Learning and Growth in a Multiage Classroom

By Sarah Goodis-Orenstein, Director of Teaching and Learning

Back to school season is always chaotic for families and children. Routine resets. New clothing because of growth and/or new style preferences. Sleep schedule adjustments. We anticipate the first day of school, sometimes with excitement, sometimes with trepidation, and most often a bit of both. This holds true for us educators as well. How will we foster a healthy learning community this year? Who’s returning to our class? Who will be new? What gifts will they bring? 

Something that struck me particularly this year, however, with this being my third at Homestead, is how returning children respond to their newfound responsibilities within a multi-age classroom. We know that multi-age classrooms are a distinguishing factor from traditional classrooms, and we have heard the benefits of the elders of the class assisting the youngers. We expect the youngers to feel a bit out of sorts in their new environment, and generally the olders shepherd them toward comfort within their new environment. 

What I hadn’t deeply thought about before, though, was how those elders felt about all of this. Just because cohorts of children became 6th years, 3rd years, and Kindergarteners (3rd years of the Early Childhood program) didn’t automatically equate to confidence and eagerness. 

Granted, it feels good to be looked up to. Our Kinders are thrilled to be able to go to the Art Studio with Ms. Linda for the first time, and our 6th years are aware of the Council of the Elders and the Capstone project in Upper Elementary. But just because you’re at the top doesn’t mean you asked for all of that responsibility and pressure to be a role model for those younger than you. 

Montessori classrooms offer a different kind of window into growing up than other forms of schooling may. Whereas in a traditional setting everyone in a class moves up to the next grade at the same time, children in Montessori classrooms have the opportunity to see their peers move up and on, to wonder what that’s like, and to acknowledge that, oh my, they are now ‘in charge’ socially.

I would venture that this kind of visible growing up is incredibly healthy, even if hard. To recognize your role within a community, to have the responsibility to take care of others and show them the way, is a gift that will serve children long beyond the temporary unease they may feel with this mentorship role they never asked for. And once the children accept that they are, indeed, role models, they can, on some level, reflect on their own abilities and increased independence. 

While children will grow all year long, what a gift to noticeably grow up within your community in the month of September.