Toronto School Board considers establishing schools for children only

The director of the Toronto School Board, Chris Spence, presented yesterday a report that looks at the various problems for boys only schools could help children improve their performance

According to the director of the School Board Toronto District, schools for boys only could help children improve their educational performance
facing public education in the city. These results highlight the low educational performance achieved by males, especially when they are compared to girls. For this reason, Spence has proposed the creation of a public school 100% male, in which even the teachers are men. While Spence seems to be convinced that such educational institutions will help improve the performance of cheap darkfall gold, critics of the idea argue against, calling it a segregation of the sexes. In the world not even the experts fail to agree on which of the two types of education systems is better, and each has advantages and disadvantages discussed below.

The highest-ranking official within the District School Board Toronto (TDSB, by its initials in English) suggested yesterday by a new report, a school exclusively for children may be the best way to improve educational performance and reduce high levels of dropout among men.

Chris Spence, director of the board, students said the men should be turned into a priority and then called for a new educational strategy that addresses the real problems faced by children within the educational system.

“Actually the kids thrive better in an environment that keeps them active,” Spence said yesterday during a news conference. “When every fiber of your body craves the move and be active, we ordered them to sit.”

The report, entitled “A Vision of Hope” was published last Tuesday and discussed a host of issues important to the city’s public schools, to which they have faced over the past years, including closures , violence and low student numbers.

But Spence said in his report that there is growing concern on the overall results of the tests that apply to boys in public schools, especially when these results are compared to those obtained by muges.

“When we see this kind of data on boys … the situation is alarming,” said Spence. “If we want to see different results, we must change the way we are doing things,” he continued.

He suggested creating a “leadership academy for men” from September 2010, which will focus on school-aged boys kindergarten through 3rd grade. Most, if not all educators in this institution must also be men. The program would be extended to add additional educational degrees each year.

Spence said such programs would offer the boys a sense of ownership, of identity, both very important factors in personal development.

The program, says the director of the TDSB would be especially important for children who do not have at home with a father figure or they have is not exactly the best example.

“They will learn from his teacher much more than what dictates the curriculum,” said Spence, emphasizing the importance of teachers are also men. “The teacher is the curriculum,” he said.

The findings of the report are based on about 200 meetings with parents and school representatives and other interested and involved in education.

Spence demerit criticism of such programs, even though experts warn against segregation of sexes.

“This is not a problem of segregation, this is a problem of options,” he said. “In most situations, mixed school environments could be better, but for some individuals, single-sex schools are better for their performance. Trying to provide these children with an adequate environment is extremely important. ”

What is best, mixed schools or single sex?

Actually, the answer to that question only you can answer yourself, based on the individual circumstances of your child, your family and your community. However, there are some important facts that could help answer this question properly. Here’s the information.

The first thing we want to make clear is that neither among the experts themselves must agree on whether it is better that boys and girls study together or separately. The discussion also enters third formula, coeducation, which pairs students during recess and separated into classes, a technique that is used in many countries worldwide, including Hispanics, but that is not very common in Canada .

Returning to the question, what is better, Joint or separate? A question many parents are beginning to do, thanks to Spence’s report, thinking about the kind of school would suit their children.

The decision is difficult. Some will opt for the segregated, as they have better academic results, as he said Spence. Others prefer psychosocial development involved coeducation. And there are those who postulate coeducation, where children come together only during breaks.

The experts also agree. For example, in U.S., England and Australia are discussing the issue thoroughly, as the authorities of the countries want to know what happens to children, why they are wrong and suggesting that perhaps was not a good idea mixed school, because it does not take into account that girls mature earlier than boys and have a different way of dealing with classes.

The argument in favor of a single-sex school is that the development of skills and learn how children and girls are different, due to physical difference between their brains that affect cognition, memory, vision, hearing, emotion , behavior, maturity, etc.., which directly influence learning. It does not mean that one is superior to another, but simply have a different development.

On this basis, the girls will perform better academically when studying without children because they have faster development and share classroom with children may delay or lose motivation to move forward. Children tend to be more moved by what they have less advantage to concentrate and decentralize the girls step.

The numbers seem to support these arguments. According to scientific studies, the results of segregated schools (both those female and male) in mathematics exceeded 29 and 28 points respectively, that achieved through joint ventures. In language the difference is 36 and 22 points respectively.

For girls, single-sex schools might give them the freedom to build their own life projects outside the influence of men and help them realize their academic interests that are different from them, as usually girls are more responsible and hardworking.

The defenders of the mixed system’s argument convinces no better performance and argue that standardized tests are not a single indicator, because they believe that many of these segregated schools choose their pupils and has been isolated nor socioeconomic factor. And those are variables that influence performance. They argue that in assessing the educational success is not just “measured the cognitive aspect, but also other areas such as artistic development, cultural, social and even physical.”

One point in favor of coeducation is social development, social skills are developed throughout life, some people reach adulthood without having been able to develop optimally. Teachers for coeducation is without doubt the benefits of education by gender, but feel that academics can be recovered eventually.

Thus the great advantage of the mixed system is that it promotes social development. But the defenders of the system differential socialization of the best mixed especially not persuaded by the fact that today the socialization is not just in school, but there are many other options, such as the Internet, groups of friends, etc.

The social aspect, say the advocates of single-sex schools can be filled with extra-curricular group activities such as sports, dance workshops, drawing, etc..