Reduce Bullying & Improve Academics with Multigrade Classes in a Small School

We have taught in multigrade and single grade classrooms, large and small schools, traditional and non-traditional school settings - you name it, we've seen it.  Out of all them, we believe that there truly can be a winning combination - one that can benefit the students, families, and teachers involved.  A combination that enables a positive learning environment, a strong interaction between teachers, learners, and learning, and a stable connection between home, school and the real world.  Multigrade & Small School.  It's the golden combination, in our opinion.  It sounds a little old school, doesn't it?  Going back to our roots?  But honestly, it has value.  Plenty of it.  Let us show you just a taste of why we choose to remain multigrade and small school:

Before we get going, though, let's make sure we're on the same page.  Multigrade, to us, simply means a classroom that has more than one grade in the room, working independently or together, with each student working towards their individual curriculum goals for their grade level.  Essentially, they are learning simultaneously, both together and apart.  It sounds trickier than it really is. Remember - SMALL SCHOOL!    

9 Benefits of Multigrade Classrooms in a Small School:

• Cooperative rather than Competitive: Academic, physical and social competition between peers is reduced, as is the anxiety and pre-occupation of having to compete and compare one's self to their peers. Consequently, discipline measures are needed less frequently and individual differences become celebrated. The learning and social atmosphere is cooperative rather than competitive.  
• Team Player & Leader Wrapped Into One: Students receive more intentional and unintentional training to be independent workers, leaders, and work as a team. Off-task behaviors diminish as self-discipline and accountability increases.
• Celebrated Individuality: Multigrade classrooms are less homogenous than single-grade classrooms, therefore differences are the norm and more easily accepted, celebrated even.  With diversity as the norm, bullying has very little to stand on. Children naturally learn to support each other, no matter their age or grade level, and recognize each other as individuals. 
• Enabled Multiple Learning Styles: The more variety of grades, personalities, interests, the more easily accepted it is that each student learns in different ways and at different times. Children who are academically advanced or lagging in any particular subject area can easily take part in higher or lower level skills, showcasing their strengths and working on their challenges, all the while maintaining interactions with their peers in a positive and supportive way.  
• Re-Teaching & Pre-Teaching: Students are continuously exposed  to re-teaching, as they listen in on, and benefit from, lessons being given to younger students.  This review of the basics reinforces and clarifies a child’s understanding, even when they may be working at a more advanced level.  Students are also exposed to pre-teaching (“eaves-dropping” on teacher’s lessons and discussions with older students).  This both prepares and stimulates the younger child’s thinking.
• Role Modelling & Mentorship: Pro-social behaviors and expectations are modelled by older students.  The teacher plays a key role in modelling and intentionally teaching these skills, but in a multigrade classroom, many models are available for younger students.  Older students have opportunities to genuinely help younger students learn.  Their teaching helps them clarify their own learning.  The cognitive development and self-esteem of both younger and older students are improved.  
• Strong Relationships: Lengthier time together (because of small class and/or multiple years with the same teacher and peers) can increase trust, understanding of expectations, respect for individuality, and positive relationships between teachers, students, peers, and even parents.  Teachers build upon their knowledge of each child’s interests, strengths and needs over the multiple years they teach a child.  The stability of having the same teacher for a number of years can increase a student's emotional security and trust in adults. Students feel a strong bond, and work to maintain the connection. 
• Increased Learning Time: Effective learning time in the first term increases when children return to the same teacher in September.  Students and Teachers can pick up where they left off rather than starting fresh with new routines and expectations. 
• Family Connection: Less students means more time put into each child's education, which includes getting to know and working with each family closely.  Parents and teachers support each other in their goals for the child and respect each other's perspective.  The child's best interests are always at the heart of it all.