Successful Single Sex Classrooms — Study Guide

Book StudySuccessful Single-Sex Classrooms: A Practical Guide to Teaching Boys and Girls Separatelyby Michael Gurian, Kathy Stevens and Peggy Daniels

Whether you are in a single-sex school or a co-gender school that has all single-sex classes or just a few, these study questions will help clarify your thinking about how to be the best teacher/administrator you can be related to gender-friendly instruction.

Chapter 1 

  1. Discuss the success stories of the reported schools and the lessons learned that can be replicated and/or modified.

Chapter 2

  1. Review the structural differences in the male and female brains.  Look at these as you observe behaviors of your students.  How can this knowledge help your students in their development?


  1. How the brain processes information is different for each sex.  What are the educational implications for your program?  Think of three different ways you can assist in this process.


  1. With all of the stresses males/females can and will face, think of what can be done in as they move through the grades to facilitate self-learning and knowledge to help deal with the issues of growing up.

Chapter 3

  1. After reading the sections on school leadership, teachers and the two teacher’s journals, what needs to be implemented school-wide to make things “click” to a greater extent?  What role will you play?


  1. What do you think parents value most about your single gender classrooms?  What are their concerns?  What can/should you do to help bridge the gap?

Chapter 4

  1. What couldyour school learn from the surveys?


  1. If you decide to administer the surveys, how will you use the collected data?

Chapter 5

  1. How can the many ideas/suggestions on boys and movement be productively transferred into action plans?


  1. Describe the physical space in your classroom.  How can this be enhanced?


  1. Describe how you will use the “outdoor classroom” in your next unit of study.


  1. What are ways to incorporate productive competition in the classroom and school-wide?

Chapter 6

  1. What can you improve upon in your classroom to make it more male/female friendly?  (Relate to question 2 – Chapter 5)


  1. What suggestions do you have to nurture the “inner lives” of your students?


  1. What suggestions do you have to nurture the “boy/girl code” productively?


  1. How can you utilize the stress list (p.125) in your teaching and subject matter?    …don’t forget math!


  1. List three specific strategies to show how the development of leadership abilities is important for boys/girls.  How is this fostered within your team?  Your classroom?community?


  1. What techniques have you found successful is developing positive group interactions?  What are your struggles?


  1. What are your strengths as an “effective teacher of boys or girls?”  What are areas for growth?

Chapter 7

  1. P. 147 lists reflective questions for students following a lesson.  When are you going to try this with your students?  What do you plan to do with the results of the conversation?


  1. What general suggestions for enhancing a girl’s classroom can you see using for your boys and vice versa?  How does this relate to what you know about the functioning of the brain?


  1. Many strategies are shared for each subject area.  What three strategies will you try?  What two strategies, from another discipline, can you adapt and use?

Chapter 8

  1. Many strategies are shared for each subject area.  What three strategies will you try?  What two strategies, from another discipline, can you adapt and use?

Chapter 9

  1. How have you developed a unique relationship with your students?


  1. In regards to “soft skills,” how can you visualize integrating these into the daily lives of your students?


  1. Belonging is very important.  How is the promoted within your school? Your team? Your classroom?


  1. Positive emotional vocabulary is a necessity for boys and girls.  Think of three ways you can improve and use this in your classroom.


  1. What is the difference between E-A-T and E-T-A?  How will you share this with your students?


  1. After reading the section on advisory program, what can you adapt, change and/or modify for your school and your class?

Special thanks to Lynn Ritvo, Gurian Institute Certified Master Trainer, for this study guide.

© Michael Gurian 2018. Developed by the Gurian Institute Training Division.

Successful Single Sex Classrooms - Study Guide - GURIAN INSTITUTE