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Multiage Classroom Chatboard

field trips

by what grades do you go with?

Apr 27, 2008

/blockquote>

If you have a multi-age and there are certain grade-level
field trips, how do you do this?

For example a 4th grade goes to the state capitol and you
teach a 4/5. Does your whole class go to the trip, or does
just the 4th graders? So what happens if the 5th grades in
your class had gone to the state ...See More

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a /blockquote>

We try to do everything as a class. Therefore, we rotate our
field trips. So one year as a group we would go to the capitol
and the next we would not. That way everyone goes it is just
not based on grade level. Some kids would go in fourth grade
and others would go in fifth grade. We rotate all of our
fields ...See More

May 15, 2008

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Jennifer Green I haven't started teaching my class yet, but I did discuss this with my principal. She said that for the "big" field trips, each grade will go with the appropriate group. She will allow me to go as well and get a substitute for the remainder of my class on those 2 days. The rest of the field trips we will take all together. (Admin. said that the ch...See More

Jul 2, 2008

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Multiage Teachers - Potential Position?

by Jose

May 7, 2008

/blockquote>

A group of us are working to try to prevent the
elimination of the multiage program at Clinton Public in
Hunterdon County, NJ. We have at least one, if not two,
teaching positions open and I know that one of the
concerns is that we may not have a teacher who wants or is
able to teach it. Anyone looking f...See More

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Anne /blockquote>

Im a multiage teacher in Florida and love it! However, I am
longing to move up North to be closer with family. So it
sounds like this might be of interest to me. Please call me
@ 508-397-1907.

On 5/07/08, Jose wrote:
> A group of us are working to try to prevent the
> elimination of the mu...See More

May 8, 2008

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1/2 split advice?

by Maurer

May 20, 2008

I have just been assigned a 1/2 split for next year. I have taught both grades, but am having trouble visualizing how it is done at the same time. How do we choose the students best suited for a blend? What are the do's and don'ts? HELP!!!!

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tina On 7/11/08, Judy wrote: > On 5/20/08, Maurer wrote: >> I have just been assigned a 1/2 split for next year. I >> have taught both grades, but am having trouble visualizing >> how it is done at the same time. How do we choose the >> students best suited for a blend? What are the do's and >> don'ts? HELP!!!! > >...See More

Aug 24, 2008

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Lillian Lelless I hope your year is going well. It's a shame that you girls had to do a 1/2 multiage, I assume, because of space needs, or population. I have been fortunate enough to be teaching multiage for the last 10 yrs. For our system it was begun as an alternative choice for first grade parents. Even though your first year is almost over, think about what wo...See MoreI hope your year is going well. It's a shame that you girls had to do a 1/2 multiage, I assume, because of space needs, or population. I have been fortunate enough to be teaching multiage for the last 10 yrs. For our system it was begun as an alternative choice for first grade parents. Even though your first year is almost over, think about what worked and what didn't. One of the preferred criteria for multiage, is not to force students or teachers into it, but if that's the case, students should be heterogenously grouped and depending on hoe your inclusion is run, could even include special needs. The main reason for many places to create a multiage, is due to budget or numbers. The expectation usually, is that you'll teach both curricula. This is not multiage, but a combined classroom and far more stressful. First you need to look at the required curriculum in both grade levels. If you a system with certain specific science, social studies and health, then thats your beginning. Guided reading should be grouped by levels and the core reading strategies can be covered during reading groups. Your mini-lessons for reading can be taught to both groups with the expectation for first and second graders being different. Depending on whether you are teaching multiage with a partner or alone, you could split up the math with her. One could teach the 1st grade math and the other the 2nd. But if you're on your own, start your 2nd graders off with a math review activity, while you introduce and work with the 1st graders, then when they go off to work, do your 2nd grade lesson. You'll need to wander and check in on all of them as they work, or group them in areas to work and help eachother. Writing workshop can be done the same way as reading. Do your mini lesson, then establish the expectation of each group and set up areas for peer work, discussion and editing. As you walk around and spend time with the students, you'll be able to help individuals with specific writing strategies. Then the best part of multiage is the theory that the first year you'll teach the science social studies and health for the first grade requirement, then teach the second grade content area the second year. All that happens is that you differentiate your goals for each group and use resources and literature during those times and guided reading time to accomplish the content objective. If you don't have a set curriculum I'm sure you do have to follow some sort of plan for the content ares. No matter what, you do one focus one year, and the other the next. I've only had to teach math together for two years. I was lucky to have a teacher assistant during math, which helped me organize the lessons and pacing better. It's also optimum to have a partner with her/his own multiage neaxt door. So, I hope you survived this year and please let me know if you need more input. Get a hold of some articles and work by Dr. Jim Grant. He's got some good ideas and philosophy that might even help you in a discussion of the structure of your room and curriculum with administration.

Mar 19, 2009

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How do you be fair and respectful to disrespect?

by Diane Kim

May 22, 2008

I have a student who has constant mood swings. He has a history of abuse and very low self-esteem. Yet, his attempt at attention and confidence is through trying to manipulate and put me down. He often challenges my authority by telling me what I should do in the classroom, that I should or shouldn't let this or that happen; that I am to blame for ...See More

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Kathy Diane,

I teach at a residential treatment center for children in crisis. They behave exactly as your student does for all the same reasons. First, please recognize that you have surpassed your first hurdle--you have figured out already why this student is behaving the way he is. You know that he is only trying to replicate the abuse so tha...See MoreDiane,

I teach at a residential treatment center for children in crisis. They behave exactly as your student does for all the same reasons. First, please recognize that you have surpassed your first hurdle--you have figured out already why this student is behaving the way he is. You know that he is only trying to replicate the abuse so that he does not have to be responsible for his reactions to it. Our doctor constantly reminds us that EVERY behavior happens in order to meet an unmet need. So, what now? Here are a few ideas that help me with my ten students:

1. Above all else, form a relationship with him. Let him know that you will never give up on him. He can be a brat all he wants, but you know that he is a good person. Tell him that.

2. Be consistent. Follow through with every consequence. Otherwise, you're only giving threats, and he will know that. Chances are, he doesn't know what stability is and he will test it to make sure it is real.

3. Go out of your way to recognize positive behavior. Instead of lavishing him with praise, which he will assume is phony, give a quick thumbs up or a matter-of-fact comment. "I noticed that you..." Try to refrain from too many "I like the way you..." or "Good job" because it puts emphasis on yourself instead of him. My students respond very favorably when I bend over and whisper in their ear--it makes it very personal to them.

4. Try not to make your responses public. Chances are, he will act like he wants everyone to know, but in truth, he will respect you more if things are kept between you and him.

5. You know this already--never ever react emotionally. Many times, when a student starts to pick a fight with me, I will just say, "You know what I expect. I am going to walk away for two minutes to help so-and-so and then I will come right back to you." 99% of the time, the student follows through-or at least starts to-by the time I return and the power struggle is over. Don't be afraid to give yourself a personal time-out when you need it!!!

While I am not a complete fan of Lee Canter, I do find that his ways of responding to students to be helpful. He has a list of ways to respond that are leveled from least instrusive to most instrusive. Google Lee Canter, and you will find it. If you can't, let me know and I will get you the list. It is on my home computer.

I also highly recommend that you read The Power Principle. I can't remember the author, but it's an awesome book. It's about using your power through respect. It's an easy read. :)

Hope this helps a little bit. Good luck!! If you can break through with this child, you will be very proud of yourself!

Kathy

On 5/22/08, Diane Kim wrote: > I have a student who has constant mood swings. He has a > history of abuse and very low self-esteem. Yet, his > attempt at attention and confidence is through trying to > manipulate and put me down. He often challenges my > authority by telling me what I should do in the classroom, > that I should or shouldn't let this or that happen; that I > am to blame for a multitude of negative outcomes. > > I have tried to have conversations with this student but > he continues to try and manipulate, avoid the real issue, > try to guilt me. I don't fall into those traps, but I > don't know what more I can do. I ignore his comments > because I know that he wants me to react and kick him out > or to punish him so that he can then turn around and tell > everyone that he didn't do anything and that I am being > discriminatory.

May 25, 2008

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Carolyn Diane,

Kathy was right on with everything she said. I have a few comments to add.

I work in a prison with youthful offenders, and I have heard plenty of insults over the last 14 years!

First, being "professional" with students like this takes every ounce of willpower you have, so my hat is off to you for handling it so w...See MoreDiane,

Kathy was right on with everything she said. I have a few comments to add.

I work in a prison with youthful offenders, and I have heard plenty of insults over the last 14 years!

First, being "professional" with students like this takes every ounce of willpower you have, so my hat is off to you for handling it so well so far. It is easy to get down on their level, (criticism, sarcasm, rudeness, yelling, etc.) and I've done it more than a few times when I've been worn down, but it never helps. I just get right back up again as soon as I can and start over.

Second, there are no quick fixes. These kids have had years to perfect their techniques and you have only just met them. With time and experience you recognize patterns, but each one is also unique in his or her own way. So it is a matter of trial and error, and what works today may not work tomorrow, or may have to be repeated every day (or more!) for a long time.

Third, its all about him, not you. If he has complaints about the way you run your classroom, look at it objectively. Sometimes students do make valid points that you can work on for the good of all your students. But again, it is an ongoing project that will probably take time to implement. Don't assume that you should fix him or yourself overnight. More likely, he is blowing smoke to take the attention off his own shortcomings. Acknowledge his comments with a quick, "I'm sorry you feel that way. Now as I was saying..." and get right back on him and his learning needs.

Last, as for discipline, there's not much you can do these days. Avoid punishing the whole class. I usually try to build in a lot of warnings before the inevitable write-up,or removal from class. "Second time.." "THIRD time..." Oddly, I find just writing their name down in my lesson plan book often has the same effect as a full write-up. (Paper trails are always helpful later, too.) Another oddity - my students HATE to be told that they are being rude. Name the behavior, fine, but not very effective. Tell him he is being rude, he quits! (Not every time, unfortunately, but worth a try.) Still arguing? "OK If you don't want your education, that's your choice, but now you are interfering with other people's education. I need to spend time on everyone else right now." Give him two choices. "If you don't want to do this right now, you can (do some math, get on the computer, etc).. Otherwise you need to be quiet and read along with everyone else."

Hope this helps. Good luck!

May 26, 2008

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3/4 Teacher Need Help!!!

by Amanda

Jun 14, 2008

I am currently finishing up a very frustrating and painful year of teaching 3rd and 4th graders. I work at a school with 92% free and reduced lunch and a high population of ELL students. I have not recieve any kind of guidance or help this year and this is my 2nd year of teaching. This year my district implemented Everyday Mathematics for K-5 and t...See MoreI am currently finishing up a very frustrating and painful year of teaching 3rd and 4th graders. I work at a school with 92% free and reduced lunch and a high population of ELL students. I have not recieve any kind of guidance or help this year and this is my 2nd year of teaching. This year my district implemented Everyday Mathematics for K-5 and told me that as a 3/4 teacher I needed to teach both 3rd and 4th grade curriculums to my students and that it was my job to figure out how to do this. This being said I got no help from my administration or the district and this is were the painful part comes in I tried all year to do just this and found it to be daunting and not what is BEST for my students who almost all came to me at least a year behind already and now as this year is winding now I feel I have failed them and as I start to think about next year it worries me as again I will have another 3/4 split. These kids don't deserve this kind of education, but it seems that nobody in my district has any plans to help me improve my math instruction. As far as strategies that I tried this year I tried splitting the kids into the two grade levels and while I teach one grade the other does the ongoing learning and practices and then they switch. We tried this for almost half the year and I found myself using more time managing my students as they don't have those self-monitoring skills yet and although they are great kids they need a more guided practice time and with no aides or support they really are left to their own devices which means the minute they don't understand something they start to goof off and mess around and with almost all of them coming in a year at least under grade level it doesn't take much time for them to start to get frustrated when I can't help them as I am teaching the other grade level group. I have talked with my collegues and we were going to team and collaborate and have my kids go into other classes that way I would only have one grade level to teach, but our school is so small that we don't have enough teachers to do this. As you can probably already tell I need help. Yes, the current school year is over, but I am really trying to figure out what I can do for next year as this year I feel I barely made it through and I can't go through another year like that again. Please if you have any suggestions or anything you think might help, please, please, please, let me know I am a willing to try and learn anything to help my students become successful!

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JJ I have done multi-age a few ways, also 3/4, and even a year with a 2/3/4!

I do math much the same way as Mary Anne. I have them work on some other activity (often it's a game to play in a small group) and I work with small groups. I don't do silent seat work, so my room is always a bit noisy, so we work hard on whisper voices during games...See MoreI have done multi-age a few ways, also 3/4, and even a year with a 2/3/4!

I do math much the same way as Mary Anne. I have them work on some other activity (often it's a game to play in a small group) and I work with small groups. I don't do silent seat work, so my room is always a bit noisy, so we work hard on whisper voices during games. But even playing a game involves dice and communication between 4 people so it's never completely silent.

One thing that really boosted my kids this year in math, was to begin the day with a few problems. They each had a journal, and did the problems in there. The third graders saw the fourth graders problems and started to want to do them to, so my third graders advanced more than any other class I have had! I did more computation than my program includes for practice (EDM is much the same, I believe.) Anyway, what ended up happening was that my kids built tremendous fluency with algorithms. They all (fourth graders too) got much farther in math than ever before. I even pushed the fourth graders into some fifth grade math at the end of the year, because they were SO fluent in all the computation skills they needed. (long division, large x problems, etc.) For example: In late May and June we began multiply fractions and mixed numbers, which isn't part of our fourth grade curriculum at all, simply because it had come up as a question during our area lessons, and they were ready. I never would have done this before, but the kids were so able to do it!

I often put two sets of problems on the board, one for the 3rd graders and one for the 4th. They could actually choose the one that looked "right" for them. Sometimes a third grader would challenge themselves with a fourth grade problem, and some fourth graders NEEDED the practice with the third grade skills. It worked out so WELL I will recommend this to ANYONE!

Good luck next year!

Jessica

On 6/20/08, Mary Anne wrote: > Hi Amanda - I feel your pain! I teach a K/1 class and we > have an eerily similar population (which adds a unique twist > to multi-age) and we use Everyday Math too. > > I set up a Math Workshop. I start with a whole group > question/discussion that does not necessarily match > the "unit". (example: Showing dot flash cards "How did you > get the answer so fast?" "What combination did you see?" > or "What if I wanted to build ___ (a name) a new bed? What > measuring tool would be the fastest to use and why?" Which > would be the longest tool?" etc) It's an open-ended question > that creates a safe space for various levels of skill. > > The the students are free to choose math centers while I pull > small groups based on need and individual progress. The > centers are open for problem solving, construction/creations, > computer work, worksbooks, etc. Because they are self chosen > centers the micro-managing on my part is minimal. It takes a > lot of work to establish good choices in the beginning of the > year but the payoff is worth it. It also requires a good > orginzation system for notes, assessment, center activites. > > Have you heard of Cognitively Guided Instruction? I use this > as the basis of my math teaching and work the Everyday Math > curriculum into it. It is fantastic! Try this site: > [link removed]!

Jun 22, 2008

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Sarah Pollard I am a new teacher also, but have children who have worked with Everyday Math since kindergarten. I know that this series spirals so you should be using the same units with each curriculum. Why not differentiate instruction by teaching whole class lessons with differenciated assignments designed for 3 leveled group? This would allow you to give gui...See MoreI am a new teacher also, but have children who have worked with Everyday Math since kindergarten. I know that this series spirals so you should be using the same units with each curriculum. Why not differentiate instruction by teaching whole class lessons with differenciated assignments designed for 3 leveled group? This would allow you to give guided practice to all at the same time (aiding in classroom management), then have the students split into groups by ability levels (similar to reading groups). The lower students would have the easiest practice problems, mid-level students would have harder problems, and the higher students could work on the most abstract of problems. I attended a conference on differentiated instruction in which this concept was presented. This may require some extra prep work, assessing students' abilities during the first week of school, then dividing them into 3 groups, and finally, creating folders of worksheets for each ability level, but as they work independently, you would be available to answer questions. And working in groups offers students the chance to help each other and learn more in the process. Of course, you would still need to use the math journals for part of the assignments to show progress but supplementary worksheets will help bring them back up where they belong and fosters a feeling of success.

On 6/14/08, Amanda wrote: > I am currently finishing up a very frustrating and painful > year of teaching 3rd and 4th graders. I work at a school > with 92% free and reduced lunch and a high population of > ELL students. I have not recieve any kind of guidance or > help this year and this is my 2nd year of teaching. This > year my district implemented Everyday Mathematics for K-5 > and told me that as a 3/4 teacher I needed to teach both > 3rd and 4th grade curriculums to my students and that it > was my job to figure out how to do this. This being said I > got no help from my administration or the district and this > is were the painful part comes in I tried all year to do > just this and found it to be daunting and not what is BEST > for my students who almost all came to me at least a year > behind already and now as this year is winding now I feel I > have failed them and as I start to think about next year it > worries me as again I will have another 3/4 split. These > kids don't deserve this kind of education, but it seems > that nobody in my district has any plans to help me improve > my math instruction. As far as strategies that I tried this > year I tried splitting the kids into the two grade levels > and while I teach one grade the other does the ongoing > learning and practices and then they switch. We tried this > for almost half the year and I found myself using more time > managing my students as they don't have those > self-monitoring skills yet and although they are great kids > they need a more guided practice time and with no aides or > support they really are left to their own devices which > means the minute they don't understand something they start > to goof off and mess around and with almost all of them > coming in a year at least under grade level it doesn't take > much time for them to start to get frustrated when I can't > help them as I am teaching the other grade level group. I > have talked with my collegues and we were going to team and > collaborate and have my kids go into other classes that way > I would only have one grade level to teach, but our school > is so small that we don't have enough teachers to do this. > As you can probably already tell I need help. Yes, the > current school year is over, but I am really trying to > figure out what I can do for next year as this year I feel > I barely made it through and I can't go through another > year like that again. Please if you have any suggestions or > anything you think might help, please, please, please, let > me know I am a willing to try and learn anything to help my > students become successful!

Jul 14, 2008

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I'm going crazy trying to remember....Can you help?!

by Tracy

Jun 23, 2008

I know this might not seem that important, but I'm seriously driving myself crazy trying to find this multi- level fun workbook I used to have.

It was a really fat (I'm thinking it was pink?) workbook, and had tons of fun worksheets for all levels.

Some examples of pages inside: *caterpillars with the alphabet on them with missi...See More

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Tracy If this doesn't sound familiar, butyou know of a similar book that has 'FUN' pages for all elementary levels, please let me know.

I'm tutoring this summer, multiple grade levels and would way rather buy one GREAT book instead of 5 different individual grade level books.

PLEASE HELP ME FIND IT....Or another equally as great multi...See More

Jun 23, 2008

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Graduate/Thesis paper

by Robin

Jun 25, 2008

I was wondering if any of you could help me. Because I taught k-8 in a one room school for 4 years, I am doing my graduate research on multiage classrooms. Does anyone know of some good research floating around on this subject? I've having some troubles finding actual studies (rather than stories) and anything that is real recent.

THanks f...See More

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4th/5th split

by Jennifer Green

Jul 2, 2008

Hi,

I am moving to a new school to teach a 4th/5th split. My students are "advanced" learners and I think I am prodiminately teaching 5th grade material, I am worried about what I will teach my 5th graders next year, or should I just expand on what I teach this year to them? What about planning? Do I need to prepare 2 differnt sets of plan...See More

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another combo teacher I taught a 4/5 combo last year. I had one set of plans for everything except social studies (and sometimes math) and used a workshop model for reading/writing/science/math. Most of the curriculum was based off the 5th grade materials. In S.S. the two grades were doing the same kinds of reading activities/projects at the same time, but with differen...See More

Jul 14, 2008

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jerome I am teaching a 4/5 split this year amd was wondering if you have any resources or plans?

On 7/14/08, another combo teacher wrote: > I taught a 4/5 combo last year. I had one set of plans for > everything except social studies (and sometimes math) and > used a workshop model for reading/writing/science/math. > Most of the curri...See More

Aug 26, 2008

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2/3 class

by Kathy

Jul 2, 2008

I am going to be teaching a 2/3 split next year. I have taught 3rd grade (several years ago) and 2nd for the past 10 years. I have been looking over the curriculum and am beinning to freak out. I'm not sure how to tie everything each grade level needs with the required texts. I guess my biggest quedtion is time management.

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Kelly TAUGHT IT LAST YEAR.... hopefully not again this coming year.

Started the year with unplanned low numbers in a 2nd only.... 3rd grade on the other had had HIGH numbers... TRA LA LA.... problem solved on day #13... Let's give eight 3rd graders to the low number 2nd grade teacher and make her a split.... bringing my numbers up to 24 total......See MoreTAUGHT IT LAST YEAR.... hopefully not again this coming year.

Started the year with unplanned low numbers in a 2nd only.... 3rd grade on the other had had HIGH numbers... TRA LA LA.... problem solved on day #13... Let's give eight 3rd graders to the low number 2nd grade teacher and make her a split.... bringing my numbers up to 24 total... 17 and 8.... 20 and 8 for math time... with mainstreamed special ed kids.

TIME MANAGEMENT.... I will say... the day FLYS BY!!! :)

I had my schedule layed out with the "required" times for each subject area. When I added the 3rd grade I divided each subject area in half.... each grade would get my direct attention and instruction for that half.... the other half, they would be workin independantly/small groups/partners... etc. (ps... no aide)

The kids got used to it quickly... they knew not to "bug" me while I was directing the other grade level... I would allow Q&A time at the end of my direct instruction time with each grade level.... BUT by the end of the year... the kids got so used to it that SOMETIMES I was able to cut the direct instruction time down by 5-10ish minutes to allow myself and walk around and check on the students.

When I needed to meet with individual students or smaller groups... I would use a center rotation... make as many centers as needed and allow time for them to rotate to EACH CENTER during that day. OR... I would give the students an ordered menu of "makeup" or "Extra" work to complete... this would also allow me to walk around and see how kids were doing.

A tip: Have independant work in mind. I will admit that I used packets for work at times... it was great to fall back on. Some cut and paste activities.... some simple pages in case the kids got stressed or in case I was busy and they were COMPLETELY stumped... at least there was something productive that they could do independantly.

I am willing to share more ideas and to be a sounding board.... just click my name for my email address...

Also you might want to peek at

Jul 6, 2008

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Judy Hi, Kathy. I'm going to be teaching a 2/3 split next year as well and am looking for ideas. How do you teach both curriculums? How do you arrange your room and schedule? Yikes! I'd love to share ideas with you as we receive them. Judy

Jul 11, 2008

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