I appreciated her very clear and thoughtful look at this issue -- finding ways to address a problem without sensationalizing it or buying into a crisis mentality. Her ideas are clearly presented and user friendly.

The author mentions the innate differences between boys and girls, but does not dwell on them. Rather, she sees a wide range of behaviors among both boys and girls. She believes that boys often don't do well in school because they consider learning "white" and "feminine", because they have a fear of failure, etc.

She suggests that teachers need to develop a trusting relationship with these students, so that they overcome their fear of failure and inadequacy. Troubled boys want to know that they matter, that they are welcome in the classroom, etc. Consistency in enforcing discipline is important, or else the boy may see the teacher as weak. Communication with the boy should be positive, and not critical of performance.

To overcome the emotional immaturity of certain boys in impulse control, the teacher should give them a warning about an upcoming change in activity. This will make it easier for the boys to transition to that activity. The teacher should also give effective directions, as tabulated on page 120 of the book.

Although this book is not about cooperative learning, Cleveland describes several forms of it. It allows boys to socialize in a positive learning environment.

Want more? A bibliography is provided for further study.

As a retired former middle school and high school administrator, teacher and coach, I read Kathleen Cleveland's book with great interest. Helping students who struggle in the disciplinary, social, and academic arenas has always been my calling. To the many overworked teachers, fellow administrators, coaches, beleaguered parents and students, who now may be parents of their own kids, I want to recommend that you read this book now.

My advice to administrators, teachers, coaches and parents was always to "work your magic." Boys struggling with learning difficulties responded to those who understood their needs. Kathleen Cleveland has captured the essence of how to develop crucial relationships between student and teachers (and parents). This book contains so many revelations about effective teaching - from the unexpected connections between student/teacher style dynamics, to the harsh consequences of the Boy Code, to the incredibly moving examples from teachers on the front lines, to the smorgasbord of solutions to take and adapt - Cleveland offers new hope and a fresh perspective that has been missing in this field for some time.

In this book you will find the kind voice of an expert educator who "gets it." Whether on the playing field, in the classroom, at the dinner table or facing a crisis from which there seems to be no return, I have always felt that the respectful relationship and the dynamic of understanding and compassion has to be at the very heart of making a difference. For me, she also dispels the mistaken notion (obvious to any educator in the field) that a one-size-fits-all approach works when dealing with boys and underachievement.

ASCD really hit upon a gifted and insightful writer with Kathleen Cleveland.

Respectfully yours,

Daniel N. Pearce