what are the merits and demerits of co education at a school level?(eassy plz)?
397490
merits of a co-education are:\n1. children are not afraid of the opposite sex.\n2. children may get used to the other sex, hence later on are less distracted\n3. children are less spiteful then at all girls school, and less aggressive than an all boys school.\n4. siblings may have to go to different places to get to school, and hence more trouble for the parents in dropping them off, or a greater distance of travel maybe required\netc\n\ndemerits of a co-education are:\n1. more changing rooms required for boys and girls (+ other facilities)\n2. distractions of the opposite sex therefore harder to concentrate\n3. boys and girls have are thought to have a different rate of maturity\netc.
747353
- Good health\n -Nicer overall look on school and district\n- Students, teachers and visitors wil feel a lot more comfortable.\n- Safer\n- Better environment around school\n- A good clean environment helps promote good learing!
41942
Books on Educational Psychology and Cognitive Development in Education Programs offer the best info.\n\nBehavior problems and coping w/ indicvidual differences are the two big challenges of teaching.\n\nI found a pretty good summary online; read/print out info on this link:\nAdditional links found:
124876
The school system is a social creation, run by man. \nThe goals of each individual are influenced by the society. Therefore there is a large connection here.\n\nThere would be a large amount of social analysis to answer this question. I recommend "sociology" by Anthony Giddens (in all libraries)\n\nFurthermore, an assessment of how the curriculum is constructed in your area would also do well. I answered a similar question to this last year with reference to the curriculum creation process of my local eduacation body - Board of Studies NSW. You will have a similar body wherever you are from.
1069597
For co-educational - As I was one in a single sex school, and within sex weeks went back to an co-educational schools, in single sex schools girls can be really braty, and often in senior years of high school you find alot of drugs and etc in single sex schools. but I am also against Co-education - as no disruptions of opposite sex like when you form a crush on someone we usually do stupid things. And without the opposite sex we don't need to worry about impressing anyone or etc.
596372
are you talking about school coop programs.  if so, they are a good idea especially if you can gain some experience in a field that  you are interested in or are planning to enter after graduation.  coops give you the ability to see what a day to day existitance inthat field is like.  it also quickly lets you decide if you want to be in that field with little loss to yourself.
446143
I don't believe it holds any benefits, except make parents more neurotic, being around their children all day.  And who decides whether the parents are competent enough to teach.  Do you need to have a teaching degree for this?\nKids will most certainly miss out on a lot of interaction with other children, which is very important.\nIf you want to give them a better education, send them to private school if you can afford it.
593742
well, little classes are better but i guess big classes could;\nallow for more diversity in the class with answers and questions.\ncost the school less payroll expense because one teacher can handle more students.\nallows the teacher to reach more students at one time.\n\nthose are some ideas, hope they help.
595702
I think they both have their merits. Independant schools generally have kids who are easier to work with because the school will kick them out if they misbehave.  The environment at an independant school is far nicer and the teachers seem happier.  But at state schools you will get far more experience with a broader range of kids and you won't get so  many 'spoilt brats'!
833980
pros\n>communication to guardian/parents\n>projects( ie. recording, taking photos)\n>in case of emergency\n>gives protection for ur mobile (tell in ur parameters that there should be a place for it 2 be kept by a teacher/school personnel/whatevr..\n\ncons\n>distraction\n>cheating in exams\n>tempts some to steal others'
491540
education is never fun but, your school has to have something good about it. Find what that is and try to be apart of it
277777
OK you asked for it. LOL. Computer integration is the life blood of our schooling technique. We have had an ever increasing computer-integration in our classroom for 13 years. This is going to be a long post, but I hope you will find the ideas fascinating.\n\nWe homeschool using multiple computers - OK, not a traditional classroom view, but the advantages and problems are about the same. I homeschool my own four children as well as teach homeschool co-ops for high school subjects. Co-op classes typically contain 8 to 18 students. The computers are used extensively for both groups. \n\nMy 18 year old son has taught himself how to build and repair computers so we have very little money invested in our computers. I have always wondered why schools do not take advantage of all that free teen energy and get them making school furniture and computers instead of the schools having to buy from expensive school supply catalogues. Those prices are outrageous! The kids learn real world useful skills by building what the school needs. Anyway, that is a topic for another Yahoo Answers Question. LOL\n\n-------------------------------------------\n\nOne difference is in the classroom layout - Our Schoolroom/Computer Lab Physical Setup:\n\nMAIN SCHOOLROOM - Instead of the kids each having a traditional schooldesk each one has their own computer station and their own computer. We have six networked computers in the main school room plus a spare one in the bedroom that is also part of the network. All the computers have access to the internet on-demand via a broadband router 24/7. My husband has custom made two long counters on each side of the room which house three computers each. Each computer's space is about 3.5 feet wide by 3 feet deep. The deep counters and dropped keyboards allow the students to work at their station easily even with a bunch of resources spread out in front of them. They also have additional storage for school supplies and CDs. The children are each assigned their own computer which is where they work throughout most of the school day and it is their personal computer during free time in the evenings and weekends. The front of the room houses the white board. We have a mobile (on wheels), fold-down table for when we need a large flat surface to work on. It stays tucked out of the way until we need it. The chairs are adjustable-height, wheeled desk chairs with arms. It is surprising how often they are wheeling on their chairs between computers as they collaborate or show each other what they are creating. Every station has its own set of headphones and microphone. Several have their own printers, while all have access to the network printer and scanner.\n\nMULTIMEDIA STUDIO - The computer in the bedroom is our multi-media studio with studio quality microphones, a studio sound mixer, a VHS tape player, portable DVD burner with VHS and TV inputs capability, surround sound speakers, and a digital camera that can take both digital stills and quicktime movies. We have a variety of multimedia design software installed on that system. It may seem like we invested a lot of money into our multimedia studio, but my son built the computer, we bought the mixer and studio mics second-hand on E-Bay, and the VHS tape machine is one we have had for years. By having this system in the bedroom, the door can be closed to allow for less background noise when the kids are producing multimedia products.\n\n----------------------------------\n\nSOFTWARE INSTALLED ON ALL SYSTEMS - \n- PrintMaster Platinum is the main electronic notebooking software that the kids use. With it they make multimedia webapges that run from burned CD-ROMS. They also print out their e-notebooks. Their e-notebooks can be uploaded to the internet as standards compliant webpages.\n- Inspiration Software - this is a terrific program that we use for a variety of purposes.The kids use it extensively for notetaking, organizing compositions, visuals for their e-notebooks,
168733
You need to have a degree in Elementary Education (Early Childhood Education). 4 years of college to get a bachelors degree. If you want to get an associates degree, it's a 2 year course, but you can only help the teacher. The advantages are plentiful. If you love working with children, this would be ideal for you, but the income isn't as great as if you were to study Nursing or some other highly paid profession.
349742
Monkeybiz is absolutely right about how properly designed inclusion programs cause minimal impact on the regular ed kids. I am also glad to hear how well her son is doing. Congrats!\n\nHere are the issues that must be addressed to create an effective inclusion program:\n\n1. The child with special needs must be non-disruptive in his/her behaviors with the regular ed students; one of the major supports I provide is bringing up self-esteem and confidence through clear and observable academic growth (self-esteem must be earned through success to have any lasting, long-term effect)...low self-esteem being the major cause of misbehavior in SLD students.\n2. The child with special needs must be motivated to learn.\n3. The child with special needs should have language arts skills within one year of expectation for regular ed students for language arts independent inclusion, and within three years of language arts expectation for regular ed students for other subjects. For example, I have 4th graders who see me for Language Arts remediation, who are now able to read at the late 2nd grade to early 3rd grade level, who do quite well in math, science, and social studies with the modification of written work length, peer and teacher support for reading assignments, and multi-sensory instruction in the regular ed classroom. Those who are below that in Language Arts also have me for Math, and we provide supervised inclusion through an educational assistant in science/social studies for those whose reading is early 1st grade/Primer.\n4. The student with special needs must have study and personal advocacy skills (e.g. using the dictionary, confidence in asking for help from the teacher and peers, using environmental resources such as assignment postings, posters, etc.).\n5. The student with special needs should have his/her time in regular ed and in special ed pull-out carefully balanced to best support his/her learning needs.\n6. The regular ed teacher must be open and flexible, get along well with the special ed teacher on a professional level (personal doesn't hurt either), and have the skills needed to modify curriculum and adjust instruction to meet the needs of ALL the students in class (rather than seeing the inclusion students as "belonging" to the special ed teacher).\n7. The special ed teacher must be versed both in the regular ed curriculum programs, AND in research-based curriculum and instruction appropriate for a variety of learning disabilities, speeds, and sensory issues. The special ed teacher must be able to work with almost everyone on the regular ed teaching staff with some effectiveness, even with the untrained and unmotivated ones (in other words, be open and cooperative with many people, and have a thick skin and tenacity for those who would rather not "deal with those kinds of kids").\n8. The special ed teacher should have a small enough case load that he/she can spend adequate and effective time with the student on his/her continued areas of need (state cutoffs for caseloads are much higher than reality for teacher effectiveness). With appropriate time in individualized instruction for remediation skills, study skills, and coping skills, the child has an excellent chance of success.\n9. The parents must have a strong sense of education as the key to the future of their child, and convey their value for education to their child.\n\nIf ANY of these components are missing, or even somewhat reduced, the student is at a high risk for failure. However, with adequate numbers of dedicated staff, it can work wonders!\n\n"Full inclusion," all-day inclusion, only works if the regular and special ed teachers are co-teaching the class as all-day partners who have similar instructional styles and get along together personally, there is an educational assistant providing additional support, the administration is flexible for both curriculum and instruction of regular ed students, and both teachers h
197612
i had that all through highschool. \nPROS \n1.  you spend more time in one class, so you can start and finish a lesson in one day\n2.  you get use to your students, instead of having like 6 classes of 25 students you only have 4 or so\n3. preparation of lesson plans are less\n4.  less tests/work to grade \n5.  if you have an off period it is possible that it is longer\n6.  possible to teach in one subject, more or less, you can focus on mostly english or what not\n7.  can give more 1 on 1 time to students\n8.  more time for presentations\nCONS\n1.  classes are longer\n2.  you have to change previous lesson plans to reach the time of the class period\n3.  kids get really annoying when sitting in one place so long, even 18 year olds
783315
School is for learning. Forget about chatting and concentrate on a good education.
409821
The number one advantage of public schools is SOCIALIZATION!  If you do research under that category, I guarantee that you will find many reasons to prove why home schooling isn't such a great idea.