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Multigrade Teaching

The document discusses the challenges of multigrade teaching, including untrained teachers, lack of resources, and isolation. It emphasizes the teacher's roles in imparting knowledge, facilitating learning, and careful planning. It also provides suggestions for encouraging cooperation in multigrade classes, such as modeling teamwork, teaching problem-solving skills, and praising cooperative behaviors.

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Ilex Avena Masilang
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232 views

Multigrade Teaching

The document discusses the challenges of multigrade teaching, including untrained teachers, lack of resources, and isolation. It emphasizes the teacher's roles in imparting knowledge, facilitating learning, and careful planning. It also provides suggestions for encouraging cooperation in multigrade classes, such as modeling teamwork, teaching problem-solving skills, and praising cooperative behaviors.

Uploaded by

Ilex Avena Masilang
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Ilex Avena L.

Masilang
BEED III
Multigrade Teaching

Reflection:
Q: How will you overcome the challenges in Multigrade Teaching?
Multigrade teaching in many views represents a more demanding teaching situation and special
attention should be given to it. However, many teachers in multigrade environments are either untrained
or trained in monograde pedagogy; have few, teaching and learning resources; and regard the multigrade
classroom as a poor cousin of the better-resourced monograde urban schools that are staffed by trained
teachers. In addition, at the majority of the cases, the multigrade teachers are very young without
significant experience, "chosen" by the state to teach at the specific rural areas. These teachers are left
alone without resources and support to handle the demanding multigrade classes. The former has serious
negative impact on teachers' psychology and attitude towards the multigrade class and affects in a
negative way their teaching performance.
As Teacher The main function of the multigrade teacher is to teach students by imparting
knowledge not just follow a curriculum. Teacher must be able to develop skills and inculcate desirable
values and attitudes among pupils. The teacher is expected to be versatile and utilize different strategies to
make learning meaningful and effective for all students in his or her classroom, no matter what individual
differences may exist among the students. In the following section of this web training contents you will
be able to get informed more specifically on teaching and learning strategies referring to the multigrade
setting.
As Facilitator The teacher should be able to understand differences between pupils, be able to
motivate them to learn and guide them thought their learning materials. The teacher should be able to do
this for all grade levels in the classroom, no matter what curriculum subject is being studied. The teacher
should not only be a provider of knowledge but should also be a facilitator of learning both at a group
level and on a one-to-one basis.
As a planner Planning is a critical function for the Multigrade teacher. Appropriate planning by
the teacher will result in classes which are more productive for the learners and easier for them to follow.
Planning in the multigrade school classroom is much more important that in a monograde one. The
teaching hour must be spent productively for student groups in grades of the class and thus accuracy on
time spending is crucial.
UNIT TEST

1. For teachers, what are some effects of isolation caused by geographical


location?
 The implications of such geographic isolation are numerous, affecting areas such
as teacher hiring, school funding formulas, school consolidation decisions,
transportation, and school choice among others
2. Why might learning not occur in a multigrade class?

3. Identify three signs of teacher frustration.
 Personal fulfillment Teaching is one of the most rewarding professions in the
world. You get to make a difference in the lives of your students and a tangible
change in the world. You get to share your passion and help students find theirs.
It’s really one of the best jobs in the world (maybe I’m biased). When the
classroom door closes, the grading piles up, the meetings take over, and the
testing mandates set in it is easy to lose sight of the rewards of teaching. It is said
a teacher’s day is never done – and it’s true, there is always more you can do.
This means most teachers sacrifice their personal time to get everything done. It is
when the strain of feeling overworked takes hold that it becomes difficult to tap
into those rewards and remember the personal fulfillment.
 Overwhelmed
Although this one is perhaps the most obvious of the warning signs of teacher
burnout it also deserves its place on this list due to the major impact it can have
on teacher well-being. The sheer VOLUME of work that teachers take on day-in
and day-out is miraculous and also not sustainable – not in any real, healthy
scenario. I speak from experience when I say that teachers rarely only put in
8hours days. Drive by any school on any weekday and you will still see a fair
number of cars still in the parking lot far beyond school hours. Lunch breaks are
often sacrificed in lieu of getting more work done. And many teachers will work
through illness because of the amount of extra work that is required to prepare for
a substitute. The volume of work can haunt teachers. Hence teachers’ gratitude of
summer breaks.
 Less Energy. Not only are the ever-mounting workload and the demanding
schedule major energy zappers, but the other symptoms of teacher burnout can
also be a culprit. Being overwhelmed, frustrated, having a negative outlook and
not taking care of yourself is a recipe for feeling drained. This is the potential of
teacher burnout – and it’s not all just emotional – it takes a physical toll that can
impact all parts of life.
This sign of burnout is dangerous because it is cyclical. As the signs of burnout
creep in they pull energy away from teachers which result in less energy to forge
resilience – which then, in-turn allows the grip of burnout to tighten.
4. How can you encourage cooperation in multigrade teaching?
 Model cooperation. Share responsibilities from an early age. Demonstrate how to
work together with others to reach a common purpose – even if that purpose is
setting the table for dinner. Sharing age-appropriate responsibilities enables
children to learn how we work together to reach a goal.
 Play games to encourage teamwork. This does not necessarily mean you should
put your young child on a sports team. Still, expecting teamwork in the home can
instill cooperation. Activities like playing games together in teams, cleaning up
together to beat a timer, or simply building puzzles together enables children to
learn how to work together.
 Take time to teach them how to problem solve. Part of cooperation is learning
how to overcome challenges together. Help children learn how to identify a
problem, think about different ways to solve that problem, and then encourage
them to try out solutions. This process will take patience and practice, but the
benefits of social problem solving extend into adulthood.
 Allow for choices. Providing choices about how or when to complete a task
enables children to choose to be cooperative. Recognizing that cooperation is
working together to reach a common goal, sometimes we as parents must allow
some choice in the matter while still working with our children to meet the end
goal.
 Use specific praise. When you observe children cooperating, praise them for
working together. Try to be as specific as possible as you explain how your child
demonstrated cooperation, “You and your sister were cooperating nicely when
you worked together to complete the puzzle.”
5. Outline in simple point form how you would develop effective multigrade
schools.

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