Combined Classrooms
KIDSPHERE Mailing List
Date: Mon, 31 Mar 1997 16:18:10 +0000
From: Nancy...@fc.mcps.k12.md.us (Nancy Sesok)
Subject: Re: Combined Classrooms
Organization: MCPS
Content-id: <msg17031.thr-b1a5...@fc.mcps.k12.md.us>
X-Gateway: NASTA Gate 1.18 for FirstClass(R)
This year I am teaching a 2/3 combination class. It is set up with the
independent workers, as I feel it should be. If I'm teaching two
grades and two sets of curriculum, I don't have the time or the energy
for major discipline problems. I do not, however, get twice the
planning time, nor do I send my students out to the straight classes
(by my choice). I didn't want to be boxed into time frames when I
didn't have to be. I can understand the resentment if the teacher is
getting twice the planning time, but as a parent I would have trouble
with that because it is taking away from the amount of in-class
instruction. I have 24 wonderful students in my class. If I had 18
students in a straight class, I would consider myself in heaven!
Nancy Sesok
Fallsmead Elem.
Rockville, MD
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Date: Mon, 31 Mar 1997 21:14:17 -0800 (PST)
From: Janet Rusin <jru...@cks.ssd.k12.wa.us>
Subject: Re: Combined Classrooms
I teach a 4/5 multi-age, and it is so wonderful that I would NEVER go back
to having a single grade level! Reasons?
1. I keep kids 2 years and get to know them and their families
very well.
2. In Sept. of the second year, half my class already
knows all the rules and expectations, plus procedures. They
then teach them to the new 4th graders!!
3. I teach 4th grade CONTENT one year, and 5th grade CONTENT the
next. Everybody works together and there is very little
competition. Older help younger, more skilled help less
skilled.
4. Parents love the stability of knowing where their kids will
be for two years in a row.
Negatives? Hardly any that I have found. Math is sometimes a challenge
and we use both grade level books for some of the strands. I just revert
to the old fashioned methods that we used to teach several reading groups.
If there is a personality conflict, you would have to negotiate a change,
I suppose. That's about it!
One caveat--DON'T try to take the high end of one grade and the low end of
another! It is much better to have a balanced group of each grade level
because you need strong members at each grade level. I have 15 fourth
graders and 14 fifth graders in my class. We don't get any special
privileges, and we do fine.
Cheers,
Janet
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Janet Rusin..4/5 Multi-Age..Seattle School District..jrusin@cks.ssd.k12.wa.us
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Date: Mon, 31 Mar 1997 23:35:44 +0000
From: zieg...@effingham.net (Ziegler Dave)
Subject: Re: Combined Classrooms
Hello to the Nebraska Cornhusker fan! I think your concerns are
legitimate. Education in the nineties has so many obstacles to overcome in
regard to the students sitting in our classroom. I am a sixth grade
teacher in Illinois and have 31 students in my homeroom class. I do not
have any expereince teaching in a combined classroom, but I do have
thoughts on the range of abilities in my classroom. So, in a way, I think
it is good that your school is addressing the issue of abilities and yet
the question remains what is the best way?
I think your school seems a little unfair about the planning time issue. I
am curious who came up with that? How did the school decide who would
teach the straight or combined room? Also, is anyone concerned about
labeling the "needees"? Have parents been informed about this? If yes,
what was the reaction? It would seem to me that the "independent" learners
can handle more distraction and larger group of students than the
"needees". Are other grade levels following the same pattern?
I am interested in this and would appreciate your response to know where to
go from here. Also, I lived in Nebraska for 7 years when I was a kid.
Where in Nebraska are you? The majority of my relatives live in Nebraska.
Looking forward to hearing from you!
Sarah Ziegler
A teacher in Illinois
KIDSPHERE Mailing List
Date: Sun, 30 Mar 1997 22:43:39 -0600 (CST)
From: "Arlene K. Haynes" <aha...@ops.esu19.k12.ne.us>
Subject: Re: Combined Classrooms
Dear Jeff,
I know and understand your feelings, but there are some other things to
consider. I have taught a combination room for 17 our of my 27 years.
Most of my combined rooms have been 1/2 splits. I have also taught a
fourth grade when another teacher had the 4/5. Neither one is a perfect
situation. There are good and bad points about each. Let me explain it
as I see it.
Pros for a combined room
1. You do get the more independent workers because you have no
down time to help those that need help. I usually get the 2 or 3 students
who can work independently, but there is always a couple who can cause
some problems...it just works out that way.
2. There is less hassle with discipline, but it is not eliminated
by any means.
Cons for a combined room
1. I do not get double plan time although I do do double planning.
When you are through with your plans the combined teacher still has a whole
set of plans to do with the other grade. Also plans must be made for
the grade you are teaching plus for the grade that is not with you. That
can result in 4x the planning. It can be very difficult to get it the same
curriculum in half the time...thus your brighter students are assigned. Pity
the poor child who would need a great deal of extra attention in a combined
room...they would be out of luck most of the time.
2. I must do all the testing and book work for 2 grades and maintain
2 of everything. All my learning centers have to accomodate both first and
second graders. Again 2 of almost everything.
3. I have no time and I repeat no time, when the whole class is
working on an assignment so I can help students or get my brains together.
It is a constant back and forth back and forth. It does work but it takes
a great deal of energy. It is like keeping balls in the air all day long.
It is not a perfect situation no matter what...we did not agree to teach
only those kids that can learn. Your job is difficult...most teaching jobs
are. Could you trade and teach the combined room or at least volunteer for
it? If you have never done that you might be surprised to see how demanding
it can be. I wouldn't like that planning situation at all. I see no reason
for you and the 3rd grade teacher to take the kids for extra plan time
for the combined teacher. I think you have reason to holler of that one.
Whoever agrees to take the combined room takes the good with the bad. The
good being somewhat better students, smaller numbers, less movement in and
out. The bad being double the planning, testing, coordinating, teaching,
and mind boggling schedules. I hope you resolve your anger and can agree
to teach with your colleagues for the good of the students. It is difficult,
but it is not easy for anyone. You are in this together and must work as
a team. I wish you the best and hope you can keep focused on your job
and your students.
**************************************************************************
Arlene K. Haynes Internet: aha...@ops.esu19.k12.ne.us
Omaha Public Schools Voice: (402) 697-0690
Oak Valley Elem. School
3109 Pedersen Drive
Omaha, NE 68144
"Reach high, for stars lie hidden in your soul. Dream deep, for every
dream precedes the goal." Vaull Starr
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KIDSPHERE Mailing List
Date: Thu, 03 Apr 1997 02:16:56 +0900 (JST)
From: Fran E Schwamm <schw...@emh.yokota.af.mil>
Subject: Re: Combined Classrooms
Jeff and Kids(phereans),
As all can see there ARE any number of viewpoints and some strong
"passions" concerning this issue. As someone pointed out.. I agree (from
experiences on both sides) the key IS to have, as "balanced" a situation
as possible... "all things considered".
"Where I'm coming from.." starting with my first year of teaching in the
mid 60's I have taught COMBINATIONS (vs. multiaged) of 3/4 (twice), 5/6
(twice), and 2/3 (twice), and declined to teach 1/2 in one instance. From
my understanding of multiaged that is by far the more "ideal" option; and
tho' I've never taught in a class identified as such... it appears that I
have taught more with that "philosophy" than a "combination" approach. An
other emphasis which often seems to be ignored is, what is in the "best
educational program" for ALL concerned? .. with the students as a
priority. That is, it often seems to be a "political game" of who (which
teacher) sells her/his program the best... unfortunately... mainly for
the students! Also, unfortunately, this also means a less than optimal
situation for ALL of the teachers concerned! To MY advantage, in two of
the six times I taught a combination; an administrator (once) and a
colleague (once) helped "stack" my class. I did NOT agree with this
situation, especially, after the fact.. seeing what the results were! In
the other four situations, it was either "so-so" or to my decided
disadvantage (with the combination). This is NOT taking into
consideration the three times I have had the "straight" classes vs the
combination(s). From my experiences, to be as fair as possible, these
are the elements that seem to need consideration:
1. Are the "straight" classes (majority of the students) being deprived
of leaders/models?
2. Does the combination class have more "chiefs" than "Indians"? AND as
a result the "straight classes" have the "blahs" or WORSE??
3. ALL students should (ideally) have a balance of peers.
4. Overwhelmingly the combination teacher does this "by choice"
5. Frequently, the "straight" class' teacher is considered to have the
"easier" situation.
6. I have NEVER experienced a situation where it was NEAR optimal to have
the HIGH of the lower grade level, and the LOW of the "upper" grade
level! INCLUDING when I was a student in the 5th grade of a 5/6
combination!!! AND I have NOT forgotten the experience!!
7. Students of ALL (academic) skills level, have a range of
management/discipline skills levels i.e. there seems to be a feeling that
the more academically talented are/should be considered as "independent
learners".
8. Only the MOST "distractible" or "special needs" students should be
considered for exclusion from a combination class (I HAVE been in a
situation where all the "special needs" students were in the combination
class, with the "justification" that they were having THEIR needs met by
an "inclusion model"!!! )
9. Do(es) the class size(s) of either class(es) allow for "prep" time
requirements AND/OR the "advantage" of having a "stable" class (size)?
Obviously, I have been in situations with a WIDE variety of
considerations... BUT this is true of even a "straight" class and I would
caution that there are no doubt MANY more factors to consider. Fortunate,
for the teachers and students, IF you have a wise and considerate
administrator... as I feel the responsibility lies there... to assure that
ALL "things ARE considered".. fairly.
If anyone wishes additional information or clarification, feel free to
address them to me privately.
Wish you the "best" ...all things considered ;)
Fran <schw...@emh.yokota.af.mil>
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Date: Wed, 02 Apr 1997 21:29:26 -0500 (EST)
From: AWA...@aol.com
Subject: Re: Combined Classrooms
I'm replying to a letter from Arlene to Jeff about combined classrooms.
Please understand that I'm coming from this not as a teacher who's taught
combined classes, but my mother has taught a K-1 for several years, and so
this perspective comes from what I've heard of her experiences.
<snip>
"When you are through with your plans the combined teacher still has a whole
set of plans to do with the other grade.
I must do all the testing and book work for 2 grades and maintain
2 of everything. All my learning centers have to accomodate both first and
second graders. Again 2 of almost everything."
It seems that you're making this harder on yourself than you need to. I
realize that there are certain situations where you have to split the
classes, but those could be few and far between if you taught thematically.
For instance, using "space"as a theme, you could read literature in groups
of mixed 1st and 2nd graders, since there are bound to be high first graders
and low second graders of similar abilities. Math could also be grouped the
same way. Your general instruction about the theme could address the group
as a whole.
If you have a "required" curriculum to cover for each grade level, and you
don't think you can squeeze both in, then this can only be solved if your
younger kids (first graders, in this case) move up with you next year. One
year you teach the second grade set of themes, the next year you teach the
first grade set.
Any theme can be adjusted up or down to accomodate any ability level. A
regular class can have a huge range of abilities, similar to a mixed grade
level class. So it seems that it'd relieve you of a lot of stress to teach
to the "ability level" in stead of the "grade level".
Just my 2 cents!
Heather Wall awa...@aol.com