Analysis Of Kewauna's Ambition By Paul Tough

Mention separating students and putting them in same sex classrooms or even schools guarantees an uproar, however what most students don’t realize is that when making the great divide it actually creates a better learning environment and it unlocks opportunities for their future. Of course students will need time to adapt and most should take into consideration that just because they’re put into different classrooms doesn’t mean that their grades will automatically be golden. This approach is taken to understand the different learning styles of the male and female. With this, new lesson plans will be able to be assembled to suit their divergent needs.

Anaheim High Schools can better student success if the following steps were to take place: expanding classroom time since it has proved to help students gain success, glorify students for their effort rather than their intelligence as it will help them develop a growth mind-set raising their opportunities in becoming triumphant, introducing students into positive extra curricular activities which can help as success influencers. Raising the quantity of time in class would highly improve a great mass of student success at Anaheim High School. Having a limited quota of time in classrooms makes it extra strenuous for teachers to teach the material therefore students are not capable of learning it. Teachers have to plan a way on how to teach the

Imagine that you were in a classroom full of your gender how would you feel? Well, if you feel that you're not ok with that well, In school year 2004-05 122 public schools offered single sex classes and 34 public schools were single sex classes mandatory according to “Old Tactic Gets New Use: Public Schools Separate Boys and Girls.” Article. Close to 70% of kids in single sex classes raised their math and reading scores in “Old Tactic Gets New Use: Public Schools Separate Boys and Girls.” Article. Although this may seem bad and shouldn't happen it's really not. Kids in single sex classes will have more of a chance to succeed than students in non single sex class because of most kids have no problem with this in their school, less discipline, and most of all higher grades.

“Educating students in single-sex schools limits their opportunity to work cooperatively and co-exist with members of the opposite sex” (Stanberry,

In the article, Kirkwood responded, "when people don't know who to come to for help they just fade away" (Bader 714). This quote gives us the ideas that students will drop out of class and lower their grades because of getting no help and no instructions from the teacher, also meaning that trying to ask for help with not knowing who to ask. Teachers had no time to help students out and students wouldn’t get their chance to learn from their teachers. This article connects to another article that I found on Google, wrote by Mark Kantrowitz, because both articles have the similarities of students that are hopeless and students that can’t be successful.

Anaheim schools can amend student prosperity if the following changes take place. By giving a long extended of school time to understand their material, Teaching students to have a growth mindset to surmount obstacles which leads to more motivation. And finally, students should participate in an extracurricular activity to be able to lean on how to manage time and build skills.

When it comes to the classroom, there are several differences between girls and boys. There are physical differences in the way their brains work, differences in the room temperature that is best for boys and girls, and differences in how girls and boys respond to various tones of speech (Sax, 2006). While girls prefer soft-spoken teachers, Sax (2006) notes that boys prefer to be spoken to “loudly and in short, direct sentences with clear instructions” (p. 195). According to Sax (2006), “the ideal ambient temperature for boys is about 69 degrees and about 75 degrees for girls” (p. 193-194). Further differences involve how boys and girls learn. McNeil states that “boys may learn better under pressure and when allowed to move around...while girls may perform better in group situations and with a lot of encouragement” (McNeil, 2008). Because of these many differences, it would stand to reason that boys and girls would benefit from being in separate classrooms. According to Hughes (2007), “the teacher would be able to concentrate on the learning-styles of each sex and use the styles to bring out the academic best in each students. Lessons and activities could be designed with a single-sex in mind” (p. 11). As Principal John Fox states, “the single-sex environment enables you to actually focus on the particular needs of each gender, and those needs socially and

Until the 20th century, education in the United States was gender-specific. Coeducation progressively came into the American educational landscape in the late 1800s, and since that time, same-sex education primarily has been confined to exclusive and denominational schools. Beginning in 2002, after the No Child Left Behind Act was passed, single-sex education has been growing in popularity. According to the National Association for Single Sex Public Education, the United States has over 95 single-sex public schools and more than 445 public coed schools offer single-sex classrooms (Novotney, Amy). With the popularity on the rise, many questions have been asked as to whether this divide in the classroom is academically ailing to a child’s learning or if it is not. By examining the successes of single-sex classrooms, school districts and parent’s can more fully understand that single-sex classes can implement changes to enhance students learning abilities.

Single-Sex education has existed since the beginning of education itself but, it has recently reemerged in the US under the pretense that it will improve school environments and help children learn better. According to psychological studies this is not the case. There is little difference between boys and girls in terms of ways they learn, and their neurodevelopment. Separating children also does not allow for socialization between different genders. This conflicts with children’s social skills and exposure to the opposite gender which makes sexism is more drastic in environments where girls are separated from boys. Single-sex education is a practice that many people believe improves schooling but, it is not proven that there are any

I want to see students succeed and prevent them from struggling. A student should never be embarrassed in class and struggling often leads to feelings of diminished self-worth. Zehner points out a critical error that must be acknowledged. As an educator I am a person of compassion and therefore out of concern am going to be naturally inclined to rescue a struggling student. By stepping in to help this student, I am actually committing a crime against them in robbing them the opportunity to learn and grow. My good intensions may

In her essay “ Single-Sex Schools: An Old Time Idea Whose Time Has Come,” Diane Urbina Argues that it would be more beneficial if we had single-sex schools. The myth is debunked is that boys and girls are restricted by nature in relation to what they can learn and how fast. Rather, their brain development is restricted, and so they can only learn so much in a certain time period. Boys learn literacy skills more slowly. Girls have trouble with math. Therefore, boys and girls who attend

When deciding whether or not to experiment with single-sex classrooms, there are many issues that must be taken into consideration. Those who would be hurt most by this decision would be males. If boys are not able to learn alongside girls, their achievement level would decline and their character development would be hindered. Experimenting with this concept would arise multiple issues and put boys at disadvantages that would put them behind those who are able to learn in coeducational classrooms both educationally and behaviorally; these concerns must be taken into consideration before putting single-sex classrooms into place.

“there are some case studies that have been done to show some benefit of single sex classrooms, but like a lot of other educational research, it is mixed.” (Lewin, 2011)

An article that was written about a school in Texas stated that more than 50% of boys and girls in single-gender classrooms cause disruptions, and they bring their behavior from home into the classrooms at school. In an article, it stated that “in October of 2006, federal regulations established the requirements for legally permissible single-sex schools and classes within the public system; nearly 200 schools in South Carolina have single-gender classrooms” (“Single-Sex Education Spreads” 2). Teachers’ interest often drives the attention of students to single-gender classes, and growing interest from their parents is also pushing more schools and districts as they hear about these classrooms (“Single-Gender Classrooms” 2). While teachers and administrators prefer this environment, boys and girls in single-sex classrooms are influenced to distract and be distracted by their friends, and the people around them. They seem to doodle, daydream, and lose their thought in the classroom because of their surroundings. In a newspaper article, “Should Children Be Taught in Single-Sex Classrooms”, the author says pupils fail to develop relationships with the opposite sex if they are taught in a single-sex environment because they both tend to be drawn into conflict amongst each other, they are distracted by what others are doing in the classrooms, and they are not themselves because they are being forced into an unfamiliar environment they do not

Another way to improve student success at Anaheim High School is getting parents and teachers involved, by praising their children and students. Praising your child or student encourages them to succeed more often than pats on the back. Telling stories about a success that results from hard work can be a form of praise. For example,“Talking about math geniuses who were more or less born that way puts students in a fixed mindset”, but “Descriptions of great mathematicians who fell in love with math and developed amazing skills engenders a growth mindset.” In order to increase student success at Anaheim High School is getting parents and teachers involved, by praising their children and students. Praising the individual not only encourages him or her to keep moving forward, but also helps them get the concept that effort is far more important than intelligence or talent. Praising in a positive way helps them live up to their potential and succeed in school and