Is Single Sex Education Better Than Co-Education?Essay Preview: Is Single Sex Education Better Than Co-Education?Report this essayIs single sex education better than co-education?In recent decades, the educational institution has been gradually divided into two different styles. The term ‘single sex education’ refers to the preferred method of learning with person of the same gender and the co-education has the opposite definition studying with others in the school regardless of the gender. This essay will argue that co-education is better than co-education. The reasons for this are having objective and correct attitude about sex, the chance to learn from person of different gender and building healthy personality.Firstly, it could be argued that studying in coed school provides students an objective environment to build the essential and correct attitude about sex. In adolescence, it is normal for teenagers to feel curious about deferent gender and be sensitive about the sex. For example, some boys may make fun of the sex with girls, those who in coed school will know that it is totally not fun according to the annoyed facial expression or the anger of girls. However, boys in single sex school may keep making jokes of sex with their classmates and never realize that doing this is awful. Although teachers can correct students in both single sex and coed school, most teenagers trend to reflect after taking the consequence made by what have been done rather than listen to the teacher.
It is often noted by human beings that men and women have irreplaceable advantages and disadvantages so that the different gender is an important educational resource for boys and girls to influence and promote each other step by step. For example, preparing a debate as a team which contains both boys and girls, the fact can be clearly indicated that boys are able to contribute many neoteric ideas about the topic and girls put more emphasis on details as the order of thesis and supporting evidences, which let every one in the team know what they need to improve and perform better. However, doing tasks with who has the same gender will cause incomprehensive consideration. As a result, coed school enables students to have much more opportunities to work with who has different gender in order to learn from each other.
The gender-based evaluation and support system to help the participants in the program get along is described in Table 1. It is clear that there is a lot of diversity in the organization of the students and students in a gender-separated “group”. To help these students, the educational institution also includes different parts of their lives, such as the family, work, and financial lives. All of these aspects contribute to the learning at a certain level and in different areas of the program. When students of girls use the gender-based evaluation system and support system in social situations, there is often a lack of mutual understanding, and the members of the society often find it difficult to support women and girls. The students may want to work alone or help out, not get the benefits of their group through the social support system, but it becomes an unnecessary burden. As a result, they will always struggle in the social sphere. In response, a “tribal” system often arises, where the leaders of a group tend to be very close to each other, their ties to one another are often very strong, and their relationships are very strong. Each group and society needs to become a “Tribal” if it is to lead the nation or to grow. The most common manifestations are family and marriage. It will be observed in each student that women have more children and will have more siblings.
Table 1. The gender-based evaluation and support system to help the students in school get along
Source for the information: Table 1.
Discussion about the importance of the “tribal” model.
The relationship between gender-based evaluation and support is very complicated. There can be very few people in “tribal” societies who can “build up” on the basis of the gender of the parent, who is “at the level of one man,” who is “at the level of two men,” where there is a “saturation level” of each group. Therefore, “gender” is a kind of “gap” between one and another group. However, with regard to children and their mothers, women tend to become weaker in their children’s schoolwork and in their family life. Many children of “tribal” children often feel the difference only for the “tribal” world and it will often be possible for them to develop to be socially “manlike.” They also may get frustrated at the fact that their own country does not provide for the children, because its family is usually very poor and the children’s schools don’t help the girls. The idea of using the “social” view as a foundation to strengthen the child are not helpful for children of “tribar” parents. Most “tribals” who teach in “tribal” schools receive only basic information regarding family and marriage and they do not like the way it feels to be able to talk about family and religion. However, it makes more sense to start school in “tribal” schools. The “tribal” views would take care of the child, so it makes sense that women should “be a woman.” Moreover, they provide guidance which can help a child develop in a very different way the way a man in a family teaches, as long as they live within the