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Co - teaching advantages and disadvantages
Importance of education to gender
Disadvantages of coed schools
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In the real world, people interact and socialize all the time. Even after schooling, communication plays a key factor in the community. Learning in coed schools is the first step to developing good communication skills. If boys and girls learn in coed schools, they will be prepared for the distraction that comes in the future, they will be taught equally, and avoid stereotypes. Despite the fact that learning in coed schools might be a distraction, separating boys and girls is not the solution to stopping this. Additionally, after a student’s school life is over, distraction will impact their lives tremendously anyway. Why do schools districts want to separate boys and girls if it will help them prepare for the future? Often times in classes, when someone needs help, the teacher will be great help. However, occasionally when a teacher does not know the answer to your question or is absent, someone else could offer assistance. Even if someone from the opposite gender is this person, risking the interruptions and diversions are worth the learning experience. Children should be learning ...
Because young boys are more active they often are disciplined, while girls are often quieter and naturally become a teacher’s favorite. This causes problems because classrooms naturally become more attuned to a girl’s style of learning, leaving young boys behind in the classroom from an early age. “Boy Problems” by Ann Hulbert goes into detail over the increasing “gender educational disparity.” Hulbert gives the reader useful information about how and why men are falling behind and the increasing gender differences in education. When fixing a problem one must first realize the problem exists. Now that the problem has come to light, action must be
According to Leonardo Sax, the founder of the National Association for Single-Sex Public Education, “...whenever girls and boys are together, their behavior inevitably reflects the larger society in which they live” (Stanberry, 3). (1) It is a part of nature for girls and boys to socialize and get prepared for the real-world and develop skills to interact with another gender. (2) In the real-world it is conventional for both genders to work together and communicate everyday. (3) According with the journal “Forbes”, when students are separated by gender, they miss an opportunity of working together with different perspectives and developing their own, new, and unique thoughts as well as ideas (Saunders, 1). (4) Advocates often argue for schools to be a reflection of a ‘real’ world to prepare young adults for the future (Jackson, Ivinson, 15). (5) When both genders learn together, they learn from one another and benefit from absorbing various learning styles (Saunders, 4). (6)
Education was sex segregated for hundreds of years. Men and women went to different schools or were physically and academically separated into “coeducational” schools. Males and females had separate classrooms, separate entrances, separate academic subjects, and separate expectations. Women were only taught the social graces and morals, and teaching women academic subjects was considered a waste of time.
Sending a child to a gender based school, is a very big decision to make. The decision is so big, that looking at what research has to say about the topic could alter one’s decision to send their child to a gender based school. “Educators must apply different approaches in teaching make, and female students” (Gurian). This is said by Gurian, because he also believes that boys and girls learn differently. “Social pressures can be gentler and your child can learn at his own pace” (Kennedy).
It seems that single-sex education perpetuates gender stereotypes and promotes gender bias among students (Taylor). Gender-separate education requires schools and teachers to create gender-oriented courses, facilities, and learning environment. As a result, sing-sex schools exacerbate sexist attitudes and “feelings of superiority toward women” (Guarisco). It is fair to argue that the best way to achieve gender equality is to promote rather than eliminate interaction among girls and boys. However, girls in the sex-mixed class receive less attention from teachers than boys, which may lead to gender bias. More precisely, boys always have disciplinary issues, such as interruption; teachers have to pay more attention to boys’ behaviors in order to proceed the lecture more smoothly. Girls may feel less important and supportive in male-dominated classes; boys may think that males are smarter and far superior than females. Single-sex schools can address both girls’ and boys’ issues of gender stereotypes directly and accordingly. Male students may be freer to engage in some activities they have not considered before in mixed schools. For example, boys feel pressure to follow some non-macho interests when girls stay around them; however, the all-boys schools eliminate their pressure toward gender stereotyping to pursue music, dance, and drawing. Single-sex schools would help boys explore and develop themselves. Also, girls in sex-separate schools show more confidence and power (Guarisco). They could receive full attention from teachers and express their opinions in science classes without worrying about the boys’ banter. They may realize that they are as important as boys. Hence, both girls and boys can be free from gender stereotypes and benefit from a same-sex learning
Coed sports build teamwork by letting not only boys play with each other and learn from each other but it allows both genders to work together and learn how some girls can be better at a sport than a boy. In addition coed sports also builds teamwork by letting girls be a part of sports and have as much fun as boys can. Furthermore coed sports build teamwork by teaching boys that everyone should be allowed to have fun no matter their gender. In addition coed sports build teamwork by letting play sports that more competition than a sport for only girls would
Imagine your life with only members of your gender. Not all the time of course. Just during your school day or even part of your school day. Same sex classrooms would make that imagination your reality. Before you turn down the idea, because god forbid you go a few hours without seeing a cute boy take a moment to learn about all the benefits same sex schooling can provide. Most students are against same sex schools. They want to flirt with the cute guy in math or ask the shy girl in history for a pencil even if they already one. Same sex classrooms provide a multitude of benefits, because they promote better behavior, higher grades, improved self-esteem, and are able to cater to student’s needs.
The proponents of single-sex education argue that boys and girls have differing needs and that their styles of learning are different. Education which respects personal differences must take this into account. ( Mullins 124) Single-gender schools seem logical, than, to a public that accepts that gender differences are real and likes the idea of expanding choices. (Silv...
Single sex education is a controversial battle that will most likely continue for decades. However, research and studies have shown in multiple cases and circumstances that single sex education is an extremely important tool that should be utilized in numerous situations. Many people think that dividing students based on sex will perpetuate gender discrimination; however, this kind of education may bridge more gaps than people realize. Not only do boys and girls develop and function differently, they are distracted by one another. Eliminating distractions and making classrooms conducive to each gender and learning style will ultimately result in a tremendous incline in academic grades and student participation.
Under this policy, students can have the opportunity to learn interacting and communicating with different people. People in the real world always have to learn to interact with others of differing abilities. Schools should offer learning experiences guided by well-trained professional educators focusing on authentic, real-world outcomes, even if sometimes those outcomes cannot be measured with grades or standardized test scores. Good children, in any case, are more important than good grades. Students under this policy can learn communication skills and have a better picture of how a society works in advance.
As Allison Booth explains, “If behaving competitively is viewed as being a part of male gender identity but not of a female, then being in a coeducational school environment might lead girls to make less competitive choices than boys” (544). Girls may choose to refrain from participating in class or activities if they are intimidated and afraid in a co-educational setting. Many a time, it is mistaken that boys are more competitive since they are seen as more dominant in society. However, competitiveness between girls in a single-sex school is just as equal to that of boys. In addition to this competitiveness, boys and girls will have the possibility of gaining more confidence if taught in separate environments. It is apparent that boys and girls learn differently from one another. Therefore, the focus should be on how each gender learns in a single-sex school. This emphasis could be more advantageous for higher grades. As Malik argues, “in single-sex schools, the teacher is able to concentrate on the learning styles of each sex and uses variety of pedagogical strategies to bring out the best in each student” (159). Teachers can acquire a skill in teaching a certain gender, instead of trying to meet the needs of a co-educational school. It is also shown that girls in a single-sex school receive more attention from teachers and teachers are
This problem occurs in schools everywhere and is starting to become more evident in today's society. The problem is that boys and girls learning potential are not being reached when put into the same teaching atmosphere. Girls seem to be out smarting boys in many classes. While boys excel in math and sciences and girls seem to be better in English. The styles in which boys and girls feel comfortable with are extremely different. The learning styles of girls usually contain socializing and context. For instance, most girls like to talk in small groups about the current discussion. They also like hands on activities or real life situations to compare things to. Boys are confrontational and formal. They need to be challenged by their teachers to help motivate them to become better students and be prepared. In contrast girls do not like to be confronted by teachers who are asking for an immediate answers. In most cases, girls seem to be more reserved and modest than boys about their intelligence ("What are someÉ) are. Their differences may not seem evident but make a difference to reaching their highest learning potential.
Finally, there is no one sex school is going to be right for every student. There are many advantages and disadvantages mentioned in that essay before. But it's thought all over the world that the coeducation is preferred worldwide. About 90 % of schools all over the world are stuck to co-education. Mixed-sex education has achieved higher success rate. They also graduate students who are settled emotionally and able to deal with the real society. "There are not any dominant blessings for single-sex schools on academic grounds. Studies all over the world have failed to expose any major variations.'' - Academician Alan Smothers, director of education and employment analysis at the University of Buckingham 2011.
The teacher tossed a Styrofoam basketball to the outstretched arms of a fifth grade boy. Catching the ball was the incentive for the boys to point out missing conventions in a paragraph. The teacher projected a paragraph on the board with omitted punctuation for the students to add. The other boys in the class watched him as he went to the board to add the missing comma and then tossed the ball back to the teacher. A few seconds later, other arms shot up in the air to point out other missing conventions (Stotsky). A simple incentive of competition for the boys made them enjoy learning and actually got them to participate in class. Although single-sex classrooms can develop stereotypes for both genders, separating boys and girls can be beneficial for the students. Single-sex classes are more effective because they raise test scores, create fewer distractions, and make kids interested in school.
For the most part, the students enjoyed the single-gender classes with, “62 percent stating they could focus better without the opposite sex present” (p.5). The sentiments did change a little as the students progressed from 6th grade to 8th. “Both boys and girls in 6th grade referred to their opposite-gender peers as “noisy” and “annoying”” (p.5), showing their support for the single-gender classes. Whereas, by 7th grade the boys were seeing a problem with bullying and the girls were beginning to experience some cattiness. One of the 8th-grade boys felt the answer to the bullying problem could be solved by joint gender classes. His feelings were that “the guys who pick on us would be more interested in impressing the girls,” (p.7) if they were in a mixed gender classroom.