Multi Age Classrooms

Many, many years ago, the norm in the educational setting was the one room classroom where one teacher was responsible for students with a wide range of ages and abilities.  It represented a single class in which students of different ages studied as separate grade/subjects groups as a whole group.  Although today’s classes may mirror that to some degree, teaching cross-grade groups as a whole class and emphasizing individual progress through a developmentally appropriate curriculum is a more popular model. There are many reasons why a multi-age classroom  

works. One of those reasons is that students reinforce their own learning as they support younger peers.  All instruction becomes differentiated because of the many levels of the students. However, most of the students are independent thinkers and learners, which makes differentiation much easier to implement.  Another advantage is the sense of community that is created in this type of classroom, not to mention the family relationships that are created if you loop with the kids.  It also builds character because of the relationships developed between each of the students. Research states that the success of multi-age classrooms begins with understanding how children learn.

Older children help younger ones. The competent older children can reinforce their understanding of the content material while the younger ones have it taught to them in different ways. Sometimes another child can word a concept in a way that an adult can’t, facilitating better understanding for both children involved.

Multi-age classrooms  also allow children to excel. With higher-level materials on hand, and an infrastructure already in place to differentiate the instruction, higher functioning students can do more than the prescribed curriculum.  Additionally, children below grade level are able to focus on concepts that they need remediation in. This ability to “fill in” a child’s gaps in knowledge leads to better and often, but not always, acceleration in that child’s learning curve.

Some worries include that the different ages in one classroom will cause problems. Either older children will bully younger ones; older children will become immature from socializing with younger ones and perhaps slip academically or that having students working on different levels will promote taunting of lower functioning students. Although these are valid points, they also occur in single aged classrooms also. The teacher can alleviate these problems by doing a lot of community building exercises at the beginning of the year and then periodically throughout the year that focus on the individual worth of each child’s natural strengths and help the children learn that the classroom environment is a place that we focus on each person’s growth, not their weaknesses. Children, especially at the younger grades are very accepting and forgiving when it is modeled for them.  Multi-age classrooms are a very positive and enhancing environment when met with encouragement, support and understanding.

Childhood Obesity and the School's Role

One of the most serious issues facing our students today that has no relation to the curriculum, testing or standards is the fact that childhood obesity is rampant in the United States. In fact the US leads the world in this issue, with Europe a close second.  According to reports, one out of three children is obese.   This has become such a hot topic; even First Lady Michelle Obama has joined this fight.  She has begun a campaign by the name of “Let’s Move” and it focuses on getting kids up and moving while establishing a healthy lifestyle.  It also asks for an effort on everyone’s part: parents to be educated, schools to offer a more balanced and healthy 

menu and for corporate America to offer lower cost fresh foods, making it more accessible to the public and by monitoring the fat content of all food issued by fast food restaurants.               

It has even gotten the attention of Jamie Oliver, who is a chef.  He is passionate about helping people get healthier by eating healthier. He, along with ABC network has launched a series about school lunches and the impact it has on the health of the children of today.  He states that the United States is the unhealthiest country with 2/3 of the population being overweight.  With this staggering statistic, it is estimated that children’s lives will be cut short by 10 years because of their unhealthy lifestyle and eating habits.

Most of us worry about dying from homicide or terrible accidents which we have no control over. However, according to the table, most deaths come from diseases that are nutritionally related and can be controlled by what the person chooses to eat and how certain foods may be the onset to their eventual death.

To gain the attention of kids, Shrek has even joined the fight. Children and parents must realize that being more active is a key to their health. This is the focus of the campaign of “Let’s Move” and the message from our friends of the Shrek fame.

Another focus on this plight is school lunches.  The USDA is getting involved by proposing guidelines for school lunches. They want to limit calories, reduce sodium intake and starchy vegetables while doubling the fruit and vegetable servings and offering whole grains. Because 32 million students eat lunch and 11 million eat breakfast at school, they are getting one half of their daily calories from the school menu. This puts educational systems and their food choices at the forefront of this epidemic. As a nation, we must work together to solve this problem for our students and children and their future health.

References:
      Southern Methodist University. (2010-08-24).  School lunches linked to childhood obesity. Retrieved from http://www.disabled-world.com/fitness/child-obesity/school lunches.
      Let's Move. (2010). Healthy schools. Retrieved from http://www.letsmove.gov/healthy-schools.

It's What We Do That Counts

 

 Remember the Children:
There are many so-called things wrong with education these days according to public opinion. There are numerous obstacles put in front of educators today, obstacles that many of us have no influence or say in changing or altering. However, one thing that each individual teacher does have control over is simply at their fingertips: how our students view our opinion of them, or Teacher Student Relationships.  According to Robert Marzano, “Positive relationships between teacher and students are among the most commonly cited variables associated with effective instruction. If the relationship is strong, instructional strategies seem to be more effective. Conversely, a weak or negative relationship will mute or even negate the benefits of even the most effective instructional strategies”.  It is a sobering thought for educators; administrators and teachers alike, that the human element has such an impact on successful instruction.  We have the capability of enhancing or impeding the education of our students and impacting test scores simply by developing the positive relationships with our students.

Words to live by...

It is often said that we must address the student and their emotional, physical and social needs before we can expect them to be successful in the academic world. Creating a positive relationship with our students is imperative for their success. A student must feel that they are in a safe, nonthreatening environment to feel they can be a risk taker in their own learning.  Educators can develop positive relationships and perceptions with students through many different actions. One is to show a genuine interest in the students’ lives and interests. A teacher must also advocate for the student, allowing the student to feel that the teacher wants them to do well in their class. Teachers must also never give up on the student; always giving them the additional help and guidance when they get behind or do not perform well.  Another way to foster a relationship with a child is to simply develop a friendly relationship with the student.  Allowing the student to react naturally to things that may occur in the classroom and not feel the fear of teacher repercussions can develop a positive relationship with the teacher.
The power is in our hands as educators. We can be the straw that breaks the camel's back or we can be the deciding factor in the success of our students. The choice is ours.

Resources:
      Marzano, Robert J. (2011, March). Relating to students: It's what you do that counts. Educational Leadership, 68, 82-83.
       Rooney, Joanne. (2010, April). Remember the children. Educational Leadership, 67, 88-89.