Operation GlenmerryOperation GlenmerryOperation GlenmerryOperation Glenmerry

Single gender learning is Single gender learning is different but not exactly different but not exactly

what we think!!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 BoysApart

• 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.