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We understand by differentiated education, separating girls and boys in different classrooms, changing the teaching method but not the content. If girls and boys are different, they also learn, think and want differently. The curricular content does not change, simply that, in a separate environment, teaching is adjusted to the preferences, needs, motivations and learning style of each sex.


You as parents know that each child is different, each child is unique and has qualities, talents and particularities that are not repeated in the same way in their siblings or in their friends, because each human being is unique. That it is best to give each child what he needs according to his age, maturity, sex and character.

For example, boys do not sleep in the same room with girls, boys are not bought the same toys as girls, and boys are not corrected in the same way as girls. As parents, they know first-hand that the preferences and needs of each child are different and are accentuated according to the sex to which they belong. This is due to the fact that every man and woman, even if they are equal in dignity, have their own qualities that nature gives by the fact of being a man or a woman, that is, having a different identity.


Our teachers affirm that the dynamics within a classroom only for boys are very different from those of a classroom made up only of girls and this has been proven in several studies that found that, in general, competences under pressure, with champions and losers in a time limit positively stimulate boys, while girls prefer teamwork where everyone wins and no one loses. If we try to explain a mathematical formula to children, the examples that they will understand best will be different from those of the girls. The same happens with reading because preferences are very different between boys and girls. Indeed, the ways of teaching, motivating and treating each vary.


A group of researchers attached to the University of Michigan studied academic performance in some separate and coeducational Catholic schools. On the part of boys in separate schools, better grades were detected in reading, writing and mathematics, than boys in mixed schools. As for women from separate schools, they had better grades in science and reading than those from coeducational schools.

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