ABSTRACT
In this chapter we discuss the favoured learning styles of boys and the implication this has for achievement and planning. A consideration and adoption of certain teaching styles is a critical part of any strategy which schools adopt to raise achievement. It is, after all, the predominant influence on how students experience education-the actual business of learning in the classroom. At the same time we shall be suggesting in Chapters 4, 5, 6 and 7 that there are significant whole school or departmental strategies that will be needed if classroom-based measures are to succeed. This chapter also suggests it is very important that teachers do some action research, albeit at a very modest level, and introduce the acronym of VEST which should help them to plan lessons which interest boys and girls.
