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ED376966 PS022802
Title: From Teachers' Perspectives: The Social and Psychological Benefits of Multiage Elementary Classrooms.
Author(s): Marshak, David
Pages: 27
Publication Date: 1994
Notes: Paper presented at the Annual Conference and Exhibit Show, "Emerging Images of Learning: World Perspectives for the New Millennium" (49th, Chicago, IL, March 19-22, 1994).
Available from: EDRS Price MF01/PC02 Plus Postage.
Language: English
Document Type: Opinion papers (120); Speeches/meeting papers (150)
Geographic Source: U.S.; Washington
Journal Announcement: RIEAPR1995
This paper
on multiage classrooms provides first steps toward a systemic understanding
of the defining qualities of multiage classrooms and, from teachers'
perspectives, the benefits of such classrooms for students, teachers,
and parents. The multiage classroom movement in elementary schools
is viewed as not just restructuring, but also as the beginning of
the re-invention of schooling in the elementary grades. The paper
presents comments of seven experienced teachers, based on interviews:
the teachers agreed that a strong philosophical commitment is required
of both teachers and schools, and that it must be maintained over
time. The primary components of that commitment are: (1) the class
has a minimum 2-year age span; (2) each student remains in a classroom
for at least 2 years, (3) teachers learn to perceive each student
as an individual; (4) children learn to perceive each other in terms
of specific personal qualities and capabilities rather than grade
groupings; (5) the classroom becomes a "family" of sorts,
generating deeper relationships between students, teachers, and
parents; and (6) teachers are motivated to structure learning activities
to meet the needs of the individuals, rather than to teach to an
imaginary "middle of the class." The student benefits
of this innovation include: (1) quality relationships with teachers;
(2) a more positive classroom climate; (3) better learning and enhanced
self-esteem from increased inter-dependence and peer tutoring; (4)
increased independence from teachers; and (5) availability of a
wider range of roles within the group for each with students. The
noted advantages for teachers include better relationships with
students and with parents, less stress and more productive use of
time, increased continuity in planning, and a more satisfying teaching
experience. Few disadvantages of multiage classrooms for students,
teachers or parents emerged from the interviews. (ET)
Descriptors: *Class Organization; Classroom Environment; *Educational
Change; Educational Innovation; Elementary Education; Elementary
School Students; Elementary School Teachers; Interviews; *Mixed
Age Grouping; *Multigraded Classes; Parent Attitudes; Parent School
Relationship; School Effectiveness; Student Adjustment; Student
Development; *Teacher Attitudes; *Teacher Effectiveness; Teacher
Expectations of Students; Teacher Role; Teacher Student Relationship
