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But do split grades really work? Are teachers simply being asked to make the best of a bad numbers situation? Or can your child actually benefit from learning with older or younger students?
The research suggests the latter. Joel Gajadharsingh, professor emeritus of education at the University of Saskatchewan in Saskatoon, is considered a leading expert on combined classes. He says students in split grades “do just as well, if not better” academically, thanks to repetition and exposure to another grade. He adds that their ability to behave and get along with others is also superior. They’re more independent, confident, responsible, dependable, respectful, collaborative and — if you haven’t heard enough already — even tend to develop better study habits, regardless of whether they’re in the younger or older grade.
“They’re not simply left alone,” says Gajadharsingh. “They have assignments to do and it’s these things that teach them independence and dependability to do their work. They also learn to collaborate in this kind of environment, where they either give help or seek help.”
Bob Stefaniuk, principal of Montrose School in Winnipeg, buys into this theory. Every classroom in his K–6 school is a split — oops, make that a “multi-age” — class. This is an important distinction for Stefaniuk. At his school, every teacher teaches two grades together, with the same students for a two-year period.
“It never has been about mathematics,” he says. “It’s a philosophy.” His teachers look at the big picture: What do their students need to learn over two years? The two grades learn together, each child learning at his or her own rate — not according to grade-specific expectations.
“In reality, you can go to any classroom across Canada and you may call it grade three, but you’re going to have kids who are reading at a grade seven level, kids who are reading at a grade one level,” he says. “That’s where the art of teaching comes in.”
In multi-age classrooms, teachers plan for crossover between grades. Themes integrate both levels so that whether children are in grade three or four, for example, they’re still writing; only the expectation varies. It’s a philosophy found at many schools across the country, and one advocated by many education experts, including Gajadharsingh.
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Originally Posted by
Natalka
I'll give this a shot, as a former primary teacher.
School is not about friends. You may not want to hear that, but it isn't.
It's tough to have a 1/2 split - I'm sure they wouldn't have done it if they didn't have to.
Your daughter having been chosen to be in it just is evidence that they know she is functioning at a high level - not only academically, but being able to work more independently, and get along with others. This is because they choose 'high' grade ones to go with 'low' grade twos. Note: this doesn't mean those grade two students aren't smart, not at all.
I just really wish you wouldn't make it all about friends, and all social - then that's all your daughter will think it's about as well - because it isn't.
I realize your daughter has had a rough time with her health problems, and so have you in handling it - it's been a lot for your family to go through.
But I'm sad to see you making it hard for your daughter, and yourself, for not realizing that educators don't do these things lightly - they do truly care about all students, and putting them in the best possible circumstances.
Maybe you can think of more positives about the situation she's being put into, and let her know those, instead of just having her see everything you are seeing negative about it, and making such a bad start for her emotionally for the new school year.
(Please don't get mad at me for being straight and explaining my opinion - and also realize that I don't know all of the circumstances either at your home or at school, just going by my experience and what you have written.)