Course: Teaching Multigrade Classes

Course Code: COG 1

Course Description: This course in implementation of multi-grade course that deals with
the theories, principles, and concepts of multi-grade learners and classes. It includes
pedagogical approaches and contextualized learning environments for the different grade
and age levels are grouped for instructions in different school situations.
Learning Outcomes:
Multigrade teaching is one of the important focuses in the Education Reform
program. By adopting a Multigrade approach, access to education can be increased and
teacher deployment can be more effective. Teaching in the Multigrade classroom requires a
sound knowledge of curriculum, strategies for providing student centered and group
learning, and a different approach to assessment and evaluation.

Resources/References:
1) Module MG.1 Introduction to Multigrade Teaching (Materials written and compiled
by Lynne Hill)
2) Foundations of special and inclusive education (1st ed.), Halal, Cristina Nieves
Aligada (et al.), 2020
3) A course module for inclusive education in early childhood settings, Yuzon, Marie
Rose Atos (et al.) 2021
4) Embracing the teaching profession (1st ed.) by: Tamayao, Antonio I., 2019
5) Teaching Profession Passion And Mission by: Uychoco,M., 2018
6) Teaching profession: passion and mission (1st ed.) by: Pawilen, Greg Tabios, 2016

Course Content
Midterm
Unit I: Introduction to Multi-grade Classes
Lesson 1: Multigrade Teaching
Lesson 2: Effects of Multi-grade Teaching

Unit II: Principles, Theories, and Concepts

Lesson: Principles of co-operative learning
a. Positive Interdependence
b. Common Group Goals
c. Mixed Ability Groups
d. Shared Leadership
e. Frequently Changing Group Membership
f. Group and Individual Responsibility
Finals
Unit III: Managing Multigrade Classes
Lesson 1: Forming Groups
 -Size groups
-Forming groups
-Random groups
-Interest groups
-Ability groups
-Grade groups
-Cross age tutoring groups
-Mixed age groups
-Friendship groups

Lesson 2: Structuring Groups

Structuring Multigrade Classes
-Structuring the group process: roles in group
-Making aware of their roles
-Structuring the group: taking turns to talk
-Team presentation
-Concluding activities

Grading System:
Attendance and Attitude - 20%
Module - 40%
Major Exam - 40%
Total - 100%
Course Requirements:
Term Exams: Midterm and Finals
Activities: Submission of activities in every lesson
Unit I: Introduction to Multi-grade Classes
__________________________________________________________________________
Introduction:

This unit discusses the current developments in curriculum reform, and the
advantages of Multigrade teaching to promote equal access to education in the Philippines.

Lesson 1: Multi-grade Teaching

At the end of this lesson, you should be able to:
1. Define the term ‘Multi-grade’
2. Differentiate Multigrade from Composite Classes and Multiage Classes
__________________________________________________________________________

Let’s start!
Pursuant to the provisions of the Constitution that the State shall protect and promote
the rights of all citizens to quality education at all levels and take appropriate steps to make
education accessible to all, it is a declared policy of the DECS to build a school in school-
less barangays where enrolment and population growth trends warrant the establishment of
new schools and to organize multigrade classes to offer the complete six (6) grade levels to
children in the remote barangays. In support of this program, the following policies and
guidelines in the organization an operation of Multigrade Classes in the country are being
issued:
A multigrade class is defined as a class of 2 or more grades under one teacher in a
complete or incomplete elementary school. (DO 96, s. 1997 Policies and Guidelines in the
Organization and Operation of Multigrade (MG) Classes)
Organization of Multigrade Classes
Regional Directors and Schools Division Superintendents shall organize Multigrade classes
to provide access to schools for children in far-flung barangays and to complete incomplete
schools. The minimum enrolment of 8 pupils and the maximum of 35 pupils per class
shall be observed. Whenever possible and when teachers and other facilities warrant, MG
classes composed of more than three (3) grades per class should be converted to at most 3
grades to a class.
School Plant, Facilities, and Furniture of Multigrade Classes
Regional Directors and Schools Division Superintendents give priority to multigrade classes
in:
1. Allocating 3-room school building to MG classes without standard building or where the
existing building is in need of total rehabilitation. The existing standards for school
buildings shall apply to MG schools.
2. The classroom layout as well as furniture should facilitate multigrade teaching and
learning. It should allow for: grouping/regrouping of school children according to age, grade
level, ability level or interest; the creation of learning center or comers; and easy circulation
of both teachers and students.
The provision of textbooks and other support instructional materials as follows:
Minimum Multigrade Instructional Package (MIP) for teachers which shall consist of:
1) Minimum Learning Competencies for MG Classes (MLC-MG),
2) Budget of Work for MG Classes (BW-MG).
3) Lesson Plan for MG Classes (LP- MG), and
4) Multigrade Teachers Handbook (MG-HB).
Minimum Learning Package (MU) for multigrade pupils consisting of:
1) textbooks in all learning areas on at least 1:2 textbook-pupil ratio or as much as possible
on a 1:1 ratio,
2) the Multilevel Materials (MLMs) on at least 1 set to 3 pupils’ ratio.
Allocating teacher items and/or assigning teachers
In assigning teacher items, priority should be given to schools with multigrade classes
having an enrolment of more than 35 per class and classes with more than 3 grades to a
class.
The Multigrade Curriculum and Program
Multigrade schools/classes shall offer the New Elementary Schools Curriculum (NESC) and
adopt any of the suggested class program.
Support, Welfare and Incentive Program for Multi Grade Teachers
To attract and retain effective teachers in multigrade schools the following measures should
be implemented:
1. Regular monitoring of MG classes to sustain training gains and to provide them
with technical as well as instructional support. In consideration, of the difficulty in
reaching these schools due to distance and poor and/or irregular transportation facilities,
principals or supervisors are authorized to collect actual transportation expenses incurred
during monitoring and/or supervisory visits.
2. Regular training of MG teachers on multigrade teaching in the district, division
and /or regional level should be given priority share from the 5% INSET funds.
3. Whenever resources/situations permit, at least one (l) classroom should be designated
as lodging place of teachers/school administrators whose residences are considerably
far from the school.
4. Granting of the Special Hardship Allowance tor MG Teachers (SHA-MG). All MG
teachers qualified to avail of the “Hardship Allowance to Eligible Public-School
Teachers” provided for in DECS Order No. 73. s. 1996, shall receive said incentive under
the said scheme. However, MG teachers who shall not meet the requirements stipulated
in the same scheme shall be granted the “Special Hardship Allowance for MG Teachers”
for handling multigrade classes. Criteria for the availment of the Hardship Allowance for
multigrade teachers shall be issued in separate DECS Order on a year to year basis.
What is the difference between Multigrade, Multiage and Composite groups?
When you talk to teachers or read information about Multigrade, you will come
across these different terms. Multigrade we have already defined as a class of more than one
grade level taught by the same teacher in the same room, but it is the way that the students
are taught and the organization of the teaching program that differs.
Composite classes are two or more classes working in the same room with one
teacher, but usually with separate programs. For example, the Grade 4 will be following the
syllabus for their grade, and the Grade 5 likewise. The curriculum is still structured and
taught strictly in separate grades. This sort of teaching is syllabus driven; the teacher
sticking rigidly to the curriculum for that level.
Multi-age. There can be a wide range of ages in anyone class, varying by quite a
number of years sometimes. In the traditional class, all students in the class will be working
on the grade curriculum, despite their age differences. In this sense, the teaching is also
syllabus driven, as there is no special consideration for the differences in age or ability.
Multigrade teaching is different in two main ways:
 The curriculum for the grades being combined is integrated, that is, common
elements from the different year programs are combined into one program for the
class. There are not two or three separate programs operating, just one that provides
different levels of challenge to the students.

 The learning is student centered, not grade level centered, so students have the
opportunity to work at their level of ability, through the different levels of activities
provided by the teacher. The needs of the student determine the teaching and
learning; learning is student driven.
What Multigrade is Not:
 Multigrade is not one teacher running between two classrooms to teach two separate
grades with separate programs.

 Multigrade is not two classes working in isolation in the same room, seated at each
end of the classroom and being taught separate programs by one teacher.
__________________________________________________________________________

Lesson 2: Effects of Multi-grade Teaching

At the end of this lesson, you should be able to:

1. Identify the effects of Multi-grade Teaching
2. Justify the advantages of Multigrade teaching.
__________________________________________________________________________

Let’s start!

Some more reasons for the adoption of Multigrade practices

 Increase access to education.
 Overcome the shortage of teachers.
 Modernize teaching methods.
 Reduce dropout rates and repetition.
 Achieve Universal Primary Education.
 Increase participation, cohort survival and literacy rates.
 Provide incentives as a means of teacher rationalization to meet shortfalls during the
period of reform implementation.

Possible effects of Multigrade teaching

 Increase enrolment (make annual intakes possible in small schools)
 More efficient use of facilities and resources
 Employ teachers more effectively
 Improve learning by allowing students to learn at different rates.
 Better quality of teaching.

What other advantages can Multigrade teaching offer?

 It gives students an opportunity to associate and work with others on the basis of
skills, abilities, interest, personality and age.
 It provides students with a wider range of relationship and social experiences.
 It promotes development of social skills.
 The age range is increased and so is the range of development.
 Students form friendships based on things other than age.
 Older students can help younger students with learning.
 It provides opportunities for older students to act as teachers in cross-age and peer
tutoring situations.
 Research suggests that older students tend to become more responsible and
independent learners.
 There are advantages in having the same teacher for two or more years.
 Students learn to accept and tolerate others.
 It provides a more natural learning situation where students learn at their own level.
 It increases a school’s ability to place students in the most positive learning
environment because of an increased range of possible classroom organizations.

Unit II: Principles, Theories, and Concepts

Introduction
“Tell me and I forget. Teach me and I remember. Involve me and I learn.”
-Benjamin Franklin
__________________________________________________________________________
Lesson: Principles of Co-operative Learning
At the end of this lesson, you should be able to:
1. Understand the Principles of co-operative learning.
2. Appreciate the importance of co-operative learning principles in Multigrade classes.
__________________________________________________________________________

Let’s start!

Principles of co-operative learning

Co-operative learning skills and structures are based on several important
cooperative learning principles:

Positive interdependence
This occurs when learning activities are structured so that everyone has a role to
play. Positive interdependence also occurs when the activity cannot take place unless
everyone is engaged. A play is a good example of this: all group members have acting or
production roles and all are essential. In partner work, dividing roles into listener and
speaker makes positive interdependence because both are needed.

Common group goals

When academic and co-operative goals are clear and agreed upon, groups work more
effectively. Often the best we can do is to have broad, general goals that are close or similar.
For example, in a class play at the end of the year the class may have one broad goal of
putting on a great performance, but individual members may have goals varying from
pleasing the teacher to impressing parents or being a valued member of a team.

Mixed ability groups

Mixed ability groups encourage members to use cooperative skills when working
together. Friendship groups can mean that sometimes students don’t work as productively as
possible. If groups are always comprised students of the same ability, the less proficient
students do not have academic and social role models, which can be beneficial.

Shared leadership
By breaking down the leadership roles into different areas, e.g. timekeeper, recorder,
reporter, etc., more people have the opportunity to practice leadership skills.

Frequently changing group membership

Because co-operative skills are called on more when working with others we do not
know well, frequently changing group membership is essential. Changing groups within the
classroom promotes co-operation and class cohesion, and strengthens the idea that we are all
working together.
Group and individual responsibility
 When a group works on a task, everyone in the group is responsible for contributing
and not relying on other people’s efforts. Group members can support each other’s
contributions and provide feedback on how they worked as individuals and as a group.

__________________________________________________________________________
Midterm Activities: (Long bond paper or yellow pad)
Part I. Provide examples/scenario for Multigrade Classes, Composite Classes, and Multiage
Classes.

Part II. Justify the above-mentioned reasons for the adaption of Multigrade practices
through citing studies and theories.

Part III. Essay. As a future educator, are you willing to become a teacher multigrade
classes? What will be your best practices to ensure that your pupils in multigrade class are
acquiring the minimum requirements for their respective grade level?

Part IV. Essay. What is your principle in teaching? How can you use that principle in
handling multigrade classes?

Unit III Managing Multi-grade Classes

Introduction
 Welcome to multi-grade class!
This unit will feed us with a lot of knowledge, strategies, and techniques in order for
us to ace the task of being a teacher of a multi-grade class.

Lesson 1: Forming Groups

At the end of this lesson, you should be able to:
1. Define the different group formation when handling multi-grade class.
2. Appreciate the different group formations by preparing an activity for a multi-grade
class.

Lesson Proper
In order for us to avoid scratching our forehead and become an effective multi-
grade teacher, here are the different strategies that you can apply.
Forming Groups
Size of groups
Ideally, groups of three or four students are suitable for most activities. This
provides enough people to ensure a range of opinion and experience, and allows time for
everyone to participate. If you have large numbers in your class, sometimes you may need to
have fewer groups with a greater number in each group. At other times, you may have many
small groups. Sometimes pairs are the most suitable grouping for some activities.
Random groups
Random groups are desirable in the Multi-grade classroom to enable students
of differing ability levels and ages to work together. These groupings are good for
discussing, sharing information, and completing tasks that are suitable for the whole group,
e.g. a thematic health activity. In these random groups you should have a mix of ability,
gender, cultural groups, etc. You need a system to randomly assign students to groups. If you
just ask students to make five groups, what do think will happen? Try it one time and you
will see.
 After you have decided on the group size, the simplest random grouping method is
to ask students to count off to the number of groups required to create the size of
group you want. For example, 24 students in the class, you want four students per
group, so divide 24 by four. Ask students to count off to 6. e.g. 1, 2, 3, 4, 5, 6, 1, 2, 3
…
 When they all have a number, ask students with the same number to gather together
in a part of the room indicated by you.
If you count off when students are already seated, they may be reluctant to get
up and move to a new seat. What you can do is use a method to send them to a small group
as they enter the room.
  You could hand out puzzle pieces, differently shaped or coloured cards etc which
have been planned beforehand to form the number of groups you want, e.g. four red,
four yellow, four purple.
Other ideas for random grouping include
 Tell students to line up (without talking) according to month and day of their
birthday, or to line up alphabetically, and then divide the line into the desired
number of groups, sending each team to a designated area.
Random formation of groups avoids feelings of having been selectively placed
in a particular group, and if you make it clear that group size and membership will be
changed around regularly, the wish to work with friends won’t be so important. Once
students start to work on the task, the discomfort of working with a ‘stranger’ fades.
Interest based groups
When each group is about to work on a different topic within a theme, you may
wish to give the students a chance to choose the one of most interest to them. With the
furniture arranged for small group work (desks turned around to face each other, or a mat
area marked out) place pictures, descriptions of the activity, or topic headings at each set of
tables or area on the floor. Students walk in a line past all the activities to have a look. Put
the class in the middle of the room or outside and ask them to write down their first and
second choice, and then ask them to move to the selected topic. If there are too many people
in one area, form two groups, or ask some to make a second choice. If there are too few, ask
them to move to a second choice.
Ability groups
There will be times when you require students to work in ability groups. This
may commonly occur during language and maths lessons, or where the group work is
clearly structured around particular objectives.
Ability groups allow students to work on tasks most suited to their learning
needs. In the Multigrade 4/5 classroom, you may have some Grade 4s and some Grade 5s in
each of three ability groups, depending on their level of understanding. You may have some
very capable Grade 4 students working in the most challenging Maths group, and you may
have Grade 5 students in the group with less challenging outcomes.
Grouping students according to ability must be done by the teacher, who has a
clear understanding of the individual student’s capabilities in a particular area. The teacher
needs to collect information on the student’s abilities in the area in order to make an
informed decision. Observation, the results of previous tests, and analysis of work samples
would help the teacher to place the student in the correct group.
It will take the first few weeks of the school year to gather this information, so
at first, it may be best to group students in other ways, (e.g., grade groups) until you can see
who is coping well and who requires further assistance.
Grade groups
 At times in the Multi-grade class, your grouping might be based on the grade
levels you are teaching, e.g., you may have a 4/5/6 Multi-grade, and if using an activity
where students are working in their grade levels, you would have three groups. These could
be uneven due to the numbers in each grade. If you have specific objectives for each grade
in a particular activity, you could use this method of grouping.
Cross age tutoring groups
In the Multi-grade classroom, you can take advantage of the range of abilities
to assist you with your teaching. Using older students to assist younger students provides
benefits to both. The older students reinforce their learning by having to explain to the
younger student. The younger student is supported in their learning by the older class
member.
Once again, students need to be taught how to do this. The older students need
guidelines for assistance. You don’t want them doing the work or giving all the answers to
the younger student, so the teacher must be clear on what is required from the tutor. If you
spend a little time outlining the tutoring task, it will save time later and make these group
sessions more effective. Reading aloud is a common cross age tutoring activity. It allows
one-to-one teaching, and the older student can assist with difficult words as well as being a
role model.
Mixed age groups
In the Multi-grade class, this will probably occur in all grouping structures. If you have a
wide range of classes, or combinations such as a 3/5/6, then mixed age groups will be a
natural part of your program, as with the cross age tutoring, there are advantages in having a
range of ages in the group.

__________________________________________________________________________
Activity
Look at the following activities and decide which type of group(s) would be most suitable.
Explain.

 Big book shared reading lesson

 Reading aloud/ buddy reading
 Art activity
 Maths activity covering different levels of objectives
 Morning talk / show and tell
 Story writing
 Role play of a story
 Word building/vocabulary activities
 Problem solving in Mathematics.
__________________________________________________________________________

Lesson 2: Forming/Reforming and Expanding Techniques

At the end of this lesson, you should be able to:
1. Understand the different techniques in handling multi-grade classes.
2. Participate in a written discussion on how to enhance the techniques used by the
teacher in handling a multi-grade class.
__________________________________________________________________________
Lesson Proper
Forming/Reforming and Expanding Techniques
There may be times where you wish to move students into different sizes of groups
during the course of one lesson, e.g. from pairs to groups of four, or from six groups to four
to two groups of twelve.
A quick way of doing this is through the use of playing cards or a similarly coded set
of cards. You will need to select the cards ahead of time to make sure you get the desired
results; e.g. if you are forming pairs, be sure the cards you select from the deck have
matching numerals. Each student takes a card as they enter the room.
Example:
Two groups: Red at one end of the room, black at the other
Four groups: Hearts, spades, clubs and diamonds at four different places in
the room.

Groups of two: Find the same numeral, same colour

Groups of four: Same numeral (black and red)

How do you get the attention of the groups once they are working?

When people are actively engaged with each other, it will be difficult to gain their
attention. They may be unable to hear you; they may feel too involved in what they are
doing to shift the focus of their attention.
An agreed upon signal which means ‘ quiet’ needs to be established and practiced
before the group work commences. With young students, you will need to practice this a few
times.
Ask the class for suggestions and select one which sounds most workable. Typical
suggestions would be that you raise a hand (with the class raising their hands, and stopping
conversations, in recognition of the signal), ringing a bell, writing a word on the blackboard.
Changing it every once in a while will help to keep the students responsive.

Distributing and collecting materials and work

Groups make distribution and collection of materials much easier. One person in the
group can have the job of collecting for all members of the group. It cuts down on the
number of people moving around the room and allows the teacher to observe and assist,
rather than running around and handing out all the materials. Group work can be organised
in folders which may be different colours, or have a picture to distinguish each group. The
same folders can be used over and over again.

Working in groups: Structuring the Group

The difference between successful group work and disorganised, unproductive group
work is structure. There are two important parts of group work to structure:
1. Structuring the group process
2. Structuring the task
 Structuring the group process: roles in groups
There are several reasons why teachers assign specific tasks to individuals in a small
group:
 To keep the group organised
 To optimise the chances of using higher order thinking skills
 To stop outgoing members dominating the group
 To help shy students participate
 To give easily distracted students something to do

The roles you choose for a particular lesson will depend on the nature of the task and
how well the teams are working together.
The following table lists a number of roles that teachers have found useful. You
probably won’t use all these roles in one activity, but choose the ones that best match the
objectives of the lesson.
Example:

Making groups aware of their roles

You might spend a lesson to raise awareness the way each role contributes to the
group by discussing with students before they complete the activity. You could discuss what
kinds of jobs a reporter, coordinator, encourager, etc should do. Record the answers on the
chalkboard or on some butchers paper and display these when required. At the end of the
session you ask teams to discuss which behaviours students observed that were attached to
each role, and how these roles helped the group.
Another way to develop role awareness is to ask everyone who performed the same
role in each group, e.g. all the coordinators, to meet briefly at the end of the lesson to talk
about how they carried out their role.
Structuring the group: taking turns to talk
It is a good idea to start a discussion by hearing an initial thought from everyone in
the group. You can ‘go around in a circle’ that is, one person starts, followed by the next,
and so forth, around the circle.
During small group discussions, groups may need some external ways to make sure
that only one person at a time is talking, and that people who want to talk have a reasonable
opportunity to do so. Here are a few suggestions to teach turn taking:
1. Give the group a ball or any soft object that is easy to throw (a wadded up piece
of paper will do) and explain the following rules:
 You can only speak if you are holding the ‘ball’
 When finished speaking, you may pass the ball to someone who has
signalled (nonverbally) for it
 Or you can pass the ball to anyone whose opinion you would like to hear.
2. Give each student five toothpicks. Each time he or she speaks, a toothpick has to
be placed in the middle of the group. When a person runs out of toothpicks, he
/she will be temporarily out of the discussion.
3. Ask students to select their own ‘talking chip’ (a pen, for example). Once they
have spoken, the chip is put to the centre of the group and not claimed until
everyone’s chip is in the central pile.
Structuring the task
Roles and turn taking alone do not make a successful collaborative learning episode.
The group needs shared knowledge, a challenging problem, and a clear idea of the final
product required. These three factors will vary in importance according to the nature of the
activity.

Team presentations
The outcomes of group work often take the form of a presentation or summary of
main points to the whole class. In this way, teams learn from each other and share ideas.
Presentations can occur at the end of lesson, at the end of a thematic unit of study, or at the
end of the semester.
 The most obvious, and simplest, but least interesting way for small groups to report
to the whole class is by way of an oral summary. Here are some suggestions for other ways
to report.
 Provide materials that will make it possible to illustrate the oral presentation
 Ask the group to plan a drawing, cartoon, poem or story that represents the
main points of the topic. They can then explain it to the class, or ask the class
to discuss it.
 The group could plan a role-play or mime to demonstrate their findings.
 An informal debate or panel discussion would be a suitable way to report
back if discussing opposing views on an issue, or a range of possible
positions.
 One member of the group could assume an identity and be interviewed by the
rest of the team in front of the class.
 The group could invite the class to interview them about their topic.
Concluding activities
When learning occurs through talking, and when teaching is not limited to the
transmission of information and the associated memorising, students don’t realise they are
learning or that they have been ‘taught’. A concluding activity which asks the students to
reflect on the meaning of what they have been doing will help to bring about an
understanding of the outcomes of group work.
One way of sharing perceptions is to put a list of sentence beginnings on the board. Seat
students in a circle, and going around the circle, ask each student to select one of the
sentence starters, and complete it in some way.
 Today I learned that …
 I thought it was interesting when …
 I’d like to know more about …
 It surprised me that …
Classroom routines
Classroom routines are those rules and procedures, set up by the teacher and
understood by the students, which set the pattern for every day behaviour and actions.
Having clear rules and everyone knowing what they should be doing is essential in a
Multigrade classroom. Because students are required to do different things at different times,
and take responsibility for their learning, routines that are understood by the students in the
classroom are vital.
Time at the beginning of the year getting the rules right and routines firmly
established will be time very well spent.
Teacher’s routines
As well as the students having routines, the teacher should also have some routines
which should be followed daily.
  Planning – Apart from being planned well ahead, adequate preparation time
should be allowed either before the students comes to school in the morning,
or after school.
 Preparation – Blackboards should be prepared with the tasks and various
groups listed and all teaching and learning resources should be organised for
the day.
 Effective routines allow the students to start work quickly and purposefully
in the morning. They know if the teacher is properly organised.
 Try to plan your day’s work so you have some time for individual help
(marking, discussing, reading, etc) to a variety of students in the different
groups within the day.
The students’ routines
Students need to know how the classroom operates and what they are responsible for doing.
Clear routines assist students in developing responsibility for their learning.
 Students should know what work they should be doing at any one time. The
teacher needs to establish the ways in which work will be set. It may be for the
whole class, for a group or for an individual. Blackboards, verbal and / or written
instructions, worksheets, etc can be used.
 Students should know how books and other learning materials are distributed,
collected and stored. The individual or group should be responsible for returning
teaching and learning materials to their correct place.
 Students should know what to do when they need help but the teacher is
unavailable. If a student is having difficulties with the instructions or the task, they
should know who they can ask for help, e.g. the group leader, their partner, etc,
before they approach the teacher.
 Students should know how to have work marked or checked. Teachers should
avoid long queues at their desk of students waiting to have their work marked. They
quickly get bored and restless. It is good to have other activities they can carry on
with on their own. Many teachers find it better to actually leave their desk and move
around the room to the students. They can sit beside the student to help them and to
check their work. Other ideas include letting students mark their own work, or make
self-check work cards with answer keys. Older students can check the work of
younger students. Of course, the teacher will need to closely monitor this, and
students will need to be taught how to mark work. This leaves the teacher free to
collect the books less frequently, perhaps checking at the end of each day. Not all
teaching will be suitable to be marked in this way.
 Students should know what to do when they are finished. When students are
working in small groups or individually, they must know what to do when they are
finished so they will not cause disruption to the teacher and the class. The students
who finish early should know what they can carry on with without the teacher’s help.
They should know where to go, what to do and why they are doing it. A list of
activities could be put on the board, they might go to the learning centre, finish
incomplete work, play some games prepared by the teacher for such times, read etc.
 If the students are clear on what to do they will not bother you and the other
students.
 Students should be given responsibility. Multigrade teachers can help themselves
and at the same time help their students by giving them real responsibility in the
classroom. They should tell them which tasks and duties are the responsibility of the
students. The use of Amonitors or helpers for particular jobs is most useful. These
students should be rotated so that different students have an opportunity to develop
responsibility.

Activity:

1. Make your own criteria for an ideal multi-grade teacher.

2. Watch the following movies:
Teacher’s Diary
Stand and Deliver
Freedom Writers
3. Evaluate the strategies and techniques used by the teachers in the movies mentioned
above.
4. Write a letter to the teachers in the movies mentioned above telling him/her about
his/her performance a teacher. Explain to him/her the result of your evaluation and
your recommendations and remarks based on your criteria for an ideal multi-grade
teacher.

Republic of the Philippines

Commission on Higher Education
Region V
Tiwi Community College
Tiwi, Albay
Teaching Multi-grade Classes

MS. LAARNI P. CHAVENIA

Instructor