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The Benefits of Mixed-Age Classrooms

There are many hallmarks of a typical Montessori classroom - aesthetically pleasing spaces with wooden furniture, plants, and natural light, filled with busy students focusing on their individual work. One hallmark that becomes more noticeable as students get older is the notion of these classrooms being mixed-age, encompassing the three-year cycle of one of Maria Montessori’s Planes of Development. Mixing ages in mainstream daycares and younger Montessori classrooms is seen as quite commonplace, but less is known about the benefits that mixed-age classrooms provide to students as they move into Elementary and Middle School programs.


As students enter the beginning of a three-year cycle, they are immediately exposed to many older students to help show them the way. During a work cycle, one can frequently see examples of this peer-to-peer teaching, whether that is helping each other with academic work or giving friendly reminders to observe classroom expectations. In this way, students learn that they have more resources available to them than only the adults in the room when they have a question or need support. The opportunities for collaboration are numerous when older students have received a lesson that a younger student is working on, often saying, “I remember that lesson!” and offering to help or work on it with them. These opportunities help foster character traits of respect and empathy for others while reinforcing explicit efforts at classroom community building. 


If younger students benefit from having role models, it certainly also holds true that older students benefit from being role models. As students move through the three-year cycle, they absorb the lessons of those role models before them and take on increased responsibility each year. Third-year students in the cycle are looked upon to set the standards for the classroom culture, taking on both the responsibilities and privileges that come with it. The mixed-age environment provides a learning opportunity for students who are used to being in the role of the younger to being in the role of the elder, adjusting to this new influence and learning to use it to help the classroom community as best they can. Third-year students can take on a range of leadership roles throughout the year, from being a buddy to a younger student in their class to representing the classroom/school community. Older students in the mixed-age setting take on an additional layer of ownership over the classroom culture, knowing that they have a voice and a commitment to help make it great.


Finally, with as much focus as the mixed-age classroom puts on the general good of the classroom community, each student is individually served by this arrangement as well. When so much different learning is happening at the same time in one classroom and it is truly representative of students at different levels and points in their academic journeys, less emphasis is placed on competition and comparison between students. Students learn to value their own progress and that “just right” work may look different for them than for their classmates.  Seeing their peers of every grade making different work plans and work choices helps promote their sense of identity and independence, expanding their autonomy over their own learning. The opportunities to both learn from and teach their peers give them the message that they can and should trust themselves as capable learners. 


From peer collaboration to role modeling to self-reliance, the older mixed-age Montessori classroom provides a variety of benefits to every student and classroom community.

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