However, one thing we must keep in mind is that the differences between boys and girls is not as great as the differences among each group. There are always boys who exhibit girls' learning preferences and vice versa. For this reason, single gender classes and schools miss the mark. Further, they error in the notion that all one must do is separate the genders--nothing else changes int he delivery of instruction.

No, the solution lies more in educating educators (and students, and parents) of the differences in the genders and then to teach appropriately to recognize the differences.

I teach both of the low-ability, Year 9 French classes at my school. In both classes, there are several statemented or "school action plus" students.

One class has 16 boys and no girls. The other has 10 boys and 6 girls. The former has been the biggest challenge of my NQT year. The latter is much like any other class - some ups and some downs.

I am 100% sure that the all-male class has been the challenge it has because of the lack of girls. Girls tend, as you say, to ask for help more readily and also tend to be the peacemakers. The all-male class is very rowdy and does not have the tempering influence of girls. There is also the added challenge of me being a young, inexperienced, female teacher!

Neither class has outperformed the other, but the atmosphere in the mixed class has been much calmer and more conducive to learning!

Thanks again for the entry.