While single gender education is still being hotly debated, there is no denying its existence and the necessity for teachers to understand best practices when teaching in single gender classrooms. Below, find examples of different strategies to use in all male classrooms.

"Best practices for setting a boy-friendly classroom (Gurian, et al., 2009; Rogers, 2008)

The following proposed strategies are based on observations that have been conducted in boys-only classrooms around the country:

3.1 Teach with an understanding of boys’ energy. Because of their activity level, many boys need space to think, move, and arrange their materials for learning. Some recommendations are to use outdoor spaces, have large classrooms with room for learning centers, allow boys to stand and continue to participate, and include recess and physical education.

3.2 Use spaces in boy-friendly ways. Teachers who are creating boy-friendly classrooms understand that boys need more visual stimuli than girls to help them retain information. Some recommendations are to allow for as much natural and bright light as possible, put up posters and charts in an organized way, and use flexible seating positions according to the types of learning activities.

3.3 Engage boys’ competitive spirit. Healthy competition not only engages students to learn but also promotes their spirit and motivation in the classroom. However, this can create unnecessary conflict for the youngest students, who might still not understand the concept of competition (3rd grade and below).

Best practices for teaching core curricula to boys (Gurian et al., 2009)

4.1 Give instructions and directions. Because boys learn best using their strongest sense,which is vision, they benefit most from seeing information (Gurian et al., 2009; Sax, 2006). Teachers should visually share in advance examples of what good work looks like (i.e., in terms of quantity and presentation). Some teachers suggest limiting verbal instruction to 10 minutes or less and instead focus on presenting visual cues and allow boys to learn through investigation and exploration.

4.2 Help boys transition between learning tasks. Most boys struggle more than girls when they have to stop what they are doing, clean up, and get ready for the next task. Teachers should develop strategies that ease these transitions.

4.3 Enhance math curricula. Boys tend to be better than girls with spatial tasks (Gurian et al., 2009); thus, they might enjoy working with symbols, diagrams, maps, and abstractions. Teachers and educators suggest using the blackboard rather than textbooks. Some specific strategies for math learning are to use competition, sports, and physical games to explain math.

4.4 Enhance science curricula. Boys build their science knowledge not as much from reading as from experiencing. Therefore, teachers suggest providing boys with the opportunity to do hands-on and interactive work.

4.5 Enhance learning of literacy skills. It is important to develop an awareness of what boys enjoy reading and allow them to find and read those books. Some resources that list books boys like are Books for Boys, by Michael Sullivan; Great Books for Boys, by Kathleen Odean; What Stories Does My Son Need? by Michale Gurian and Terry Trueman; and Guys Read, by Jon Scieska. Helping boys become better writers is another important aspect of literacy. Experts
suggest using technology and allowing boys to write about high-interest topics."

https://www.austinisd.org/sites/default/files/dre-reports/11.09_Best_Practices_in_single_Gender_Education.pdf