Home Question for teachers re: split-level/multigrade classes

[MichelleCarmen]

Okay, I know there are a few teachers on PS. . .

How do teachers view the split-level/multigrade classroom setting for children in public elementary school (say a 1st/2nd split or a 2nd/3rd)? Are the kids selected for these classes more on the "gifted" side or just more independant or is the setting just providing an avenue experiencing a less traditional way of learning?

I''d really like to hear views and feedback before I go into details regarding my son and the decisions I made regarding his education and the approach I should take from that point forward.

Thanks.

 

[vespergirl]

I''m not a teacher, but as a child, when I was in kindergarten, I spent 1/2 my day in 1st grade, and then when I went to 1st grade, spent 1/2 days in a 2nd grade classroom for a month before they just skipped me to 2nd grade. I was learning much faster than my contemporaries, and they did an IQ test that confirmed that I had above average intelligence, so they skipped me a grade so that I would be in a more academically challenging setting. The social drawback was always being the youngest kid in the class, but because I''m tall, I guess I didn''t look any younger. I never regretted skipping from an academic standpoint, though. I think the only time it ended up worrying my parents was when I graduated high school at 16 and moved to a different state for college when I had just turned 17.

I think that if your son is not challenged in class, because he''s ahead of the other students, then it may be good for him to spend some of his time in a classroom that will not bore him or stifle his learning abilities.

 

[Miranda]

Not a teacher here either, but, my sis was just faced with a similar situation. And, as far as school goes, I''ve been around the block a few times!

My sister''s DD was offered a spot in a 4/5 combo. She''s a very bright 4th grader who will do well in an advanced environment. For the most part the teacher is able to teach at seperate grade levels. This can be structured many different ways. Sometimes the 4th graders are shipped to a different class for group learning time. During that time the 5th graders will stay behind and have time with their teacher. Ususally this is for math and reading...Times when smaller groups are preferable. You should talk to the school to see how the school and individual teachers organize it. Usually, they are happy to help.

 

[zoebartlett]

Date: 8/30/2008 2:12:47 PM
Author:MC
Okay, I know there are a few teachers on PS. . .

How do teachers view the split-level/multigrade classroom setting for children in public elementary school (say a 1st/2nd split or a 2nd/3rd)? Are the kids selected for these classes more on the ''gifted'' side or just more independant or is the setting just providing an avenue experiencing a less traditional way of learning?

I''d really like to hear views and feedback before I go into details regarding my son and the decisions I made regarding his education and the approach I should take from that point forward.

Thanks.

Before I got my current teaching job, I taught reading to small groups and individuals in an elementary school that had a wide variety of classrooms (traditional classes with one grade per room and also multi-age classes). Multi-age classes aren''t for gifted students -- they''re run just as any other regular classroom would be, the only difference is that the teacher might have, for example, first and second graders in the same class. Just as in any regular classroom setting, the students in these classes are on all ends of the spectrum, so to speak. You could have kids with special needs (both gifted and those who need extra support who are on the opposite end) as well as kids who don''t need special services. I would assume that when placement happens for multi-age classes, many things are considered -- how many people need Title I and/or Special Ed. support, how many kids in (for example, again) first vs. second grade, and how many kids are known to have behavior issues. These are the same things that are considered for placement in regular, non multi-age rooms. The highlighted part is basically what I meant to say, I was just more wordy.

I loved working in the multi-age classrooms at that particular school. Any time you can have kids helping other kids and encourage independence for your students, it''s a great thing. Having multi-age classes provides that, among other things. That''s just my personal opinion. There are so many benefits to having M-A rooms, but I can also understand if a parent chooses to keep his/her child in a more traditional setting. There''s no right or wrong -- just different.

 

[MichelleCarmen]

Thanks, Zoe. You posted exactly what I needed to read. My son was placed in a split-level class and I was told by various facilty that it''s because he''s more independant and his placement should be considered "an honor." His placement took him away from all his friends and rather to my surprise EVERY one of his friends was put in the same class this year, and it seemed his split-level placement away from his friends and instead with kids he doesn''t know, would leave him feeling isolated (and he has a difficult time initiating new friends, so he depends upon the bonds already created). I spent hours yesterday getting him put into a regular class (the same one with his friends) and luckily, after much discussion, he was moved.

I was left with the impression we were having to choose academics over socialization, but it sounds, from your post, that the case is slightly different. I''m glad to hear that!