I’ve been asked several times this year, how is it working with a composite group of year 3 and 4 students and how this differs from teaching just the one year group by themselves. Normally this would be somewhat of a complex question to definitively answer because, as with any such situation, there are many pros and cons. Working the way we do at IFS-ITS, however, it is possible to provide a contextual and feasible response. First of all, let us take a look at the developmental stages of each of these age groups, beginning with year 3, and let us consider how it works for us.
In Year 3, a child normally turns nine, which can be quite a challenging time in their life. At this age there arises a new perception of individuality, the child no longer experiences themselves as one with the world, as the very young child does. The child of this age will question things that previously went unquestioned, such as questions of identity: ‘What is my real name?’ ‘Am I adopted?’ As well they may say: ‘Who are you to tell me?’ They will push boundaries, venture forth fearlessly when you wish they wouldn’t and shrivel up fearfully where once they were confident. This first major questioning of authority is only the beginning, it’s when they reach adolscence that the real challenges to the adults will come. Now that’s something to look forward to, isn’t it? At college, to effectively meet the challenges of the nine year-old requires considerable wisdom and tact from the teacher. The children need to be protected from a feeling of disappointment with themselves and the world, especially in the presence of part truths or cynical adults.
Boundaries are incredibly important at this stage and it is essential for the adults in the students’ lives to stick to their resolve. The child who finds, when they push at the boundaries, that the fence is portable and moves to accommodate their will, or even collapses altogether, will feel insecure. A child around this age may announce loudly that they hate you, but this will only last for a short period of time. The adult who carries on gracefully, who stands firmly, yet warmly, within the original decision, offers the child a solid dependability that enhances their sense of security and safety. Todd and I are very conscious of this way of working in Stage 2.
Gentle guidance through adult example is so important. We must live our lives in the right way for our children to have a right and good model to follow – clear rules, expectations, guidelines and consequences should be in place to allow children to feel secure and safe as they take on being a separate identity in the world. Again I have to mention the wonderful role models we have at IFS-ITS!
Children at this age want to be extended and they will respond well to hard work and high expectations at college. They want to please, which is helpful. At home, tasks/jobs/responsibilities should be happening, this allows children to be able to contribute to the running of the family. This may initially bring more work for parents, but will be of enormous benefit to the child. Parents and teachers who do every little thing for their children actually do them a disservice. It may be hard watching a child doing a task which an adult could perform more quickly and effectively, but it is necessary to allow the child the space to achieve these tasks for the benefit of their own development.
And what of the ten year old, the Year 4 child? Children turning ten stand strongly in the world, they are learning well how to walk its ways, the questions that they were carrying the previous year have in some ways been answered and they are now more at peace with themselves and the world. It is a time of ‘grace’ for them – pre-adolescence. As we are experiencing this year, the difference in the level of maturity and abilities between the year 3 and 4 students is quite marked and we are expecting and receiving considerably more from our year 4 students.
As with the year 3 child, these year 4 children must also be protected from becoming disappointed or cynical about the world, as now, the faint beginnings of consequential behaviour becomes conscious. ‘If I do this, that might happen’ is of course a wonderful double-sided blade. These children are very conscious about what’s happening around them, for example, should Todd or I make a remark or slip in a subtle humorous comment, we quickly observe that it is the older students who get it. These students are capable of achieving not only excellent results, but also copious amounts of work and consequently are calling on to be extended. They are ready to go the extra mile at every opportunity.
For those of you who read my last blog about the ‘family’, you will understand that in many ways our class is operating as a ‘family’, where the older ‘siblings’ are assisting the younger ones. I can tell you that students often make great teachers and teacher assistants. Isolating children into individual age groups may be beneficial in many situations for learning and teaching, however working with project based learning with a mixed age group provides opportunities that we would not otherwise have. ‘We are Family’ – I can say that we are so very pleased with the work and achievements of this fabulous group of students this year, and I am sure that part of the reason for that success has to do with these students learning how to give and receive support from their IFS-ITS family group in Stage 2.
Kind regards,
Rodney
Leave a Reply