In the girls-only classes, the teachers try to encourage a sense of worth and confidence and select teaching methods that promise active involvement. They teach the girls responsibility, leadership and to challenge "received wisdom." In the boys-only classes, the teachers maintain strong leadership skills and are quick to deal with disruptive, and challenging behavior. They teach the boys in ways that motivate, and address their shorter attention spans (Dickinson & Fairhurst, 2002).
An article in Better Homes and Gardens discussing single-sex classrooms compared the differences as "a study in contrasts." In the boys-only classes, they fidget in their seats, and slouch across their desks. They make noises while waiting to be called on, and whoop out loud when classroom answers are right. Teachers repeat themselves often. In the girls-only classes, they sit quietly in neatly arranged desks, raise their hands quietly, and wait to be called on before answering a question. There is hesitation in their voices when they do answer. Teachers spend much of their time making sure the girls are "emotionally comfortable." According to the article, a 1992 report AAUW: How Schools Shortchange Girls, sponsored by the American Association of University Women found that, although boys and girls start school with approximately the same skills, by around seventh grade those skill levels begin to change. By the time they graduate, boys are excelling in math and science and have a benefit over girls on college entrance exams. The report also states that "girls receive significantly less attention from classroom teachers than boys and that teachers give boys more encouraging comments than they do girls when boys blurt out an answer without being called on, teachers listen. When girls call out, teachers tell them to raise their hands if they wanted to speak" (Palar, 1996).
Cori Blackwell, a 13-year old girl, thinks boys are a major distraction at school.