The author reflects on a disruptive class of boys, particularly one named James, who challenges engagement in traditional learning. Despite James' distractions, the author discovers underlying motivations in his behavior, recognizing that boys often seek validation from peers rather than from authority figures. This behavior is not merely rebelliousness but rooted in their need for acknowledgment in a social setting. The author emphasizes the importance of understanding these dynamics as part of the broader conversation about boys and young men's developmental needs in education.
"Hi James, are you clear on what we are doing?" - Me, smiling on approach. "Yeah, but this is boring." - James, sizing me up.
During this final exchange, I saw that James spoke to me, but he looked to his friends for validation.
The reality was that James was not "performing" to me; he wasn't even really engaging with me. Rather, he was doing something boys and men do all the time.
We all wish to be seen and validated as human beings. It's normal to look over the boundary a bit rather than blindly accept it.
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