3.

Single sex schools are good for education:

PRO : Boys and girls develop at different times and speeds, therefore they
should be taught separately.

Co-educational schools attempt to establish uniformity in the teaching

of two groups, boys and girls, who typically learn and develop at
different speeds and using different methods. They do not develop in
the same way or at the same time; boys favour visual processing and
do not have the hand-motor control that girls readily achieve in early
grades. It is widely accepted that boys develop more slowly than
girls..thats true at every level of analysis.Furthermore, they develop
physically at different speeds, girls often developing earlier which can
lead to bullying from the opposite sex for those who either overdevelop or under-develop. Therefore, it should come as no surprise
that, at least in the United States, elementary school boys are 50%
more likely to repeat a grade than girls and they drop out of high
school a third more often. If they were taught separately and the
curriculum and teaching was tailored to their needs, drop-out rates
would not be so high nor as vastly disproportionate.

A driving force in the single-sex education movement is recent

research showing natural differences in how males and females learn.
Single-sex education enhances student success when teachers use
techniques geared toward the gender of their students.

For the first time -- and in unambiguous findings -- researchers from

Northwestern University and the University of Haifa show both that
areas of the brain associated with language work harder in girls than
in boys during language tasks, and that boys and girls rely on different
parts of the brain when performing these tasks.

"Our findings -- which suggest that language processing is more

sensory in boys and more abstract in girls -- could have major
implications for teaching children and even provide support for
advocates of single sex classrooms," said Douglas D. Burman,
research associate in Northwestern's Roxelyn and Richard Pepper

Department of Communication Sciences and Disorders.

The researchers found that girls still showed significantly greater

activation in language areas of the brain than boys. The information in
the tasks got through to girls' language areas of the brain -- areas
associated with abstract thinking through language. And their
performance accuracy correlated with the degree of activation in some
of these language areas.

To their astonishment, however, this was not at all the case for boys.
In boys, accurate performance depended -- when reading words -- on
how hard visual areas of the brain worked. In hearing words, boys'
performance depended on how hard auditory areas of the brain
worked.

If the pattern of females relying on an abstract language network and

of males relying on sensory areas of the brain extends into adulthood
-- a still unresolved question -- it could explain why women often
provide more context and abstract representation than men.

Ask a woman for directions and you may hear something like: "Turn
left on Main Street, go one block past the drug store, and then turn
right, where there's a flower shop on one corner and a cafe across the
street."

Such information-laden directions may be helpful for women because

all information is relevant to the abstract concept of where to turn;
however, men may require only one cue and be distracted by
additional information.

CON: Children need to be exposed to the opposite sex in preparation for

later life.

The formative years of children are the best time to expose them to
the company of the other gender, in order that they may learn each
others behaviour and be better prepared for adult life. The

number of subjects benefiting from single-sex discussion is so

small that this could easily be organised within a co-educational
system. Furthermore, even if girls naturally perform better in an
environment without boys, they need to learn how to perform just
as well with boys. Dr. Alan Smithers, a respected British schools
expert, declared in a 2006 report that distraction by boys was a
myth and that half a century of research has not shown any
dramatic or consistent advantages for single-sex education for boys
or girls

Students in single-sex classrooms will one day live and work sideby-side with members of the opposite sex. Educating students in
single-sex schools limits their opportunity to work cooperatively
and co-exist successfully with members of the opposite sex.

We live in a society where being flexible is essential.

You have to be able to empathize with the opposite sex.

Being forced to confront problems and individuals from different

backgrounds is vital as a preparation for the future as a microcosm
of the society they will later enter.