Transcript Slide 1
Operation Glenmerry
Single gender learning is
different but not exactly
what we think!!
Background
•
•
•
•
•
Glenmerry Elementary has 330 students
Community school
18 Staff
13.5 out of 14 on the vulnerability scale
Started with zero district money and started applying for
grants to pilot a single gender classroom
• Started single gender classroom with a $1000.00 grant
• Started single gender classroom to address academic issues
• Continued single gender classroom because of increase in
academics of students and decrease in behaviour issues of
students
Language
• Consistent language in every classroom in all
subjects and for all social expectations
• This was consistent in the single gender rooms
and co ed rooms
Relationships
• Each teacher/paraprofessional/administrator ranked
this as the single most import factor in their teaching
• Respectful relationships between student and teacher
• Respectful relationships between the student, school
and home
Collaboration
• Zero collaboration time set aside
during instructional hours
• Borrowed from prep, after school,
lunch hours, recess
• The teachers said that team teaching
and collaboration was IMPERATIVE
to the success of the program
Teaching
• Teaching style changed
• Curriculum did not
• Activities were geared to each gender
BUT what we saw was not always what we
expected
Learning
• Students recognized their learning changed
• Students recognized their academic success
increased even though the work was harder
• Students and teachers recognized the students’
learning was more engaged and focussed
• Learning time was increased
• Teaching and learning were not interrupted by
distractions
• Teachers recognized there was less “transition
time” and “wasted time”
Leadership
• Unexpected and unpredicted leaders
showed up in each gender room
• Boys recognized that the girls would take
over this role in a co ed environment
• Girls recognized that they would do the
“work” and leadership role in a co ed
environment
Connection
• Boys/Girls were very self aware and were
willing to express it
• Recognized the difference between single
gender learning and co ed learning
• Preferred the single gender learning
• Grade five class petitioned to have their
grade moved to single gender in grade six
as well as grade seven
Boys Self Awareness
•
•
•
•
•
Fewer distractions
No whining
I can be myself
I get more work done
Our marks are better
Boys Discussion on Differences of
Learning Together with the Girls
and Apart from the Girls
•
•
•
•
•
•
•
Apart
Less distractions
Work harder
Can be myself
I am not intimidated to
answer questions
No gossip
We don’t have to smell the
girls stinky stuff
(perfume)
Girls can’t watch every
move we make
•
•
•
•
•
Together
More aware of the girls
More reluctant to answer
questions – “girls might
think we are dumb”
Girls want to take over and
be the leaders
We fool around more and
show off more
The girls flirt with us
Girls Self Awareness
• It is okay to be wrong (no one will laugh at us)
• We dress differently (more conservatively/no
makeup)
• Boys make math distracting
• When in groups we have to do all the work while
they fool around
• We can be ourselves
• Boys can’t make fun of us
• I am not embarrassed to answer questions
• Our marks are better
Girls Discussion on Differences of
Learning Together with the Boys and
Apart from the Boys
•
•
•
•
•
Apart
We can be silly without
judgement
We can be
ourselves/differences are
accepted
We can talk about things that
we can’t talk about when the
boys were around
Not embarrassed to try new
things
Not afraid to express who we
are
•
•
•
•
•
•
•
•
Together
The boys make fun of us,
especially when we get
answers wrong
They disturb us
They are loud
Girls take charge of groups
but boys never listen
They throw things and hit all
the time
They smell gross
They get us in trouble all the
time
They are messy
What We Miss from a Co
Ed Classroom
Girls
• The challenges competition in PE
the girls are not as
competitive as the
boys
Boys
• Seeing some of my
girl friends
• Making fun of
them
• Different opinions
and points of view
What We Do Like About
Single Gender Learning
Girls
• In grade six we didn’t
always get to know
everyone and now we
do
• We all get along and if
we don’t we fix it
• We can change in the
portable without
worrying because no
boys are allowed
Boys
• We can say whatever
we want
• There is no gossiping
• We get more work
done
Rating the Experiences:
Students
• We are better prepared for grade eight
• More connected to our teachers and
school
• More involved in our own learning
• We get along better and have more
respect for one another
• Preferred single gender but also knew
they were better prepared to go back to
co ed classrooms
Rating the Experiences:
Teachers
• Ms. McQuiggan had 30 years of experience and was one
year away from retirement. After half a term with a single
gender classroom she decided not to retire. She has
remained teaching single gender even though she could have
retired three years ago. She has strongly stated that if she
had to go back to co ed teaching she would retire.
• Carolyn is a young teacher with less experience. She
started the position as a full time sub who took over the
Language Arts teacher’s position. She had to follow another
teacher’s routines when starting the position. She has also
stated that if given the choice she would prefer to be in a
single gender classroom.