Double the grades, double the fun! And double the work. Combination classes (also called multigrade or multiage classes) present both an opportunity and a challenge. On the one hand, students get to build friendships outside their grade level. Younger students can hone their skills as they compete with older students, and older students have the chance to act as role models. Meanwhile, teachers get to foster these connections and to enjoy the variety that combined classes bring. They also receive the blessing of working with the same students for more than one year.

On the other hand, balancing the coursework and content for two grade levels presents a challenge. Teachers might struggle to keep all students engaged. Older students might dominate the classroom and intimidate younger students; or younger students might decide that it’s more fun to be a distraction than a scholar—especially if the material is challenging. How do we keep it all balanced? Here are a few suggestions to help you as you navigate the exciting challenge of teaching a combination class.

Which Classes Should Combine?

Ideally, your school will only combine two grades at a time. The best combinations are first and second together, third and fourth together, and fifth and sixth together. If necessary, you could combine first, second, and third together and fourth, fifth, and sixth together. Because of content and age differences, it’s best to keep the lower and upper elementary grades separate.

If you want to see a breakdown of the school day for each of these combination classes, you can check out our posts about combining first and second grade and the upper elementary grades. For more information, you can also watch our videos about effective combination classrooms. You could even invest in our Combined Class Curriculum Outlines, which gives suggestions and sample schedules for two-grade, three-grade, and four-or-more grade combinations. Each of these resources will give you suggestions presenting subject matter and effectively using independent work time. Speaking of which . . .

How Do We Make It Work?

First, you need a clear schedule that includes time for group instruction and independent work. For some subjects—such as Bible, art, history, and science—you can instruct all students together using the curriculum for one grade level. Subjects such as arithmetic, reading, and language arts, however, often require separate instruction that matches each group’s grade level. As you’re instructing one group, have the others work on seatwork (in the lower grades) or homework (in the upper grades). It’s important that you have a clear plan so that students know exactly what they are supposed to do.

Second, make sure that you set clear expectations and procedures for your students. While this is important in any classroom, it is especially important in a combination class. Many teachers recommend using a system of signals that students can use to get your attention without interrupting instruction (e.g., hand over the nose for a tissue, a sign for going to the restroom, etc.). It’s also helpful to have additional activities planned if students finish independent work early. Students should know where, how, and when to access those materials without disrupting the flow of the class.

Third, delegate. If your school is fortunate enough to have teaching aides or parent volunteers, seize that opportunity! Having an additional adult to help answer questions or escort students to different activities frees up valuable pockets of instruction or planning time. If you don’t have another adult, you can still lighten your load by assigning student helpers to pass out and collect papers, assist with the lunch count, or help with other classroom activities. Classroom jobs promote a sense of community, and rotating these jobs will give every student a chance to contribute.

A word of caution: you will find many resources that recommend using peer tutoring and cooperative learning to lighten your instructional load. Although there are times when students can work together on educational tasks, it’s important to not lean too heavily on this approach. Older or more advanced students should not be burdened with the teacher’s role; they deserve the chance to be a learner. Also, students can reach incorrect conclusions because of their limited knowledge. Although some collaboration can be helpful, avoid using it as a crutch. Your students still need their teacher.

How Do You Effectively Engage Both Grades?

Teaching multiple grade levels together requires adaptation and flexibility. For example, if you’re teaching first and second graders using a second-grade curriculum, you might need to adjust some tasks for your first graders or provide extra instruction and review. (The extra review will also benefit older students, especially those who might still be struggling with grade-level concepts.) Conversely, if your second graders are using a first-grade curriculum, you might want to think of additional tasks or critical thinking questions that will keep older students engaged. You might add additional steps to word problems in arithmetic, or have older students create examples of grammar concepts. Occasionally, you could have older students “play teacher” and practice teaching concepts they’ve already learned.

During review, make sure to include questions that both grade levels can answer. If the older students start dominating the review, have them sit out for a few questions so that the younger students can answer. Adding some collaborative activities can promote a sense of teamwork; you’ll just want to monitor closely to ensure that the older students are giving younger students a chance to contribute.