You have probably heard of the popular book, “Men are from Mars, Women are from Venus.” It’s based on the premise that men and women are different. They think differently, act differently, react differently, and for our purposes here—they even learn differently. Keith D. Yates explores teaching women... You have probably heard of the popular book, “Men are from Mars, Women are from Venus.” It’s based on the premise that men and women are different. They think differently, act differently, react differently, and for our purposes here—they even learn differently.
Much has been made of the different learning styles of boys and girls. Extensive studies at John Hopkins University revealed that with all factors being equal boys still score higher than girls on tests of mathematics. Interestingly girls scored higher on language use and spelling. Some social scientists recommend separating boys and girls because their learning styles are so different. Other resist that notion but point out that there are ways to address any possibility of gender bias in teaching. Suggestions range from not posing different types of questions to boys than girls and making an effort to call on both sexes equally in class. Many times boys are more aggressive and their hands fly up faster than the girls when a question is asked. By slowing down and taking time to call on individual students the teacher is able to encourage a broader participation. This principle is especially important in a martial arts class where female representation is a distinctly smaller minority than in a typical school setting.
There are other differences between your boys and your girls, your men and your women students. Think about their differing motivations. Boys and men often take karate because they want to be more “macho.” Little boys are always seem to play by kicking and punching at each other on the schoolyard but seldom, if ever, do you see little girls swinging at each other in play. Women are much more likely to take karate with the idea that they will never use it. Many men secretly hope they might.
Men typically see the world in black and white. They want to believe that there is only one way to do things. Women are much more likely to think of knowledge as subjective. Men like to show how much they know. Women are much more humble about their skills.
If you ever had a male student who has taken lessons somewhere else before you know what I mean. “We didn’t do it this way in my OLD school.” “I learned it THIS way.” Women typically have a different ego set up. They don’t try to convince you they aren’t really that uncoordinated. If anything they tend to denegrate themselves. It’s your job as an instructor to build up their self-confidence.
Women also tend to be more sensitive to nonverbal cues. Sometimes you have to yell at the boys to get them to straighten up. Often just a quick look at a girl will get the desired results. Your women students want to please you and if you look or act disappointed they notice it immediately. And unlike men, women tend to encourage one another. If a little boy messes up the other boys laugh. The girls however usually want to help.
Finally, I want to point out the results of another University study. The presence of female instructors had an inspiring effect on female students. They spoke almost three times longer under teachers of their own sex than when with male instructors. Obviously the sensitivities and skills of the teacher are vital here but the point is that our women and girl students need female role models.
If you don’t have any female instructors in your school it is something to be addressed. Either find some competent women teachers or work on encouraging your female students so that they can become teaching assistants.
Keith Yates is a former adjunct professor of Physical Education at Southern Methodist University. He is a grandmaster level instructor and prolific author. See www.akato.org.
|
Instructors and Teaching 
(0 vote)
