German ISD combines the Lower Elementary grade-level students to learn together “from-, for- and with each other” in a multiage and grade-level setting.

The principles of this method have plenty of benefits, and prepare the young children to become successful students and individuals:

1. More opportunities for children to work and develop at their own level on a continuous basis (German ISD Lower Elementary Log Book).
2. Flexibility of grouping is beyond the normal range of ages and abilities. It will benefit the children who are working below (or above) grade-level in certain skills.
3. Students are continuously exposed to re-teaching, as they listen in on and benefit from, lessons being given to younger students. This review of the basics reinforces and clarifies a child’s understanding, even when they may be working at a more advanced level.
4. Students are also exposed to pre-teaching.  This prepares and stimulates the young child’s thinking.
5. Academic, physical, and social competition between peers is reduced, as is the anxiety and pre-occupation of having to compete. The learning and social atmosphere is cooperative rather than competitive.
6. Positive social behaviors and expectations are modelled by the older students. The teacher plays a key role in modelling and intentionally teaching these skills, but in a multi-grade classroom, many models are already available for younger students.
7. Older students have opportunities to genuinely help younger students learn. Their teaching helps them clarify their own learning.  The cognitive development and self-esteem of both younger and older students are improved. 
8. Multi-grade classrooms are less homogenous than single-grade classrooms, therefore differences are the norm and more easily accepted.
9. Students are expected to work independently at different times during the day. They receive more intentional training to be independent workers.
10. Lengthier time with the same teacher increases trust, understanding of expectations, and positive relationships between teachers and students, as well as teachers and parents.
11. Teachers continue to build upon their knowledge of each child’s interests, strengths, and needs over the multiple years they teach a child. What’s beneficial for teacher morale is beneficial for student success.
12. The stability of having the same teacher for a number of years can increase emotional security, especially for those students whose home lives are in a time of transition or change.
13. Effective learning time in the first term increases when children return to the same teacher.
14. Children who require a few more months to mature have time to develop; they continue with the same teacher, and carry on at their own level, despite a new grade designation.
15. Whether academically advanced or developing, children can easily take part in higher or lower level skills while maintaining interactions with peers.