Like some of the previous recommendation made by researchers before this study, a gender specific classroom could be one of the way to utilized the teacher-student gender compatibility. Education already moving towards applying learner-centered , but does schools really practice it? Learner-centered in the eyes of the school might be different in the eyes of the student. Focus should be on the students, therefore there is a need to consider what students thinks on what is best for them. Giving them a say on teacher's gender they prefer could be a controversial issue especially teachers of different gender might be offended by the results. Nevertheless, it is for the betterment of the students learning process. Dr. Leonard Sax of the National Association for Single-Sex Public Education suggests there are a large number of reasons why males and females should be separated during class time at school. He points out two of these reasons as he reveals that there are gender differences in the brain and gender differences in learning styles.Gender specific classrooms could cater these two different factors by having two different brains and two different teaching styles, being put into their own group. Males tend to be deductive in their conceptualizations, while females prefer inductive exercises (Gurian, 2001). In addition, boys tend to do better with abstract reasoning than girls (Gurian, 2001). Girls often prefer to learn using manipulatives and objects, whereas boys can learn much more easily from chalkboard instructions. This difference could explain why in this study, male and female students have different view on looking at what makes a class interesting, based on teacher's gender. In gender specific classrooms, teachers can easily adapt their teaching styles, to accommodate these differences in the learning styles of males and females. Gender specific classrooms also afford the opportunity for educators to tailor the learning environment to suit the majority of students. They allow the teacher to organize a lesson in such a way that the students may feel more connected to it and take much more of an interest in what they are learning. This connection creates an atmosphere in which students are much more focused on their tasks and less disruptive to the learning of others.