Michael Reichert is executive director of the Center for the Study of Boys' and Girls' Lives, a national research collaborative of independent schools in partnership with the University of Pennsylvania.Richard Hawley is headmaster emeritus of Cleveland's University School, where for four decades he taught, counselled, and coached middle and high school boys.

• CONTENTSIntroduction 11 Listening to Boys and Their Teachers 72 Boys’ Underperformance in School 153 The Promise of Relational Teaching 274 Conveying Mastery and Maintaining Standards 415 Reaching Out and Responding 556 Being a Personal Advocate 737 Establishing Common Ground 938 Accommodating Opposition 1079 When Boys Cannot Relate 12110 When Teachers Cannot Relate 14111 Becoming a Relational School 165Appendix 177Notes 187Acknowledgments 193About the Authors 195Index 197

Michael Reichert is executive director of the Center for the Study of Boys' and Girls' Lives, a national research collaborative of independent schools in partnership with the University of Pennsylvania.Richard Hawley is headmaster emeritus of Cleveland's University School, where for four decades he taught, counselled, and coached middle and high school boys.

• CONTENTSIntroduction 11 Listening to Boys and Their Teachers 72 Boys’ Underperformance in School 153 The Promise of Relational Teaching 274 Conveying Mastery and Maintaining Standards 415 Reaching Out and Responding 556 Being a Personal Advocate 737 Establishing Common Ground 938 Accommodating Opposition 1079 When Boys Cannot Relate 12110 When Teachers Cannot Relate 14111 Becoming a Relational School 165Appendix 177Notes 187Acknowledgments 193About the Authors 195Index 197

Michael Reichert is executive director of the Center for the Study of Boys' and Girls' Lives, a national research collaborative of independent schools in partnership with the University of Pennsylvania.Richard Hawley is headmaster emeritus of Cleveland's University School, where for four decades he taught, counselled, and coached middle and high school boys.

• CONTENTSIntroduction 11 Listening to Boys and Their Teachers 72 Boys’ Underperformance in School 153 The Promise of Relational Teaching 274 Conveying Mastery and Maintaining Standards 415 Reaching Out and Responding 556 Being a Personal Advocate 737 Establishing Common Ground 938 Accommodating Opposition 1079 When Boys Cannot Relate 12110 When Teachers Cannot Relate 14111 Becoming a Relational School 165Appendix 177Notes 187Acknowledgments 193About the Authors 195Index 197