At the Lycée Français de New York, we are lucky to have fourteen grade levels (soon-to-be Nursery to Y12) contained in one school. Our students range from age three to age eighteen. They come in so small, with bright eyes and awareness mainly focused on themselves and their family, and leave so big, equipped to take on the world at large. Because of this age diversity, our students benefit from cross-grade collaboration when appropriate. Using our school’s project-based learning approach, the younger and older students can partner together to discuss problems, brainstorm possibilities and come up with a plan to put into effect.
There have been many cross-grade collaborations throughout the years. Some happen annually, like when the some of the CM1 classes come to the MS classes for the related themes of Middle Ages (CM1) and Fairy Tales (MS). The older students help the younger ones build their colorful classroom castles that fill the room.
This year the CM1B students from Philippe LeVessier’s class also came to the MSB classroom to provide guidance with cooking and mindfulness projects. The MSB teachers, Maria Squitieri Chassen, Agnès Parenty, and Christine Serrano, welcomed the regular visits of the older students.
Maria Squitieri Chassen, the English teacher MSB, noted, “It’s impressive to witness the fourth graders taking on the roll as teacher. They encourage the children to think about the stories they are listening to. There is an underlying social-emotional learning component to this whole exchange regardless of the activity. The moyenne students are so receptive to accept guidance from the older students who have taught them about measuring, chopping, pouring, etc. during our cooking activities.The part that intrigues me is that the young children seem to be aware of the fact that they will be in CM1 in the not too distant future.”
Christine Serrano, the French teacher, said, “We love the project with the big kids! Some of the fourth graders now were in MS B when we began the correspondence and they are so proud now to be the older ones helping and sharing their acknowledge. It helps them to take more initiatives and be more responsible. We will also participate together, as every year, in the Fête de la Rose in April. Fourth grade will write a special poem for each kid in MS and MS will write a fairy tale for them.”
The students also reflected on their experience. Gabriel from Philippe LeVessier’s CM1 class said, “It’s interesting to be with the MS students. You can help them. When I help them I feel good. Sometimes I get a little messy, but I don’t care.” Eddie from the same class acknowledged, “I think it’s really good. You can help them for things. Each Friday, we come to read books, like the Three Little Pigs. It’s really nice.” Isaac, from MSB, said he especially liked painting with the older students even though he got some purple paint in his hair.
Cross-grade collaborations can happen between the primary and secondary divisions as well. Starting last year, students from TES1(Y12) partnered with students from GSE (kindergarten) to work on STEAM projects. One of the projects this year, prompted by GSE teachers, Cathleen Tomasini and Alexandra Laye, was to design and build a structure for a small bear to invite his friends over for a celebration of the Tle and GS students’ choice– a nod to the Lycée’s Day of Understanding. The structure had to resist wind and rain and be built from the provided materials: popsicle sticks, aluminum foil, and tape. Together, the older and younger student worked to make the structure ready for the gathering and the test… The GSE teachers used a hairdryer and a spray bottle to see how the structures held up. For the most part, the bears were ready to invite their friends over for a safe, protected celebration.
Cross-grade collaborations like these not only provide Lycée role models for the younger students to look up to, but also give the older students a chance to enjoy relating to smaller beings. They learn to use patience, empathy, and humor. The smiles and laughter from both sets of students are always present during a cross-grade collaboration time.
About the Author :
After receiving her bachelor’s degree in childhood education, Veronica McGivney Park taught in primary schools in Costa Rica, Japan, and her hometown, St. Louis, Missouri. She came to New York to attend Columbia University’s Teachers College and earned a master’s degree in international educational development. She also earned a master of science in educational leadership from Hunter College, CUNY, in 2017. Veronica joined the Lycée in September 2005 as an elementary English teacher. Before leading the maternelle team, she was the chair of the English department, where she worked to integrate and harmonize best practices in American and French education. When she is not thinking about bilingual education, she enjoys spending time with her two daughters and husband in Brooklyn.