. Later, I’m going to practice writing using TRIAC in my blog posts, and I’ll be assigning the kids a few essay prompts as part of their homeschooling…have you ever used this method? I’d love to hear your comments!

Someone asked me what I like most about Andrew Pudewa’s Institute for Excellence in Writing program for home school students. Here are my thoughts regarding the beginning DVD course, Teaching Writing with Structure and Style.

Key Word Outlines

Pudewa teaches a method where you take a passage of text and select the key words from the passage, narrate the passage back from the key word outline (without looking), then draft your own passage from the outline. For a one paragraph passage, you are allowed 3 key words for each sentence. So a 3 sentence paragraph on cats might look like this:

1. cats, animal, kingdom
2. tiger, puma, lion
3. feline, mammal, curious

It’s a great tool that solves the common dilemma of “I don’t know what to write.” Just read the text, select key words, organize them in an outline, and write.

Stylistic Techniques

He also teaches (over time) a brimming toolbox of stylistic techniques that, when added to the draft composition, provide flair and a polished final copy. For example, he teaches 6 different ways to open a sentence, 6 ways to dress up a sentence (ex. strong verb, quality adjective), and more. Once your son has mastered the basic key word outline and is writing his own rendition of the original text, he would then begin to add the stylistic dress ups.

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Those are just two of the features of Pudewa’s program that I have found helpful. He also teaches a GREAT persuasive essay model that moves your reader from their position to your position without immediately turning them off to the topic. If there is any drawback to the IEW option, however, it is the cost. His beginning course is very expensive (the teacher/student package is $229) although you will use it for several years as you continue to layer on more advanced techniques. It might be good to find a friend who wants to go in with you on the initial cost or share it in a co-op teaching environment. Additionally, you’ll probably want to buy future products down the road like the High School Essay Intensive. Anyway, I’m one of those homeschooling moms who’ve spent alot of money on products that didn’t work, but this is one that I can wholeheartedly say works. Hope this helps!