wild things part 2

The Mind of a Boy
The first part of this section reviews what a boy's mind is like physiologically, and the theoretical implications of that. It basically puts forth that boys are typically spatial, problem-solving, and may struggle in the schoolroom environment for various reasons. It was interesting, but that subject is explored in much better detail in other books, such as "How to Organize for Your Child's Brain Type".
The next part describes some common mistakes that parents make with sons. They are:
1. Confinement (vs. redirection and open space)
2. Verbal or Emotional Flooding
3. Sparring
4. Rescuing (i.e. telling a teacher not to punish him, etc.)
5. Squelching (i.e. telling your son not to do a creative project, etc.)
6. Shaming
7. Guilt-Tripping
8. Sabotage (unrealistic expectations)

They continue to give some tips on helping to develop a boy's mind:
- Cut out the energy drinks
- Create ways for him to excercise
- Limit TV and video games
- Make sure he gets enough sleep
- Teach him about his emotions
- Read. Read. Read.
- Give yourself a report card - be realistic about yourself as a parent. Ask your friends and/or a spouse for input in this area so that you're not too hard on yourself or to soft.
- Create opportunities for him to use his gifts = games or toys that require problem-solving or spatial skills, imagination, etc..
- Pick his brain
- Plan family movie nights and take turns picking the movie and then talk about it after.
- Volunteer at his school and model service in the community

In the next part, they talk about different learning styles. Then they discuss some of the principles from the popular new book "Parenting with Love and Logic" by Cline and Fay. Cline and Fay use military analogies to speak to parenting extremes - "helicopter parents" (parents who hover) and "drill sergeants" (parents who are overly strict).
They close with a section describing the unconvetional things that may teach boys big life lessons - namely: struggle, regret, duty, incompetence, and community.