Boys And Girls Learn Differently

Explanation
This fits the general nature of females and males: the latter tend toward impulsive behavior, the former toward the sedentary; males tend to be less mature, females more considered; males tend to be aggressive and competitive in a classroom, females less outwardly so.

Explanation
American culture is the most violent nation in the world; our males perpetrate more violence on each other and on our females than is found in all other cutures. Boys are testosterone-driven and brain-directed toward spatial/physical/impulsive expression of stress; they will tend to lash out physically (and with more sexual aggression and physical rage than school-age girls). This trend continues all through adulthood.

Explanation
The male brain holds a visual advantage in working with lists (as in multiple choice), and in making quick, even high-risk deductive decisions on lists. The female brain thinks more inductively and thus often needs substantial information to make a decision.

Explanation
When we look neurologically at boys' dominance in certain aspects of math and science, we find that the male brain structure is a direct causal factor. Both social bias and the highly spatial male brain may offer clues as to why.

Explanation
Boys engage in more sports activities than girls and girls in more school clubs and government activities. Girls tend to choose interactive social activities that allow increased verbalization; boys tend to choose interactive social activites that decrease verbals and increase spatials, as well as physical aggression.

Explanation
Females tend to process serotonin more efficiently than males and so males are more inclined to a hyperactive disorder.

Explanation
Because males do not experience a menstrual cycle, dominance by estrogen or progesterone, or so delicate a balance of serotonin cycles, they do not eperience as many disorders.

Explanation
Especially at puberty and in adolescence, females and males are even more different in their hormone-led strategies in classrooms, with many males seeking outward dominance and many females seeking inward excellence. Females also often have longer attention spans in classroom than males and thus do not need, as often, to move interactive classroom activity from one subject or tangent to the next through verbal dominance and attention strategies.

Explanation
When we look neurologically at girls' dominance in certain aspects of reading and writing, we find that the female brain structure is a direct causal factor. The brain system always give a gender advantage in these categories.

Explanation
Girls, in general, study harder, get better grades, and are quieter in class; boys tend to goof off more, get worse grades, and are louder.