When girls are asked to express their feelings or feel stressed, they can share this information with their teachers and friends. They can also provide details and will look you in the eye as they explain their problem. Teens find it very difficult to talk about their feelings and do not provide details unless asked specific questions. Again they will give very little information because they don't know how to communicate what their feelings are. Kids cope well with moderate stress and may actually fare better with it. They also feel aroused when faced with threats and confrontations. At school they will thrive if a teacher presents a challenge or competition within a lesson and if they become stressed they will want to be alone when trying to deal with it and will not show any emotion, so the teacher may not be able to understand when the children they are stressed. When girls are separated into single-sex classes, they have a positive attitude, are very focused on learning and their behavior is not a problem. However, when the researchers examined the boys' behavioral patterns, they found that they fought more when the girls were not present. They were louder and more and more kids were copying on tests. Furthermore, older children tended to bully younger children, and the classroom was aggressive and competitive (Jackson, 2002; Gray & Wilson, 2006). Teachers of single-gender classes must apply strict class rules and follow them. Successful studios with single-gender all-male classes have clear, concise rules, and there are consequences for those who choose not to follow the rules. Rewards for appropriate behavior motivated kids and presented them with the challenge they thrive on. Development... half the paper... every lesson. Test scores will be compared between co-educational and same-gender groups. If test scores are higher on the ratings, a final rating will be provided to confirm the results. A bar graph (Appendix C) is developed for each student to show the progress of each individual child in each group. The results of the progress monitoring will show whether the mathematics intervention was successful in the single gender group. Each member of the mathematics department will analyze the survey questions and answers. The survey will show whether each child enjoyed learning and the single-sex classroom setting. A survey will be administered to each parent (Appendix D). It would be important for the study to see if parents had any positive or negative influence on their children. The bar graph and student survey results will be shared with parents during student conferences.