Single Gender Classes Essay -- Education, Single Sex Classrooms

When girls argon asked to express their feelings, or if they feel stressed they piece of ass share this information with their teachers and friends. They can as well provide details and they go out look you in the eye when they are explaining their problem. Boys find it very voiceless to talk about their feelings and leave alone non give details unless they are asked specific questions. Even then they will give very tiny information because they do not know how to communicate what their feelings are. Boys deal with fit stress well and may actually do better because of it. They also feel excited when faced with threat and confrontation. In school they will thrive if a teacher presents a challenge or disputation within a lesson and if they do become stressed they will ask to be alone when they are trying to deal with it and they will not argue any emotion, so teacher may not be able to tell when boys are stressed. When girls are separated in hit sex classrooms, they had a positive degree attitude, they are very focused on learning, and their behavior is not a problem. However, when researchers looked at the behavioral patterns of boys, they had more fights when girls were not present. They were louder, and more boys were cheating on tests. In addition, the larger boys tended to bully the littler boys, and the classroom was aggressive and competitive (Jackson, 2002 Gray & Wilson, 2006). Teachers in sensation sexuality classes need to enforce strict classroom rules and follow them. Successful studies with single sexual urge boys classes have clear, concise, rules and there are consequences for those that chose not to follow the rules. Rewards for distract behavior motivated boys and it presented them with the challenge that they thrive on. Developm... ... each lesson. The test loads will be compared between the co-educational and single gender groups. If the test dozens are higher on the legal opinions then a final assessment will be g iven to confirm the findings. A bar graphical record is developed for each scholarly person (Appendix C) to show the progress of each respective(prenominal) boy in each group. The progress monitoring results will show if the math intervention was successful in the single gender group. from each one member of the math department will analyze the regard questions and answers. The survey will show if each boy enjoyed the study and the single gender classroom setting. Each parent will be given a survey (Appendix D). It would be important to the study to see if the parents had any positive or negative influence on their sons. The bar graph and student survey results will be shared with the parents at the student conferences.