THE MULTIGRADE CLASSROOM:

A RESOURCE HANDBOOK FOR SMALL,

RURAL SCHOOLS
Book 2: Classroom Organization

November 1999
Rural Education Program

Based on the September 1989 publication

of the same title written by Bruce A. Miller

Susan Vincent, Editor

Joyce Ley, Director

Northwest Regional Educational Laboratory

101 S.W. Main Street, Suite 500
Portland, Oregon 97204
Acknowledgments

The following selections have been reprinted with permission:

Cohen, E. (1986). Designing groupwork: Strategies for the heterogeneous class-
room (pp. 207–209). New York, NY: Teachers College Press. (Reprinted
with permission of publisher.)
Emmer, E.T. (1987). Classroom management and discipline. In V.
Richardson-Koehler & D.C. Berliner (Eds.), Educators’ handbook:
A research perspective (pp. 233-258). White Plains, NY: Longman.
(Reprinted with permission of publisher.)
Evertson, C.M., Emmer, E.T., Clements, B.S., Sanford, J.P., & Williams, E.
(1981). Organizing and managing the elementary school classroom. Austin,
TX: University of Texas, Research and Development Center for Teacher
Education. (Reprinted with permission of Carolyn Evertson, Peabody
College, Vanderbilt University, Nashville, TN.)
Gaustad, J. (1994). Nongraded education: Overcoming obstacles to imple-
menting the multigrade classroom [Special issue]. OSSC Bulletin, 38(3
& 4). (Reprinted with permission of author.)
Gibbons, M., & Phillips, G. (1978). Helping students through the self-
education crisis. Phi Delta Kappan, 60(4), 296–300. (Reprinted with
permission of publisher.)
Kagan, S. (1989). Cooperative learning: Resources for teachers. San Juan
Capistrano, CA: Resources for Teachers. (Reprinted with permission
of publisher.)
Karweit, N. (1987). Diversity, equity, and classroom processes. In M.T.
Hallinan (Ed.), Social organization of schools: New conceptualizations of the
learning process (pp. 71–102). New York, NY: Plenum Press. (Reprinted
with permission of publisher.)
Kentucky Department of Education. (1996). Nearly all Kentucky schools show
improvement in latest KIRIS scores, but middle schools lag behind [Press
release]. Frankfort, KY: Author. (Reprinted with permission of author.)
Murphy, J., Weil, M., & McGreal, T. (1986). The basic practice model of
instruction. Elementary School Journal, 87(1), 83–96. (Reprinted with
permission of the University of Chicago Press.)
Oregon Department of Education, & Ackerman Laboratory School. (1994).
Mixed-age programs, 1993–94. Salem, OR: Oregon Department of
Education. (Reprinted with permission of publisher.)
Pavan, B.N. (1992). The benefits of nongraded schools. Educational
Leadership, 50(2), 22–25. (Reprinted with permission of author.)

ii The Multigrade Classroom

Slavin, R.E. (1987). Ability grouping and student achievement in elemen-
tary schools: A best-evidence synthesis. Review of Educational Research,
57(3), 293–336. (Reprinted with permission of the American
Educational Research Association.)
Slavin, R.E. (1988). Synthesis of research on grouping in elementary and
secondary schools. Educational Leadership, 46(1), 67–77. (Reprinted
with permission of the Association for Supervision and Curriculum
Development.)
Slavin, R.E., & Madden, N.A. (1989). What works for students at risk:
A research synthesis. Educational Leadership, 46(5), 4–13. (Reprinted
with permission of the Association for Supervision and Curriculum
Development.)
Thomas, J.W., Strage, A., & Curley, R. (1988). Improving students’ self-
directed learning: Issues and guidelines. Elementary School Journal, 88(3),
313–326. (Reprinted with permission of the University of Chicago.)

iii
Overview

Preface
The preface describes the process used in developing this handbook,
including the multigrade teachers who shared their classroom strategies
and ideas for improving the usefulness of the handbook.
Introduction
The history of multigrade classroom instruction is presented, along
with the background information that describes why multigrade
instruction is an important and complex issue for educators.
Book 1: Review of the Research on Multigrade Instruction
In this book, the research on multigrade instruction is reviewed
in order to answer two questions: (1) What effect does multigrade
instruction have on student performance? and (2) What kind of train-
ing is needed in order to teach in a multigrade classroom? Detailed
information focusing on organizing and teaching in a multigrade class-
room is also presented.
Book 2: Classroom Organization
This book describes strategies for arranging and organizing instruc-
tional resources and the physical environment of the classroom. Sample
classroom layouts and a “design kit” for organizing your classroom are
also included.
Book 3: Classroom Management and Discipline
Establishing clear expectations for student behavior and predictable
classroom routines has been shown to improve student performance.
In this book, research relating to classroom management and discipline
are presented, along with a checklist for planning management routines
and discipline procedures.
Book 4: Instructional Organization, Curriculum, and Evaluation
Research-based guidelines for planning, developing, and implementing
instructional strategies are presented. This book emphasizes the devel-
opment of cooperative work norms in the multigrade classroom and
explains how to match instruction to the needs of students. An overview
of curriculum and evaluation planning concepts is also provided. This
book is a close companion piece with book 5: Instructional Delivery
and Grouping.

iv The Multigrade Classroom

Book 5: Instructional Delivery and Grouping
This book emphasizes that instructional quality and student grouping
are key components for success in the multigrade classroom.
Instructional methods such as recitation, discussion, and cooperative
learning are reviewed. Planning guides and examples are also included
where appropriate. Strategies for organizing group learning activities
across and within grade levels, especially those that develop interde-
pendence and cooperation among students, are discussed.
Book 6: Self-Directed Learning
Developing skills and strategies in students that allow for a high level
of independence and efficiency in learning, either individually or in
combination with other students, is essential in the multigrade class-
room. Ideas for developing self-direction are presented in this book.
Book 7: Planning and Using Peer Tutoring
This book provides guidelines for developing skills and routines whereby
students serve as “teachers” to other students within and across differ-
ing grade levels. The research on what makes for effective tutoring in
the classroom is also reviewed.

v
Preface

he development of this handbook began in 1987, when a group

T of people involved in rural education raised several issues regarding

multigrade classroom instruction.
In their discussions, members of the advisory committee for the
Northwest Regional Educational Laboratory’s (NWREL) Rural Education
Program agreed that multigrade teacher training in their respective states
was either lacking or wholly inadequate. They also were concerned about
the availability of research and training materials to help rural multigrade
teachers improve their skills.
As a result of these concerns, the Rural Education Program decided to
develop a handbook to assist the multigrade teacher. The handbook evolved
in several stages. The first was a comprehensive review, conducted by Dr.
Bruce Miller, of the research on multigrade instruction that included articles,
books, and research reports from the United States, Canada, Australia, and
other countries.
From this review, six topic areas emerged that are considered essential for
effective multigrade instruction: classroom organization; classroom manage-
ment and discipline; instructional organization, curriculum, and evaluation;
instructional delivery and grouping; self-directed learning; and planning and
using peer tutoring. Dr. Miller developed the handbook around these six
instructional areas, and a draft was completed in June 1989, with support
from the Office of Educational Research and Improvement (OERI).
The second stage occurred in July 1989, when a conference was held in
Ashland, Oregon, with multigrade teachers who were recommended by educa-
tional leaders from throughout the Northwest and Pacific Island regions.
During the conference, participants were organized into workgroups,
each focusing on one of the topic areas. Their tasks were to review the
appropriate handbook chapter for clarity and content, to suggest alternative
and/or additional instructional strategies to those presented in the handbook,
and to write case descriptions of activities drawn from their classrooms.
For example, Joel Anderson from Onion Creek Elementary in Colville,
Washington, described how he grouped students for cooperative learning.
Darci Shane from Vida, Montana, presented a school handbook she had
developed for parents that included a class schedule and other school-related
information. (A full list of participants appears at the end of this preface.)
The final handbook was completed by Dr. Miller in September 1989.
Based on the growing interest and research on multigrade instruction
the handbook was revised and updated in 1999, also with support from
OERI. The final version, completed with support from the Institute of
International Education (IIE), is now composed of a series of seven stand-
alone books.

vi The Multigrade Classroom

Book 1: Review of the Research on Multigrade Instruction
Book 2: Classroom Organization
Book 3: Classroom Management and Discipline
Book 4: Instructional Organization, Curriculum, and Evaluation
Book 5: Instructional Delivery and Grouping
Book 6: Self-Directed Learning
Book 7: Planning and Using Peer Tutoring

Purpose and Scope of the Handbook

he handbook has been written to serve three general purposes:

T l To provide an overview of current research on multigrade

instruction
l To identify key issues teachers face when teaching in a multi-
grade setting
l To provide a set of resource guides to assist novice and
experienced multigrade teachers in improving the quality
of instruction
However, because of the complexity of multigrade instruction and the
vast amount of research on effective classroom instruction, this handbook
can only serve as a starting point for those educators wanting to learn new
skills or refine those they already possess.
Each book of the series presents information, strategies, and resources
considered important for the multigrade teacher. While all the books are
related, they also can stand alone as separate documents. For example, the
books on Classroom Organization (Book 2) and Classroom Management
and Discipline (Book 3) contain overlapping information. Ideally, these
two books are best utilized together. The same is true of the books on
Instructional Organization, Curriculum, and Evaluation (Book 4) and
Instructional Delivery and Grouping (Book 5). Wherever possible, these
relationships have been noted in the appropriate books.
In conclusion, the series of books has been designed to be used as
a research-based resource guide for the multigrade teacher. It covers the
most important issues the multigrade teacher must address to be effective
in meeting the needs of students. Sample schedules, classroom layouts,
resource lists, and strategies aimed at improving instruction have been used
throughout. It is our hope that the handbook will raise questions, provide
answers, and direct the multigrade teacher to resources where answers to
other questions can be found.

vii
Participants in the Multigrade Conference

Kalistus Ngirturong Barbara Robinson

Aimeliik Elementary Arbon Elementary School
Babeldaob Island Arbon, Idaho
Republic of Palau
Monte Phoenix and Karrie
Robin Lovec Phoenix
Springdale School Orovada, Nevada
Springdale, Montana
Joel Anderson
Anthony Moorow Onion Creek Elementary
Yap Department of Education Colville, Washington
Colonia, Yap
Marty Karlin
Cheryl Mikolajcvyk Trinity Center School
Kaumakakai, Hawaii Trinity Center, California

Leslie Gordon Troy Smith

Pitkas Point School Dixie Elementary School
St. Mary’s, Alaska Dixie, Washington

James Makphie Jill Bills

Majuro, Marshall Islands Sanders Elementary School
Sanders, Arizona
Edith Nicholas
Andrew K. Demoski School Darci Shane
Nulato, Alaska Southview School
Vida, Montana
Benjamin Bernard
Majuro, Marshall Islands Eileene Armstrong
Melrose Elementary
Linda Pelroy Melrose, Montana
W.W. Jones Elementary
Arock, Oregon Pam Cunningham
Sand Springs Elementary
John Rusyniak Sand Springs, Montana
Mentasta Lake School
Mentasta Lake, Alaska Jennifer McAllister
Deerfield Elementary
Patricia Reck Lewistown, Montana
Brothers School
Brothers, Oregon Kimberly Rindal
Ayers Elementary
Bill Radtke Grass Range, Montana
English Bay School
English Bay, Alaska Sammy Vickers
Grant Elementary
Phil M. Gillies Dillon, Montana
Stone Elementary
Malad, Idaho Brian Wolter
Avon Elementary
Carol Spackman Avon, Montana
Park Valley School
Park Valley, Utah

viii The Multigrade Classroom

 Introduction

n contrast to a historical pattern of children developing within an age-

I varied social system, many children today spend a majority of their

time in an age-segregated milieu (Katz, Evangelou, & Hartman, 1990;
McClellan, 1994). The results of this pattern of segregation are thought to
contribute to a declining social support system and compromised develop-
ment of children’s social and academic skills.
Coleman (1987) suggests the need for a significant institutional and
societal response to support functions traditionally filled by the family, such
as the development of feelings of belonging and community, emotional and
social bonding, and nurturance. Increasingly, the school has been viewed as
one of the most effective and efficient contexts to address children’s academic,
affective, and social needs before these needs reach crisis proportions.
A growing body of research explores the influence of educational
contexts on children’s development. While interest has focused on the
impact of the classroom environment on children’s attitudes toward school,
cognitive growth, and academic development, less direct attention has been
given to the relationship between classroom context (including the structure
and content of children’s peer relationships) and academic and social devel-
opment during the elementary years. One approach explored by theoreti-
cians and researchers for encouraging children’s academic and social skill
development is multigrade instruction.
In multigrade instruction, children of at least a two-year grade span
and diverse ability levels are grouped in a single classroom and are encour-
aged to share experiences involving intellectual, academic, and social skills
(Goodlad & Anderson, 1987; Katz et al., 1990; McClellan & Kinsey,
1996). Consistency over time in relationships among teachers, children,
and parents is viewed as one of the most significant strengths of the multi-
grade approach because it encourages greater depth in children’s social,
academic, and intellectual development. The concept of the classroom as a
“family” is encouraged, leading to expansion of the roles of nurturing and
commitment on the part of both students and teacher (Feng, 1994;
Hallion, 1994; Marshak, 1994).
The potential academic and social implications of the multigrade
concept of education are strongly supported by extensive research demon-
strating the importance of peers in children’s academic and social develop-
ment, and by studies of reciprocity theory, which demonstrate the positive
effect on child academic and social behavior of sustained close relationships
between children and caregivers (Kinsey, 1998; Maccoby, 1992).
The adequate implementation of a multigrade approach to education
extends beyond simply mixing children of different grades together. A
positive working model of a multigrade classroom allows for the develop-
ment of academic and social skills as the teacher encourages cross-age

ix
 interactions through tutoring and shared discovery. Social competence
develops for older children out of their roles as teachers and nurturers, and
for younger children out of their opportunity to observe and model the
behavior of their older classmates (Katz et al., 1990; Ridgway & Lawton,
1969).
The multigrade classroom has traditionally been an important and
necessary organizational pattern of education in the United States, notes
Miller (1993). Multigrade education dates back to the one-room schools
that were the norm in this country until they were phased out in the early
part of the 1900s (Cohen, 1989; Miller, 1993). From the mid-1960s
through mid-1970s, a number of schools implemented open education,
ungraded classrooms, and multigrade groupings. Although some schools
continued to refine and develop the multigrade concept, many of these
programs disappeared from public schools. With the beginning of the
industrial revolution and large-scale urban growth, the ideal of mass public
education took root and the practice of graded schools began in earnest.
The graded school system provided a means of organizing and classify-
ing the increased number of urban students of the 1900s. Educators found
it easier to manage students by organizing them into age divisions or grades.
Other factors, such as the advent of the graded textbook, state-supported
education, and the demand for trained teachers, further solidified graded
school organization (Miller, 1993; Uphoff & Evans, 1993). Critics of the
graded school were quick to emphasize this deficiency. The realization that
children’s uneven developmental patterns and differing rates of progress are
ill-matched to the rigid grade-level system has resulted in a growing interest
in and study of the potential benefits of multigrade education in recent years
(Miller, 1996). This growing interest is due to a greater focus on the impor-
tance of the early years in efforts to restructure the educational system
(Anderson, 1993; Cohen, 1989; Stone, S.J., 1995; Willis, 1991) and an
awareness of the limitations of graded education.
The multigrade classroom is labor intensive and requires more planning,
collaboration, and professional development than the conventional graded
classroom (Cushman, 1993; Gaustad, 1992; Miller, 1996). Sufficient
planning time must be available to meet the needs of both teacher and
students. Insufficient planning, staff development, materials, support, and
assessment procedures will have an impact on the success of the multigrade
program (Fox, 1997; Miller, 1996; Nye, 1993).
Despite these constraints, there are special advantages to multigrade
classrooms. Flexible schedules can be implemented and unique programs
developed to meet students’ individual and group interests and needs.
Combined classrooms also offer ample opportunity for students to become
resourceful and independent learners. The multigrade rural classroom is

x The Multigrade Classroom

usually less formal than the single-grade urban or suburban classroom.
Because of the small class size, friendly relationships based on understand-
ing and respect develop naturally between the students and the teacher. In
this setting, students become well-known by their teacher and a family
atmosphere often develops.
However, many teachers, administrators, and parents continue to
wonder whether multigrade organization has negative effects on student
performance. For most rural educators, multigrade instruction is not an
experiment or a new educational trend, but a forceful reality based on
economic and geographic necessity. In a society where educational environ-
ments are dominated by graded organization, the decision to combine grades
is often quite difficult. The Rural Education Program of the Northwest
Regional Educational Laboratory receives numerous requests from rural
educators with two overriding concerns regarding multigrade classrooms:
l What effect does multigrade instruction have on student
performance?
l What kind of preparation or training is needed to be an effec-
tive teacher in a multigrade classroom?
This handbook will provide answers to these questions and develop an
overview of key issues facing school districts and teachers involved in or
contemplating multigrade classrooms.

xi
 Contents

Classroom Organization ............................................................................1

The Activity Centers Approach ..................................................................1
General Considerations When Planning ............................................2
Activity and noise level ..............................................................2
Using visual barriers to define activity areas................................4
Teacher resources ........................................................................4
Student resources........................................................................4
Traffic patterns............................................................................4
Specifying activity centers for students........................................5
Accommodating age differences..................................................5
Student belongings ....................................................................6
Explaining Your Room Arrangement ..........................................................7
Floor Plan Design......................................................................................8
Figure 1: Self-contained classroom (organized by areas of activity) ..9
Figure 2: Self-contained classroom (organized for cooperative
learning) .........................................................................10
Figure 3: Comprehensive classroom layout......................................11
Figure 4: Self-contained classroom (organized for flexibility) ..........12
Designing Your Own Room ......................................................................13
Three-Step Design ..................................................................................14
Step 1: Describing the way it is now ................................................15
Step 2: Deciding on the types of activities that will occur ................16
Step 3: Drawing the final plan..........................................................17
Conclusion ............................................................................................18
References ............................................................................................18
Resources ..............................................................................................21

Book 2: Classroom Organization xiii

 Classroom Organization

n the typical multigrade classroom, where multiple activities are likely

I to occur at the same time, classroom organization is a critical factor in

developing smooth, predictable routines. We also know from research on
effective classroom practice that when students have a clear understanding
of classroom structure, procedures, and rules, they are more likely to follow
them, especially if they have had some involvement in decisionmaking.
Although there is no single “best” way to arrange your classroom, there
are some general guidelines that apply to most multigrade settings. Sample
classroom floor plans and a planning kit have been included to aid you in
laying out your own classroom.

The Activity Centers Approach

n activity center can be defined as any discernible pattern of student or

A teacher behavior that can be clearly described and labeled. One common
example is seatwork, where students work independently at a desk.
Another example is pairwork, where two students work together. Three or
more students working together is generally characterized as groupwork. A
classroom may also have areas designated for art, audio-visual equipment,
computers, and other instructional resources. Each example reflects a type of
activity where expectations for behavior may be clearly defined. An activity
center is best described as an area of the classroom that the teacher has desig-
nated for a specific purpose.
Two other types of centers need to be distinguished from an activity
center. A learning center is a term used to describe a self-instruction
learning activity that has been placed in a clearly defined area of the class-
room. It can be in any subject and generally includes objectives, instructions,
and evaluation (see Book 5, Instructional Delivery and Grouping, for more
detail).
Another type of center is a subject area resource center. This is an
area where student resources relating to a specific subject are located. For
example, resources relating to the study of science may all be located in one
well-marked area of the classroom.
What types of activities normally occur in your classroom? What types
of activities would you like to occur? Do you have group projects? Are there
students who tutor? Do you meet with individual students and small groups?

Book 2: Classroom Organization 1

 Is it important for students to be self-directed, or to be able to help
themselves with little teacher interruption? Answers to these questions
should help you decide how to arrange your classroom in terms of the
activities that engage students.
There are seven general types of activities found in most classrooms:
1. Quiet or individual study
2. Testing
3. Whole-class instruction
4. Partner work
5. Group discussions
6. Audiovisual and reference work
7. Teacher tutoring or small-group instruction
Furniture and equipment should be arranged to create activity centers
appropriate to the type of activity you intend to occur.
In the multigrade classroom there may be many different kinds of
activities going on at the same time. Some students in fourth and fifth
grade might be working on a group art project while two students may
be peer tutoring in math. Two first-graders may meet with the teacher, and
several students might be completing independent assignments requiring
the use of a tape recorder and the computer. The teacher’s task is to arrange
the classroom so that all these activities can take place at the same time with
a minimum of disruption and of teacher direction and supervision.

General Considerations When Planning

hen deciding how you would like your classroom organized, you

W must consider the types of behaviors that are appropriate during

teacher instruction, student independent study, or small-group work
and how the arrangement of your classroom will foster these different
learning activities. Topics to consider when making decisions regarding
classroom arrangement include the following:

Activity and When deciding how you will arrange your room in order to accommodate
noise level different learning activities, you must consider the level of activity and
noise that is likely to occur. If students work together on a group activity,
they are likely to make more noise than if they are independently complet-
ing a report or taking a test. Obviously, you would not want to have these
two activities happening side by side. Therefore, you should try to arrange
centers from quiet (e.g., independent study) to noisier level (e.g., group

2 The Multigrade Classroom

discussion) activities. For example, in one corner of your room you might
have students working independently. At the opposite corner, students
could be holding a discussion group.
It is helpful to label these different activity areas in your classroom
as “centers.” As you define the different learning centers, you will want to
specify the type of behavior appropriate for each area. If you have a reading
center, for example, you might, in consultation with students, decide that
books will be returned after use, that quiet reading is expected, and that
only a certain number of students can be there at a time.
Janet Banks (1997), a multigrade teacher in the Chimacum School
District in Washington state, describes one of the ways she controls the
noise level in her classroom:

I created a “noise meter” poster that I stick to the chalkboard in front of my class. The
chalkboard is magnetized and I move a refrigerator magnet on the poster to indicate the
acceptable level of noise. The levels are labeled: 0-No Voices; 1-Whisper or “Buddy” Voices;
2-Table Voices (can only be heard clearly at the student’s table); and 3-Classroom Voices
(can be heard clearly across the room, useful during whole-class discussions). At the first of
the year we practice these different noise levels. In addition, we discuss when the different
levels are appropriate and why. Many times during the day I let the students choose which
noise level they wish to work at; sometimes I limit choice to a couple of different levels and
sometimes I don’t.

The noise meter, as shown below, is a visual reminder of the agreed-

upon or appropriate noise level. If the students’ noise gets too far above
this, they are reminded to work more quietly. If it is necessary to do this
again, the children practice saying a phrase in the appropriate voice and
volume. This way the students get to practice what their voices should
sound like, and they get to hear what it should sound like in the classroom
as a whole.

Book 2: Classroom Organization 3

 Using visual When you decide on your activity centers, it is quite helpful to use your
barriers to define furniture as a means of defining the boundaries of different work areas.
activity areas Bulletin boards, portable blackboards, bookshelves, and file cabinets work
well as dividers. These visual barriers help define the different centers and
help isolate the different levels of activity. However, it is quite important
that you can see what is occurring at each center from your teacher work
area. This will make it much easier to monitor student behavior. For
example, if you see that a student is working with another student in the
independent area, you can request they work independently or move to a
center where talking is allowed.
Teacher resources It is important to give some thought to the idea of a teacher resource center.
This is an area for teacher-controlled resources such as tests, teacher manuals,
and assignment files. In addition, this area serves as a place where the teacher
meets with individuals or small groups of students. Most teachers simply
put a table, bookshelves, file cabinets, and a blackboard in the center.

Student resources You may wish to place resources used by students in a central location.
These may include textbooks, encyclopedias, library books, dictionaries,
and student storage. These materials need to be arranged so that students
can find and return them independently. This area should be accessible
from any center in the room with a minimum of disruption.

Traffic patterns Once you have identified your activity centers and made some tentative
decisions regarding their placement, you must review your floor plan with
an eye toward student traffic patterns. Your goal is to enable students to
move freely from one activity center to another with minimum disruption.
If a student needs a book from the resource center, will he or she have to
walk through the quiet area? You should make sure that audiovisual equip-
ment is near an electrical outlet and that science materials needed for an
assignment are located in the appropriate areas. Of course, you must also
consider that there is clear and safe access to emergency exits.
Pat Reck, a multigrade teacher from Brothers, Oregon, describes how
she has organized her classroom to accommodate student traffic:

The drinking fountain, pencil sharpener, and bathroom privileges account for the most
out-of-seat traffic jams. Therefore, these are allocated on the same wall and direction
[corner] of the room. It seemed reasonable to put paper and pencil supplies and baskets
for finished work on top of a bookshelf in this same area and focus study group tables, the
teacher resource area, and quiet reading corners on opposite walls so there would be limited
traffic, noise, and distractions.

4 The Multigrade Classroom

When arranging your classroom, ensure that activities that will occur at Specifying activity
each work area will be supported by the equipment and materials available. centers for students
In the individual study area, this means you might use student desks
separated from one another to discourage talking; in the pairwork area you
could place two student desks together to encourage sharing. You do not
want students wandering through different centers seeking electric outlets
or water. Furnishings need to be appropriate to the type of activity that
will occur at each center.
In multigrade classrooms, it is important to consider the age and size Accommodating
differences among students. For example, consideration should be given to age differences
the procedures for finding materials and to the size of the furniture. If you
intend to use a materials resource center, then some thought should be
given to primary-grade students who may not be able to read. This is quite
important if you want to have students find materials independent of the
teacher. Several strategies are worth considering. Subject areas could be
color-coded and pictures could be used instead of words. Older student
helpers could also be used. Remember, your purpose in using centers is
to encourage and develop independence.
The physical size differences of students should also be considered. If
you have a range of students in your classroom from grades 1 to 7, then the
same size furniture will not accommodate these size differences. When review-
ing your room arrangement, you might ask yourself whether the different
activity areas will work with the range of students in your classroom. For
example, are the desks in the independent study area of differing sizes? Can
a range of age levels use the discussion area without having to make changes?
When planning your floor plan, keep the students you teach in mind—their
age and developmental and physical characteristics. Reck from Brothers
illustrates the importance of this when she describes how she adjusts to
student needs to create a sense of personal space:

Children respond to ownership and territorial bases in a multigrade situation. I created

a “kindergarten” corner with a floor rug for cut and paste, free reading, coloring, and
sprawling! There were tubs of learning games, headsets with children’s literature, and lots
of manipulatives. This area was for “free” time after curriculum and times when I was
one-on-one with others. My sixth-, seventh-, and eighth-graders felt they needed a “lions
den” where they could get away. So the computer room became a large study-table area
where they could go and work in pairs and have some freedom from the younger ones.
This area should reflect junior high in posters, charts, art work, and visuals appropriate
to their age.

Book 2: Classroom Organization 5

Student belongings Flexibility is the key to organizing your multigrade classroom. Students are
moving from one working group to another throughout the day. Frequently
they are also working on an individual task. Due to the flexibility this kind
of movement requires, traditional classroom arrangements may not work.
For example, assigned seats can limit flexibility. However, it is important
that students have a place to store their belongings. Numerous ideas have
been developed for storing student belongings. Traditionally, individual
desks are used for student storage. However, in the multigrade classroom
this may not be appropriate. Some teachers have used tote trays, lockers,
or stacked boxes.
Janet Banks shares some of the ways her students arrange and store
their belongings:

My students are moving from one working group to another throughout the day. Frequently
they are also working on an individual task. Due to the flexibility this kind of movement
requires, I have chosen to use tables throughout the classroom instead of student desks.
Because students have no desk in which to keep their supplies, I converted a number of lower
bookshelves into student cubbies. The local hospital donated numerous dishpans that serve
as the main container for supplies such as crayons, pencils, scissors, and other small items.
Below the “Pink Tubs,” as the students call them, are kept their three-ring binder, spiral
notebook, and clipboard. This system has worked very well for me. However, student cubbies
will get a bit too messy from time to time just as desks do. In response to this I have a hand-
drawn poster that I have the students color at the first of the year. Additionally, I remind
them routinely that being organized will help them with their school work and that a
clean cubby is part of being organized.
Another part of my system that has helped with students having the right stuff at the right
time of the day is the use of three-ring binders. They carry these with them most of the day
as they include nearly everything they need, organized in various sections. The “Pee-Chee”
type folders I have them bring at the first of school are turned inside-out and punched with
a three-hole punch. They are then labeled (mostly by subject) and used as pocket dividers in
their binders. I also ask that students bring a pencil pouch to keep snapped into their
binders. This helps them keep track of their pencils.

6 The Multigrade Classroom

 Explaining Your Room Arrangement

owever you choose to arrange your room, you will need to explain

H the rationale to students and parents. It is often helpful to label each

activity center and to include a few simple rules regarding the appro-
priate behavior for each center. If students help develop the rules and make
the signs for the different centers, they are more likely to understand and
follow the rules.
If you clearly define each activity center and specify behavior standards,
students will have a much easier time. This does not mean that you have a
set of strict rules governing the entire classroom. It does mean that you have
rules that reflect the purpose of the different areas in the room. For example,
you might post a sign over the pairwork area that states the name of the
area and explains that only students working quietly in pairs are allowed. It
means that in the independent work area, there is no talking, only working
independently. However, students need to be introduced to the room, and
their behavior needs to be consistently monitored. Robin Lovec, a multi-
grade teacher from Montana, outlines what is expected of students. This is
done very early in the year. She explains:

The teacher should be the model and let students watch while you act out the role of the
student. Let them hear your thought process as you go through what is expected within the
guidelines established for the classroom, and what would happen if you went outside those
guidelines.

Book 2: Classroom Organization 7

Floor Plan Design

he principles of classroom design should be clear. You must decide on

T several key factors:

l What types of activities will occur in your classroom?
l How will you arrange the room to accommodate these
activities?
l How will you communicate to students the different activity
areas of your room?
l What behavior is desired in each area? Will students help
decide?
l How will you teach students what will be expected in each
area and why?
Figures 1 and 2 on the following pages are examples of floor plans
organized around the concept of activity centers and cooperative learning
centers. Figures 3 and 4 illustrate a semicontained classroom that allows for
expansion and reorganization as needed. The following questions may be
useful in reviewing these classroom organization plans:
l What activity centers are there? How are they organized in
relationship to one another?
l How have the different activity centers been defined? Are the
furnishings for each center appropriate for the activities that
will occur?
l What effect will traffic patterns have on the intended activities
for each center?
l How have the principles of noise and activity level been used
in laying out the room?
l What changes would you make if this were your room?
l Will you need to separate the class into two equal parts for
“half-class” instruction at any time?

8 The Multigrade Classroom

 FIGURE 1: Self-Contained Classroom (Organized by Areas of Activity)

BULLETIN BOARD

BULLETIN BOARD

Book 2: Classroom Organization 9

FIGURE 2: Self-Contained Classroom (Organized for Cooperative Learning)

10 The Multigrade Classroom

 FIGURE 3: Comprehensive Classroom Layout
DOOR TO

STUDENT CUBBIES
HALL

AND MAILBOXES
STUDENT
COMPUTERS
COAT RACK

STUDENT
DESK

MANIPULATIVES
DOOR TO
OUTSIDE

MATH
ATTENDANCE

PROJECTOR
OVERHEAD
PINS

Book 2: Classroom Organization 11

 The Multigrade Classroom
FIGURE 4: Self-Contained Classroom (Organized for Flexibility)

Class Meeting Area

CHILDREN’S
LITERATURE

STUDENT
MAILBOXES

READING
AREA
FOLDING WALL

STUDENT
MAILBOXES

DOOR TO COAT RACK DOOR TO ATTENDANCE

HALL OUTSIDE PINS

12
 Designing Your Own Room

ith a clear understanding of what types of learning you would like

W to see in your classroom, you are ready to begin laying out your
floor plan. Beth Conant (1997), a multigrade classroom teacher
and early childhood educator from Washington state, identifies six basic
principles to help guide multigrade teachers in designing their classrooms
for more efficient instruction. Conant emphasizes the need to look at the
physical arrangement of furniture and materials to ensure that it directs
how the children are to use the room. Although this is only one way to
organize your classroom, it does provide an excellent place to begin.
Conant’s six guiding principles are:
1. The efficient classroom is a center of learning activities. Furniture
and materials in the classroom should directly support the types of
learning that occur.
l Use shelving and furniture to define and separate learning
areas. Shelving should be pulled away from and placed at right
angles to walls in order to provide barriers to define space.
Children stay focused on activities better when they are not
distracted by other activities visible in the room.
2. The use of subject-area resource centers is an efficient method of
organizing classroom resources. For example, organizing reading
materials into a reading center makes sense for several reasons:
l Pictures of each item or examples of the small items themselves
should be taped to the shelf or container where materials are
stored. Pictures provide visual cues that help children remem-
ber where items belong. Clean-up becomes a learning experi-
ence. Later in the year, pictures may be paired with the printed
work so that children begin to naturally develop sight-word
associations with materials and picture symbols.
l Display materials simply with a few items on each shelf. A
large number of materials on a shelf may be distracting to
children who are not used to making choices. Group similar
materials in proximity to each other. For example, tubs of
small manipulative materials might be shelved together in
one unit, and puzzles displayed on shelves of another. With
materials in one area, no time is lost trying to locate materials
scattered about the room.
l The arrangement of the center (books, table, chairs, pencils,
paper, rug, blackboard, etc.) encourages reading behavior.
3. Classroom arrangement must be flexible to accommodate new learn-
ing activities. Learning centers can be rearranged or changed entirely
to support the learning activities desired by the teacher. Subject-area
center materials are often changed to reflect new units of study.

Book 2: Classroom Organization 13

 4. Involve the children in decisions about room arrangement. After
you have gotten to know your group and they have become accus-
tomed to you and the classroom, hold a group meeting to discuss
with the children how the room is working.
5. Place a picture chart of the sequence of daily activities in a promi-
nent place in the room. The chart helps children to remember what
comes next, providing them with a sense of security and control.
6. Quiet and noisy activities need to be in opposing areas of the room.
Wet areas such as the sand and water table and art areas need to be
well-separated from dry areas such as books, manipulatives, and
toys. Housekeeping and block corner, which encourage dramatic
play, may complement each other if placed nearby.

Three-Step Design

n laying out your floor plan, you might want to refer to the sample plans

I introduced earlier. Some teachers have found it beneficial to use small

pieces of paper to represent the different types of furnishings. These can
then be moved around as desired. Feel free to cut out and use the furnish-
ings found in the sample plan. Be sure to include doorways, sinks, counters,
and other permanent structures. If the spaces provided for designing your
floor plan are too small, use a blank sheet of paper.

14 The Multigrade Classroom

 Step 1: Describing the way it is now

raw a floor plan of the room you will be teaching in. This may be the classroom you taught in

D last year or a new one.

Book 2: Classroom Organization 15

Step 2: Deciding on the types of activities that will occur

dentify the specific learning activities that will take place in your room and write them on the lines

Ibelow. It may be helpful to jot down the types of behavior you expect for each activity. You may
want to refer to earlier sections entitled, The Activity Centers Approach and General Considerations
When Planning.

A.

B.

C.

D.

E.

F.

G.

H.

I.

16 The Multigrade Classroom

 Step 3: Drawing the final plan

eview your drawing of the classroom in which you will be teaching in terms of the activities

R you have listed in Step 2. Now, lay out your classroom to promote the learning activities you
desire, noting the placement of furnishings, materials, and storage areas.

Book 2: Classroom Organization 17

Conclusion

hether you choose to organize your classroom around activity centers

W or not, remember that your floor plan should reflect regular class-
room activities. If, for example, you offer lots of cooperative learn-
ing activities, you may design your room with several group discussion
areas. If you do lots of teaching to large groups, then you will likely have
an area where all the students can be seated together.
If your goal is to revise your classroom around activity centers, keep in
mind that you don’t have to do it all at once. You can allow the classroom
to evolve over the year, adding a center at a time as both you and the
students become more comfortable with small-group, self-directed learning
activities.

References

Anderson, R.H. (1993). The return of the nongraded classroom. Principal,

72(3), 9–12.
Banks, J. (1997). Managing classroom noise: The Noise Meter. Downloaded
September 1, 2000, from the World Wide Web: www.chimacum.
wednet.edu/multiage/noisemeter.html.
Cohen, D.L. (1989, December 6). First stirrings of a new trend: Multi-age
classrooms gain favor. Education Week, 9(14), 1, 13–14.
Coleman, J.S. (1987). Families and schools. Educational Researcher, 16(6),
32–38.
Conant, B. (1997). Room arrangement: The basics. Downloaded September
1, 2000, from the World Wide Web: www.nauticom.net/www/cokids/
roomdesign.html
Cushman, K. (1993). The case for mixed-age grouping. Harvard, MA: Author.
Feng, J. (1994). Issues and trends in early childhood education. Unpublished
manuscript. (ERIC Document Reproduction Service No. ED 372 841)
Fox, M. (1997, April). Strategies for developing multi-age classrooms. Paper
presented at the annual convention of the National Association of
Elementary School Principals Association, San Antonio, TX.

18 The Multigrade Classroom

Gaustad, J. (1992). Nongraded education: Mixed-age, integrated, and
developmentally appropriate education for primary children [Special
issue]. OSSC Bulletin, 35(7).
Goodlad, J.I., & Anderson, R.H. (1987). The nongraded elementary school
(Rev. ed.). New York, NY: Teachers College Press.
Hallion, A.M. (1994, March). Strategies for developing multi-age classrooms.
Paper presented at the annual convention of the National Association
of Elementary School Principals Association, Orlando, FL.
Katz, L., Evangelou, D., & Hartman, J.A. (1990). The case for mixed-age
grouping in early education. Washington, DC: National Association for
the Education of Young Children.
Kinsey, S. (1998). Observations of student and teacher behaviors in the multi-
age classroom. Unpublished manuscript.
Maccoby, E.E. (1992). The role of parents in the socialization of children:
An historical overview. Developmental Psychology, 28(6), 1006–1017.
Marshak, D. (1994, March). From teachers’ perspectives: The social and psycho-
logical benefits of multiage elementary classrooms. Paper presented at the
annual conference “Emerging Images of Learning: World Perspectives
for the New Millennium,” Chicago, IL.
McClellan, D.E. (1994). Multiage grouping: Implications for education. In
P. Chase & J. Doan (Eds.), Full circle: A new look at multiage education
(pp. 147–166). Portsmouth, NH: Heinemann.
McClellan, D., & Kinsey, S. (1996). Mixed-age grouping helps children
develop social skills and a sense of belonging. The MAGnet Newsletter
on Mixed-Age Grouping in Preschool and Elementary Settings, 5(1), 1–3.
Retrieved May 8, 2000 from the World Wide Web: www.ericeece.org/
pubs/mag/magfal96.html#a
Miller, B.A. (1993). A review of the quantitative research on multigrade
instruction. In D. Sumner (Ed.), Multiage classrooms: The ungrading of
America’s schools. The multiage resource book (pp. 65–83). Peterborough,
NH: Society for Developmental Education.
Miller, B.A. (1996). A basic understanding of multiage grouping. School
Administrator, 53(1), 12–17.
Nye, B. (1993). Some questions and answers about multiage grouping.
ERS Spectrum, 11(3), 38–45.
Ridgway, L., & Lawton, I. (1969). Family grouping in the primary school
(2nd ed.). New York, NY: Agathon Press.
Stone, S.J. (1995). Teaching strategies: Strategies for teaching children in
multiage classrooms. Childhood Education, 71(2), 102–105.

Book 2: Classroom Organization 19

 Uphoff, J.K., & Evans, D.A. (1993). The country school comes to town:
A case study of multiage grouping and teaching. In D. Sumner (Ed.),
Multiage classrooms: The ungrading of America’s schools. The multiage
resource book (pp. 36–38). Peterborough, NH: Society for
Developmental Education.
Willis, S. (1991). Breaking down grade barriers: Interest on nongraded
classrooms on the raise. ASCD update, 33(3), 4.

20 The Multigrade Classroom

 Resources

Bingham, A.A., Dorta, P., McClaskey, M., & O’Keefe, J. (1995).

Exploring the multiage classroom. York, ME: Stenhouse.
If you are planning to move into multiage grouping or have already made
the transition from a conventional classroom, you will welcome the honest,
practical advice that makes Exploring the Multiage Classroom a genuine
handbook: comprehensive, realistic, and accessible. You will see what
teachers find rewarding in multiage teaching and why it works so well for
children who can learn from the models provided by the literacy and learn-
ing of other children around them.

Available from: Stenhouse Publishers

P.O. Box 360
York, ME 03909

Cotton, K. (1995). Effective schooling practices: A research synthesis.

Portland, OR: Northwest Regional Educational Laboratory.
This is the third edition of a research synthesis that was first published by
NWREL in 1984 and updated in 1990. This edition reflects educational
research literature published within the past five years, together with
inquiries into topical areas not investigated previously. Like its predeces-
sors, this synthesis cites classroom, school, and district practices that
research has shown to foster positive student achievement, attitudes,
and social behavior.

Available from: Northwest Regional Educational Laboratory

101 S.W. Main Street, Suite 500
Portland, OR 97204-3297

Dennison, B., Hose, G., Johnson, M., Large, R., Quinn, M., & Fogarty,
M. (1978). Rearranging the traditional two-teacher school to fit the
linear multiple-area plan. Teachers’ Forum (Australia), 1(2), 5–7.
(ERIC Document Reproduction Service No. ED 229 182)
This article describes a plan for converting a traditional two-room school
into an open teaching space in which two teachers teach cooperatively. A
sample floor plan is presented.

Available from: DynEDRS, Inc.

7420 Fullerton Road, Suite 110
Springfield, VA 22153-2852

Book 2: Classroom Organization 21

 Yates, R. (n.d.). Keeping organized: Student cubbies and binders.
Chimacum, WA: Chimacum Elementary School. Retrieved
September 27, 2000, from the World Wide Web: www.
chimacum.wednet.edu/multiage/sorganiz.html
Students are moving from one working group to another throughout the
day. Frequently they are also working on an individual task. Due to the
flexibility this kind of movement requires, it is important to use tables
throughout the classroom instead of student desks. This book shares ideas
on how to organize and manage student belongings.

Available from: Chimacum Elementary School

91 West Valley Road
Chimacum, WA 98325

Yates, R. (n.d.). Resources for multiage education web site. Chimacum,

WA: Chimacum Elementary School. Retrieved September 27, 2000,
from the World Wide Web: www.chimacum.wednet.edu/multiage/
This Web site is dedicated to helping teachers and administrators interested
in multiage education find and gather relevant resources. Here you will
find materials that educators have collected, created, or modified along
with links to other places on the Web and references to print material that
are especially helpful. Of course, this reflects just some of the ways a multi-
age program can be set up.

22 The Multigrade Classroom