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As a writer involved in education, and a parent of school
children, I’ve been particularly interested in Mrs. Crane’s classroom. My own
child, Political Sphere, is in his second year with Mrs. Crane. I would describe
Political Sphere as bright and creative, a little on the quiet side, but very
sociable. My concern, after a delightful kindergarten year, was that he
continue to have the kind of freedom and creative opportunity that would keep
him interested. He has thrived in Mrs. Crane’s class. And I’m quietly pleased
that Mrs. Crane even appreciates his sense of humor.
I wondered whether Political Sphere’s success was just that
the multi-age classroom worked for him, or whether it was as successful with
other students. My curiosity led to this article. There are other multi-age
classrooms in the Tripletown area. There are even others at Blue Sky Elementary.
However, I’m leaving an exhaustive study to experts. Mine is, rather, a case
study.
I talked with parents of nearly half the students. Most
parents were not just pleased, but enthusiastic.
Sherry Beaumont, whose son Drew is a first grader, said, “Drew
is not a child who likes to sit still.” The individual learning style, the
experiential, tactile approach, works for him. She compared that to his older
sister’s first grade experience, which was “very structured. It didn’t provide
for difference.”
Jessica Williams, mother of Monica, a first grader, said she
was skeptical at first, but Monica has done so well, “her reading and writing
are tremendous—even punctuation and capitals.” Jessica, a parent volunteer in
the class, observed, “Working there, you see children work well together. It
seems odd and unorganized at first until you see what Mrs. Crane is doing.”
A couple of mothers told me the class has made a significant
difference in their children. One girl, in her second year in the class,
started first grade in a different class. It was with a teacher her older
brothers had had and enjoyed. And after a very good kindergarten experience,
mother and daughter started the year with high hopes. Jenna is a very quiet
girl. Her kindergarten teacher felt it was a great accomplishment if she came
out of her shell enough to talk and giggle with friends. But at the beginning
of the first grade year, notes came home saying Jenna needed to be disciplined
because of too much talking and giggling. Jenna began having stomach aches,
even started having bed-wetting problems. She was aware that she was behind her
class in reading ability and dreaded being called on in class. And she said her
teacher didn’t like her.
Jenna pleaded with her mother to let her stay home. The
situation was emotionally tense enough that her mother considered home
schooling to avoid the distress. But Mrs. Turner, Blue Sky’s principal, said
there was one more opening in the pilot multi-age class and suggested they try
it.
Jenna’s attitude toward school changed dramatically right
away. She enjoyed going to school, and the stress-induced illness disappeared.
Her mother says it has taken until now, well into the second year, for Jenna to
regain her self-confidence. Her reading isn’t perhaps as good as many second
graders, but she is learning and enjoys school.
Another mother described her first-grade daughter as a
“right-brain thinker—very creative.” Unfortunately, she spent her kindergarten
year in a very structured environment. It didn’t work for Tanya. Comments from
the kindergarten teacher were discouraging to both student and parents. The
teacher described her as dull, spaced-out. She stared out into space and didn’t
even answer when the teacher talks to her. Tanya’s mother said she was nothing
like that at home. She was lively and excited about everything. The teacher
suggested counseling, which the mother now regrets. Tanya didn’t have a
problem; that class was just wrong for her.
For Tanya’s first grade year, her mother went to the
principal and insisted on something better—a teacher that would nurture and
understand. This year, in Mrs. Crane’s class, Tanya’s reading and math have
improved tremendously, and Mrs. Crane describes her as a happy girl.
A couple of parents had neutral, rather than positive,
comments about the class. They thought students would be better off separating
into grades. They thought this was just one more theoretical fad, and one parent
said, “We’ve been through them all.” But even these parents said their children
were doing well in the class.
My unofficial poll showed this: Unanimously, parents praise
Mrs. Crane. They describe her as nurturing, loving, caring, and responsive to
parents. Everyone thinks Mrs. Crane would be a wonderful teacher in any
classroom.
All parents I talked with say their child is doing well in
reading and math skills. All parents say their child likes Mrs. Crane and
enjoys being in the class. Most parents like the flexible, experiential
approach Mrs. Crane uses; it works for their child.
About half the parents like the multi-age classroom. Several
say Mrs. Crane’s style of teaching would work just as well in a single grade
classroom. Most disagree with Mrs. Crane and Mrs. Turner that the multi-age
class should expand to include third graders. (Personally, if I could keep my
child in the class a third year, I would.)
All second grade students had Mrs. Crane both years. All
first grade students plan to stay with Mrs. Crane next year.
I also talked with a couple of parents whose children were
second graders the pilot year of Mrs. Crane’s multi-age class. They say their
children were very well prepared for third grade. Their basic reading and math
skills were well above average for their grade level. But they miss Mrs. Crane’s
approach. The more structured classroom just doesn’t work as well for their
children.
I have yet to find a young child who prefers structure and
regimentation to freedom and experimentation. But, then, I didn’t poll for
that. So, to be fair, let’s just say, in an age when education reform in many
places is an attempt to get guns and gangs out of the classrooms, it’s nice for
a change, to see a class where parents and students have nothing but good to
say.
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That finishes the original piece. After two more decades I
can’t say that multi-age classrooms are seen as a solution. But there are
several things I think we can learn from this one classroom that worked. I’ll
cover those conclusions in a part IV followup.
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