Gender in the classroom by Deborah tannen and guy vs men by Dave barry

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Gender in the Classroom by Deborah Tannen and Guy vs. Men by Dave Barry
The society plays a significant role in shaping people into their expected gender code of conduct. At birth, every child behaves similarly. However, as the child grows, society shapes him or her into a predetermined code of conduct in terms of actions and communications. A specific code of conduct also accompanies every stage of growth. Humorist David Barry, in his essay “Guys vs. Men,” lays out these characteristics that define the way males think and act. These characteristics determine the way society treats them. For example, Deborah Tannen has to adjust her teaching technique to accommodate the diverse behaviors between males and females. The adjustment shows how distinct the two forms of gender are in terms of action and communication.
One of the guy characteristics, according to Barry, is that they like neat stuff. Barry suggests that guys do not like complicated things and instead prefer simplicity. For example, while most of the tools, such as computers, Space Shuttles, and Star Wars, are quite detailed with myriad activities, men would prefer to study only a small bit of the information, and they sequentially move to more complex ideas. Tannen acknowledges this guy trait by alluding to the familiarity of men towards debate-like format in learning (Tannen B3). A debate-like form involves the use of a sequential mode of communication, where there is a first affirmative, first negative, second affirmative, second negative, and so forth. This mode of communication is evident in their classroom interaction with girls, where they prefer direct, simple engagements with girls that often revolve around one idea. Besides, the transmission has to occur in a structured manner. Tannen adjusts to this instruction in her graduate class by breaking the class into small groups that would create a debate-like mode of communication.
Guys like pointless challenges. Barry cites an example of a group of journalist friends who engage in a meaningless contest to decide whether their colleague’s story was factual. In a classroom setting, men may take an idea from a less significant reading and choose to analyze it to details. T...