THE CHALLENGES OF MULTIGRADE TEACHING

By:

Richlyn F. Vicente, BEEd – GenSci

MAED – GenEd, Ph. D. Ed.

WHY MULTIGRADE CLASSES EXIST? Multigrade classes were organized as a matter of

necessity for remote barangays where the number of children enrolled could not meet the required number to organize a single grade class and assign the necessary teacher for each class.

Distance of the barrio and small number of students

for each class.

Shortage of funds teachers and school buildings.

HOW COULD I DEAL MY PUPILS

TODAY?

WHAT ARE THE ADVANTAGES AND CHALLENGES OF A MULTIGRADE CLASSES?

Learner Advantages

Maximum social interaction between/among peers.

Cooperative learning is predominant. Will learn to be independent, self-directed

learners can learn to be more resourceful. Prepared for real life – situations where there

is constant interaction between people of different ages, varied skills and abilities.

Can learn to assume leading or supporting role as needed in different work situations.

Stigma associated with failure and repetition is removed.

Girls who are often expected to stay home or at least close to home to take care younger siblings or the household will have more chances to go to school since schools are located within the community.

CHALLENGESRequires more discipline, greater

concentration and more focus in order to benefit from effective strategies e.g peer teaching, group work, self directed learning.

Less reliance on direct supervision by teacher.

Requires more initiative and resourceful to function effectively in a multigrade class.

May receive less individual attention from a less experienced teacher or one who is not well-trained in multigrade teaching.

TEACHERS

Advantages Can make the most

of inter-age, multi-level situation to facilitate learning processes.

Can get to know students more and carefully asses their needs and adopt appropriate teaching strategies.

Challenges Requires more

preparation of curriculum learning materials.

Requires more careful study of learner’s developmental characteristics across the age levels involved in the class, approaches and strategies that are effective and viable within a multigrade class.

Can innovate and experiment with different age groups and deal with curriculum content across subject areas.

Shares responsibility for facilitating learning with pupils, parents, other community members.

More opportunities for activity – centered, experience – based approaches rather than whole group, lecture/drill/rote methods of teaching.

More investment in organization of the classroom as learning environment.

More meticulous and systematic record keeping to keep track of student progress, curriculum development and implementation is required.

Community and School SystemAdvantages

1. Efficient means of providing educational services to thinly populated areas and remote communities.

2. Efficient means of using limited educational resources such as trained teachers, classrooms, and materials.

3. Maintaining small barrio schools help to build and sustain the identity of the community and the cultural life of the people in the community.

Challenges

Student achievement may be poor if programs do not have the required resources and teachers are not properly trained.

Requires investment in training of teachers, supervisors and administrative personnel to prepare them for the demands of multigrade teaching and administration of multigrade schools.

WHAT DOES EFFECTIVE MULTIGRADE TEACHING INVOLVE?

Systematic, well-organized and planned instructional delivery and grouping.

A well – managed classroom that is conducive to learning because the necessary resources are available and the necessary discipline among the students has been developed so that they can focus on learning.

A cooperative learning environment where self-directed learning is balanced with teacher – directed activities, peer teaching and group work.

A teacher who is well – prepared to actually serve as a FACILITATOR of learning rather than as the only source of knowledge in the classroom and who is well – prepared to apply a variety of instructional strategies and techniques to suit the varied needs of learners.

A well – designed curriculum that allows for and encourages integration of subject matter areas and a variety of activities as learning experiences for the students.

BASIC PRINCIPLES OF MULTIGRADE TEACHING

Children are unique. Children can learn best from experience. Children can and do learn well from one

another. The role of teacher in a classroom involves

setting – up and managing a learning environment that will be conducive to learning and teaching.

The implementation of the school curriculum must take into consideration the varied abilities, levels and interests within particular group.

The value of any educational program will be judged according to how well it is able to achieve the goals of the program – whether the children actually learn what they are expected to learn and how well they have learned.

Inter – aging or the combination of children of different ages is more respectful of individual needs of learners and reflects real – life.

THE COMPONENT OF A MULTIGRADE CLASSROOM

Teacher

Facilitator

Instruction

Manager

Observer

Evaluator

Planner

HOW CHILDREN LEARN BEST AND HOW TEACHERS TEACH EFFECTIVELY

Methods Teachers Frequently Use

Lecture Recitation Discussion Direct Instruction Individualized Instruction and independent

Study Grouping as an Instructional Strategy Self Directed Learner Peer Teaching

CLASSROOM MANAGEMENT PRACTICES AS BEST STRATEGIES FOR AN EFFECTIVE MULTIGRADE TEACHING

Instructions Provides different lesson in every subject for the two

grade level.

Plans learning activities to suit pupils’ ability and interest.

Divide class into small group and individual group within a day.

Time management is shown by alternating whole group periods with small group activities and individual work within a day.

Prepares different sets of test by grade.

Provides pupils with necessary materials to work independently after whole group or small group instruction.

Allows one grade to work or read independently or in group while discussing lessons to other grade level.

Treats two grade level as one in the class with different activities suited to their level.

Pupil Management Assign seats for individual whole group activity. Schedules classroom routine such as flag ceremony,

attendance taking, and classroom maintenance activity. Provides attendance chart to be filled up by pupils as

soon as they arrive in class. Prepares daily/weekly job chart for the children to

accomplish. Establish clear class routines such as passing of papers,

falling in line and doing individual/group works. Provide an access to all pupils. Involve children in classroom maintenance by using the

“Job Chart”. Allows pupils to sit by grade level facing to their own

blackboard. Schedules daily routines and activities.

Discipline1. Sets classroom rules and regulations for

the children to follow.2. Talks privately to the disruptive pupils.3. Explains classroom rules clearly.4. Imposes rules in passing or checking

papers, quizzes and assignments.5. Treats pupils with justice and fairness.6. Assign pupil secretary to monitor class

behavior.7. Requires pupils to fall in line before

entering and leaving the classroom.8. Checks then accomplishments for daily

routinary activities.9. Treats pupil with justice and fairness.

CLASSROOM ATMOSPHERE

Blackboards are in opposite walls of the classroom.

Classroom lay out is flexible to cater indoor game.

Desks/chairs are lighter capable to be moved and can be moved freely for group activities.

Furniture and equipments are in movable type capable for arranging and rearranging.

Learning materials are properly arranged and prepared by teachers.

Provides a variety of arrangements throughout the year.

Arranges furniture in such a way it provide for convenient flow.

Labels the areas of the classrooms and containers of materials for the children to easily learn its usage and function.

Classroom is attractively and neatly arranged.

Maintain cleanliness and orderliness inside the classroom.

All parts of the room are well ventilated

A DIALOGUE WITH THE

LORD

“WHAT IS THAT IN YOUR HAND? “THE LORD ASKS.” “AN OLD ROD,” MOSES ANSWERS. “THEN, TAKE THAT ROD WITH WHICH YOU SHALL DO SIGNS, AND GREAT MIRACLES WILL BE ACCOMPLISHED,” SAYS THE LORD.

AND MOSES OBEYS THE LORD, THAT WHAT IS TOLD.

THE LORD THIS TIME ASKS A MULTIGRADE TEACHER. “WHAT IS IN YOUR HAND?”“TIME, RESOURCES AND ABILITIES.”“ WHAT IS THAT YOU ARE IN?”“A SCHOOL,” ANSWERS THE A MULTIGRADE TEACHER“WHY ARE YOU THERE?” THE LORD ASKS AGAIN.“I WAS THERE TO GUIDE CHILDREN.”

“AND WHO ARE THAT CHILDREN?” “THE CHILDREN ARE THE FUTURE, AND I AM THE PRIVILEGED MULTIGRADE TEACHER WHO IS ALLOWED TO SPEND DAYS WITH THE FUTURE. IN THIS PLACE I BUILD LOVE, TRUTH AND JUSTICE. THIS IS THE PLACE THAT CREATES A STRUCTURE THAT LASTS NOT ONLY FOR A CENTURY BUT FOREVER.”

THE LORD SMILES AND GIVES THE

MULTIGRADE TEACHER THE SIGN OF BLESSINGS.

FINALLY THE LORD IN HIS TENDER VOICE SAID:“GO AND CONTINUE SERVING WITH:

LOVE, UNDERSTANDING, JOY, HOPE AND OPTIMISM

AREN’T YOU GLAD TO BE PRIVILEGED MULTIGRADE TEACHER?

Thank You , Good Luck!

God bless!!!!!

See you in the workforce in the near future………………