TEGR 120

Teaching Multigrade Classes

Lesson 1
What is Multigrade Classes?
Learning outcomes;
• Explain the meaning of multigrade classes.
• Compare and contrast multigrade and monograde teaching.
• Write a reaction on the underlying principles of multigrade teaching.
 What is multigrade classes?
• Defined as classes where there are two or more grades that are taught
together.
 The Nature of Multigrade Classes
• Multigrade schools are the first kind of schools found in North America. Before North
America was not urbanized and industrialized, the most common model of formal
educational programs for elementary children is a one-room schoolhouse. In years,
multigrade classes were discovered and it was found from other countries such as
Peru, Sri Lanka, Norway, Vietnam, England, France, the Caribbean, India, United
States, New Zealand, Columbia, and Samoa. In 1990, the Department of Education
Culture and Sports (former name of Department of Education) continued the
operation of the multigrade classroom all over the country and provided a policy
which is “Education for All Filipino children”. This policy is important since we have
32, 630 public schools in the country in which 11, 800 are incomplete
The Department of Education (DepEd) viewed multigrade as practical
means to reach children as many as possible, especially for the elementary
grade levels to provide primary education to Filipino children. To address
the special needs of multigrade classes and to improve quality instruction,
the Department of Education began to form investments in training
programs, curriculum development, and development of learning materials.
As you can see, providing children the right to education is the main concern why
multigrade classes were organized. Now, how could you define multigrade
classes? The word “multigrade” comes from two words “multi” and “grades”.
“Multi” means many or plenty and “grades” means level. So this means
multigrade is referring to many grades or levels. Based on the worldwide
definition of multigrade classes, it is defined as a class where there are two or
more grades that are taught together (Mathot, 2001; Engin, 2008). In Philippine
settings, if you are teaching multigrade classes either in a complete (for example,
complete grade level from Grade 1 to Grade 6) or incomplete elementary school
(only Grade 1 and Grade two is available), this means that you will handle or
teach two (2) or more grades (DepEd Order 96, s. 1997). Multigrade classes are
perceived as a child-centered and an active process for the learners (Bergersen,
2004 as cited by Engin, 2018). These emphasize the process of a child’s learning
that also includes activities that allow learners to experience. In multigrade
classes, different ages, levels, skills, and readiness are combined in one class.
• In the Philippine public school system, multigrade classes are also called
as combination classes. In other countries, it is referred to as “vertically
grouped” or family grouped” or an ungraded class. You can also call
multigrade classes as multi-level classes. Why it is multi-level? It is a
multi-level because, in a multigrade classroom, you must involve children
with different skills and abilities, different developmental levels, and
needs. It is your responsibility to guide and supervise them to learn and
work together
• Aside from multi-level, we have other terms of multigrade classes. The
other term is “Multi-age group”. What is multi-age? It is multi-age
because, in one classroom, you will be teaching a mixed-age group of
learners. This means that there are two or more grade levels that have
been purposely combined to improve learning. It is either be implemented
for institutional or pedagogical or academic reasons by the administration
of your school. However, the outcome is that your learners can interact
across age groups and have long-term relationships with other learners
and with other teachers.
• The multigrade classroom provides you the opportunity to “break down
the walls” between grade levels and look at your learners as groups of
learners even if they are different in so many ways. Student-centered
learning is heavily emphasized in a multigrade classroom. It is built on the
principles of “Bayanihan” in which people in a barangay are helping each
other. This principle comes to life to the multigrade classroom because
this is where a variety of learners who interact, plan, work, and learn
together.
 Multigrade Teaching vs. Monograde
Teaching
• Written above is the definition of multigrade classes. How about
multigrade teaching? What is the difference between multigrade and
monograde teaching? Multigrade teaching is defined as a
teaching/learning situation where a single teacher teaches more than one
grade or age group (Research Centre for Educational Innovation and
Development, 2003). It is a condition in which one teacher has to teach
many grades simultaneously.
• This usually occurs in all schools where there are more grades than
teachers. There are two kinds of classes: multigrade and single-grade.
Traditional single-grade teaching or monograde is different from
multigrade teaching because in monograde there is only one teacher per
grade. Both multigrade and monograde classes have some significant
differences and, at the same time, they both share common features.
Teachers in these kinds of classes have both situations, have similar levels
of qualifications, and have undergone similar training programs. Both
situations used the same curriculum. The resources used in single-grade
classes are the same as those in the multigrade class (Commonwealth of
Learning, 2000).
 Basic Principles Underlying Multigrade
Teaching
• It is indeed true that if you, as a teacher, are both efficient and effective,
there is a good multigrade school. Based on your efficiency and
effectiveness, it will lead your learners to progress in school and may
achieve the expected outcomes. Multigrade school lets you use varied
instructional strategies to adjust to the different ages, levels, and skills of
your learners. It is important that, as a teacher, you must know the
principles of multigrade teaching for you to instill in your minds how you
will work with your learners. Indicated below is the illustration of the
principles of multigrade teaching.
 Children are unique
• Always remember that there are no two individuals alike in terms of
physical, emotional, social, and intellectual aspects. Each of your learners
is unique based on their own life experiences and feelings. Moreover, your
learners have different likes and dislikes, interests, and needs. That is why
you need to be prepared with your instructional materials, methods, and
strategies specifically if you are handling multigrade classes with a
different group of ages, levels, and skills.
 Children can learn best from experience
• One of the essential factors that could develop a child’s learning is
through learning by doing (experiential learning) with the use of their
senses, exploring the environment of people, things, and events and
places. This is an actual learning that could let the children remember and
practice. You need to engage your learners with the environment and with
other learners who are different from them for them to become more
aware, become more sensitive, and bring them into reality.
 Children can and do learn well from one
another
• As a multigrade teacher, you should not forget to let your learners work in
groups or in pairs who have different points of view for them to learn
concretely. The more you engage your learners with one another, the more
they can develop the value of honesty and become more comfortable with
their peers.
 Lesson 1.2
Functions and Roles of a
Multigrade Teacher
Learning Objectives
• Describe the different components of a multigrade classroom.
• Discuss the roles and functions of a multigrade teacher.
 Kully’s Story
From Grade 1 to 7, I attended Khanya Primary School. Missionaries established
the school in 1945. There were only two teachers. One taught Grades 1 and 2 in
the morning, and 3 and 4 in the afternoon. The other taught Grades 5 and 6 and
7 in the same class. I remember when the teacher would be busy with Grade 6,
Grade 7 would be helping Grade 5 with reading English or working on Maths
exercises. At the end of each day, the teachers would look so tired and
frustrated. I enjoyed every bit of it. Those teachers were great. They were doing
a good job. When we sat for Grade 7 examinations, more than half of the class
got very good marks. The school-community relationship was not particularly
strong though, and the government did not visibly support the school.
Adapted from: Southern African Development Community [SADC] Ministries of Education (2000). Module1: Multigrade
teaching (Introduction to multigrade teaching). Commonwealth of Learning.
http://oasis.col.org/bitstream/handle/11599/725/Module01.pdf?sequence=1&isAllowed=y
The Components of a Multigrade
Classroom
Functions and Roles of Multigrade
Teachers
 Field/Action Researcher Material Designer

Learning Para –Professional

Facilitator Trainer
Community Government Extension
Liaison/Resource Person Worker

Social Worker/Counsellor Quality Controller

Evaluator Surrogate Parent

Representative of Cultural,
Financial Manager Moral, and Political Values
 As a Field/Action Researcher
• You are required to have some social research skills for you to
meet adequately on the needs of the learners and the
community. As a teacher in a multigrade class, you need to
undertake studies on methods and techniques, which help you
to improve your learner’s participation and learning
achievement.
 As a Learning Facilitator
• As a teacher, you should understand the differences between
your learners. It is your task to motivate them to learn and
guide them through their learning materials. You have to do this
for all of your grade levels in your classroom no matter what
the subject is being studied. Always remember that you are not
just only a provider of knowledge but also a facilitator of your
learners' learning both for each grade level.
As a Community Liaison/Resource Person

• Due to the training, positions, and responsibility of the teachers,

it is assumed that they have an important position in the local
community. You, as a multigrade teacher, are no different from
other teachers. There is still a need for cooperation and
assistance from the local community to improve the quality of
the educational services provided by the multigrade schools.
 As a Social Worker/Counsellor
• The multigrade teacher is frequently the most well-educated
person in the community and, because of this, the community
has so much hope to teachers. A teacher plays an important role
as an adviser to his/her learners and the learner’s families, in a
wide range of social, and perhaps psychological, matters.
 As an Evaluator
• It is your role as a teacher to monitor the progress of your
learner’s learning to ensure quality education. So this means
that there is a need to conduct an assessment for your learners
to monitor their progress continuously. Assessment is an
integral part of the teaching process.
 As Financial Manager

• The multigrade teacher is also considered as the

manager of the finances of the school in circumstances
where a financial allocation is made to the schools
(Mathot, 2001).
 As a Material Designer
• Although there were various curriculum materials provided by
the DepEd, the teachers are still required to develop their
support materials that are related to the child’s environment. A
teacher must bear in his/her mind that the learning materials
may vary depending on the kind of learners he/she has.
 As Para-Professional Trainer
• We all know that learning is a continuous process and, of
course, it happens both at home and at school. You, as a teacher,
have a critical role in the training of parents and other local
community members to act as facilitators for student’s learning
(Mathot, 2001).
 As Government Extension Worker
• Through the help of the teachers, the government policies just
like concerning family planning and health care can be put into
practice to the isolated and remote regions and the school
within the community.
 As Quality Controller
• As a quality controller, a teacher must have thorough
monitoring of the performance of his/her learners. He/she must
also monitor as to what are the strength and weaknesses of the
leaners for him/her to determine what appropriate methods and
strategies he/she can use to help the learners achieve the
competence needed for their permanent literacy and numeracy.
 As Surrogate Parent
• The more you know how to speak the local language and that is
well accepted by the local community that is located in a
remote and isolated area, the more bond that you can get from
your learners. Through the closer relationship formed between
you and your pupils, the atmosphere of your multigrade
classroom is more like that of a home and since your pupils are
not separated by age or grade levels. That is why, there is no
doubt, you are seen as a surrogate parent to your learners.
 As Representative of Cultural, Moral, and
Political Values
• As a multigrade teacher, you play an important role in the life
of the community in terms of their cultural, moral, and political
values. You can utilize positive values of the community to
enhance the participation of the community in the life of the
school where you are working as well as the learning
achievement of your learners. You must avoid having conflicts
with the community to maintain the harmonious relationship
between the school and the community.
END…..
Factors Contributing to
the Establishment of
Multigrade Teaching
 Learning Objectives
• Discuss the factors contributing to the establishment of
multigrade teaching.
• Analyze the benefits of multigrade teaching.
Factors Contributing to the Establishment
of Multigrade Teaching
 Geographical
Factors
Development
Political
of Healthy
Factors
Competition

Greater
Cultural
Community
Factors
Involvement

Multigrade Schools
Greater
Understanding Socio-
between Economic
Educators and Factors
Learners

Richer Benefits of
Learning Multigrade
Social
Environment Teaching
Benefits of
Multigrade
Schools
 Geographical Factors
• This is one of the factors that could lead to the establishment of
multigrade schools. We all know that some of the areas are
geographically isolated due to rivers, dunes, or thick forest, and
because of these, few people will only live in these areas. Due
to these geographical factors, the only choice to be made to
promote “Education for all” is multigrade teaching.
• Moreover, there are small communities that are far away
from large schools and most of the learners are too young
to travel to larger schools. It is indeed impossible to
support monograde schools if the populations are too
small. Because of these circumstances, the alternative to
provide basic education is a multigrade school.
Political Factors
• Aside from the geographical factors, the majority of multigrade
schools are located in remote and isolated areas and some may
even close to the country boundaries or tribes. It is not
allowable for you to enter the school you like if it needs to
cross the border from other countries. Also, if the villages are
near to your village but associated with different tribes, no
matter how small the tribe is and may not have a close
relationship with your village, still you are not allowed to cross.
These countries or tribes may not have the same political
affiliation but, since they are part of the local development
effort, it is indeed the task of the leaders to plan to establish
schools in their areas no matter how much size of the
population.
 Cultural Factors
• The culture is one of the factors why the small community has to establish
schools. Some parents do not like their children to enter a school with a different
culture. Some parents are afraid that their children will be influenced and may
lose their community’s values and traditions. Just like for example, suppose that
you are a learner and want to continue your study to Cebu City but your parents
did not agree to your plan because for them they don’t want you to become a city
girl/boy. This means that they don’t want you to become liberated; they want you
to maintain the culture and the values you practice in your community. Aside from
that, your parents may also fear that you may be attracted to the town and leave
home.
 Socio-Economic Factors
• There are some instances that a country cannot afford to pay many teachers for a
small number of students. It is not easy for you to hire a teacher when the enrolment
for each grade level is lower than the government-stipulated teacher/pupil ratio.
Another factor that you need to consider is the lack of human and material resources.
In the Philippines, we only have limited resources, especially in our remote rural
schools. The resources are the basis to hire the number of teachers needed for the
system. There are no accommodations for teachers, no adequate number of
classrooms, and teaching-learning materials in some rural schools. Due to this lack
of basic facilities, many teachers do not want to work in these places which is why
the schools may experience a shortage of teachers.
 Benefits of Multigrade Teaching
• This is also one of the factors that contribute to the establishment of
multigrade schools. Some others would think that there is less effectivity in
learning in multigrade schools rather than single-grade schools. However, the
COL (2000) stressed that there can be a greater understanding between
teachers and learners in multigrade classes, the multigrade class provides a
richer environment for the learners, there is greater community involvement,
there is better classroom management, there is an increase in student’s
learning and development of self-esteem. These indicate that multigrade
classes have similar advantages to the single-grade classes with many learners.
 Social Benefits of Multigrade Schools
• The school where you are working resembles a family setting and, because
of this, it resulted that the children in your school become more emotionally
stable, can learn confidently better from their peers just as they would from
siblings and they may develop overall learning. As we all know, a
multigrade classroom is an environment where we have stated and followed
routines. The learners in multigrade classes are trained to learn to become
self-directed, often working individually or in small groups. Also, the
learners in multigrade classes are learning to help others who are
experiencing hardships with their work.
 Richer Learning Environment
• The learners in multigrade classes appear to do better than learners in a
single-grade classroom because they know what they are expected to do,
they know what assignments to work on and how to get help and where to
turn to for help, they learn how to help one another even at an early age,
and they become independent learners (COL, 2000).
Greater Understanding between Educators
and Learners
• There is a greater understanding between you as an educator into your
learners because you know your learners better since they are with you for
more than one year. You struggle to look for ways on how to be an effective
teacher for your different grades combined in one classroom because your
teaching may affect their learning. Your learners can easily be discouraged
since they are affected by your negative attitude. Every year, your learners
need to adjust to the implemented rules and procedures. Both you and your
learners need to be acquainted so that it will not be wasted, instead, it will
lead to the success of learning and teaching.
 Greater Community Involvement
• Parents have great contributions toward the learners because they can
share their skills and knowledge to the learners. As an educator in a
multigrade class, you can ask the parents to show what specific skills
(cooking, sewing, cultural dance, and art) or knowledge that they have for
them to share it with the class. COL (2000) presented an example of the
contributions of parents to the learners.
• “You could be teaching a Grade 3 science lesson while students in other
grades listen to a parent tell a story related to the same lesson. Or a parent
could conduct an art class with the Grades 1 and 2 students while the
Grade 3 students are doing a science lesson. Parents are more committed
when they participate in their children’s learning, and the learners do
better and enjoy their classwork more. Inviting parents to participate in
classroom activities can be a positive way of addressing such issues as a
discipline and the general well-being of learners”.
 Development of Healthy Competition
• This is also one of the factors why there is a need to establish multigrade
schools because the learners in multigrade classes have self – motivation
to finish their grade since they had seen what is taking place for every
grade level. We all know what is the situation of multigrade classes. Both
the students in every grade level are combined in the same classroom.
Both learners in different grades become more competitive since they see
the situations that occur inside the classroom.
END….
 LESSON 2.1
Classroom Organization
Learning Objectives:
• Define classroom organization.
• Design a plan for organizing a multigrade classroom.
What Is Classroom Organization?
• The multigrade classroom is different from a traditional
classroom. As you can see in a traditional classroom, the desks
and chairs are all in lines and all facing the chalkboard.
However, it is way different from the multigrade classroom. In
a multigrade classroom you may see (COL, 2000):
 General Considerations When Planning a
Classroom Organization
• In organizing your classroom, you must consider the types of
behaviors that are appropriate during your instruction, your
learners’ independent study, or small-group work. Additionally,
you must also consider how the arrangement of your classroom
fosters different learning activities. It is important that in
deciding your classroom arrangement you must include the
following:
 Activity and noise level
• It could not be avoided that you can conduct group activities
that make the class noise and an independent study that makes
them quiet. Based on these two different activities, you must try
to arrange your learning center from quiet (independent study)
to noise level (group work/activity). To control the noise level,
some other schools did use a noise meter that serves as a visual
reminder to the learners on the agreed appropriate noise level.
 Using visual barriers to define activity
areas
• In deciding for your activity centers, it is more helpful for you
to use your classroom furniture as a means of defining the
boundaries of different work areas. Through the use of bulletin
boards, portable blackboards, bookshelves, and file cabinets as
well as dividers can help define the different centers and help
separate the different levels of activity. Through this, it is easier
for you to monitor your learners' behavior.
 Teacher resources
• – This is an area for you as a teacher in multigrade to have
teacher-controlled resources such as tests, teacher manuals, and
assignment files. This also serves as a place where you meet
with your individual or small groups of learners. Most
commonly, some teachers did simply put a table, bookshelves,
file cabinets, and a blackboard in the center of the multigrade
classroom.
 Student resources
• These resources that can be used by your learners are textbooks,
encyclopedias, library books, dictionaries, and student storage.
These learning materials need to be arranged for your learners
to have easy access to getting the materials as well as it is easy
for them to return independently. The area of these resources
should be accessible from any center of your room with a
minimum of disruption.
 Traffic patterns

• Once you are done identifying your activity centers,

you must review your floor plan with an eye toward
your student traffic patterns. You must be noted that
one of your goals is to enable your learners to move
freely in your activity center with minimum disruption.
 Specifying activity centers for students

• Be noted that when you are arranging your classroom,

you must ensure that the activities you provided will
occur at each working area supported by the equipment
and materials available in your classroom. For your
study area, you must separate the student’s desks to
avoid talking.
 Accommodating age differences

• You must also be reminded that you have to consider

the age and size differences of your learners. For
example, you must put consideration of the procedures
in finding materials and the size of the furniture. It is
preferable that your subject areas are color- for your
learners to identify which kind of resources they will
use appropriate to their level.
 Student belongingness
• It is important that you must be flexible in organizing your
multigrade classroom. The traditional classroom organization
may not work for a multigrade classroom that is why the
learning resources in your classroom must be movable for you
to easily change the furniture. Since there is a need for
flexibility, you must not forget as to where you are going to
store your student belongings. You can use tote trays, lockers,
or stacked boxes for you to keep your learners’ belongings.
 Seating Arrangement
• The seating arrangement in a multigrade class is very important
because it enhances the learning environment. As you organize
your classroom, you should be aware of all the factors that
impact on the plan of your classroom. Also, the kind or nature
of the school building is a significant factor in determining the
physical layout of multigrade classes. It is your task as to
teacher to rearrange your classroom furniture the same as you
rearrange the furniture in your own home.
 Features of Multigrade Classroom
Environment
• Having a conducive learning environment makes multigrade
teaching-learning effective. You need to remember that the
physical layout or the arrangement of the classroom largely
affects the conduct of pupil’s activities. To be more effective,
we must consider the following in planning the layout in the
multigrade classroom environment (DECS order no. 96 s.1997).
 1. Learning Corners/Centers
• These are semi-private, (partly enclosed by a low blackboard,
shelf, or stand) areas for small groups to work together and for
self-instruction learning activity. These can be used for work
situations with or without teachers ‘guidance or supervision
depending on the kind of activity.
 2. Blackboards

• Place blackboards in opposite walls of the room to

permit flexibility in arranging and moving the desks
and chairs in the classroom.
 3. Classroom furniture
• This includes table, chairs, small benches, or desks. Your
classroom arrangements shall be flexible to give your class the
freedom to form large or small workplaces to facilitate learning.
Your furniture (desks, tables, chairs) in your multigrade
classroom must be a movable type for there is flexibility in
arranging and re-arranging them. Your classroom layout will be
able to provide based on these activities:
 4. Display boards/shelves
• – Display boards are important in the multigrade classroom
because it presents all the necessary information that a learner
wanted to know as well as it presents all the work of the
learners that lead them to become more motivated. Storage
cabinets are also necessary to keep books and materials to use
in the class. Lockable cabinets should also be available for
storing materials/equipment (science equipment)
 5. Ventilation and lighting

• All parts of a multigrade classroom must be well

ventilated and adequately lighted to improve indoor
quality that influences the child to maintain his/her
health and performance.
 6. Outdoor space

• Outdoor space can be utilized as a learning laboratory

for several subjects like Science, Edukasyong
Pantahanan at Pangkabuhayan, Sibika at Kultura, and
Music, Arts and Physical Education. Take note that you
need to be sure that on a hot day, your learners must sit
under shade for their safety and their health.
 LESSON 2.2
Classroom Management
 Learning Outcomes
• Define classroom management.
• Discuss the three dimensions and three phases of classroom management.
• Describe leadership styles commonly used by multigrade classroom
teachers.
Three Dimension of Classroom Management
 Classroom
Physical conditions Students
Teacher Materials Time on task
Planning Behavior
Classroom Control Activities
Relationships
Use of time Routines
Delegation of responsibility Responsibilities
 The Teacher Dimension
• As a multigrade teacher, you must learn to manage yourselves
effectively. It is your responsibility to organize and plan your
time for you to meet the needs of your learners. Since you are
unable to teach all your learners all the time, you must delegate
some other teaching tasks to your older learners who can assist
your younger learners. Be reminded that you are responsible for
all of your learners, the activities, and your classroom resources
that are why you must manage them carefully and effectively.
 The Learners Dimension
• It is your responsibility to take good care of your learners
through proper management. You have to ensure that your
learners are working diligently in completing their assignments,
they display appropriate behavior and they act responsibly. You,
as a teacher, serves as a model to your learners. You will help
them in developing healthy communication and relationship
skills. You must manage a caring and nurturing environment for
your learners can develop to their full potential.
 The Classroom Dimension
• As discussed in the previous lesson, it emphasizes that you as a
multigrade teacher must also manage the physical conditions of
your classroom, your teaching and learning materials, activities,
and routines. All the teaching and learning materials both
enhance the teaching-learning process that is why it is part of
the consideration in managing. You are responsible for
facilitating all the learning activities in the classroom and for
establishing and maintaining routines for your learners.
 Three Phases of Classroom Management
and Discipline

Phase 3: Maintaining Good Discipline

Phase 2: Beginning the School Year

Phase 1: Preparing for the Beginning of School

Phase 2: Beginning the School Year
There are four principles that can help the
teacher to have a good start in class
 1. Teach students to behave
• You have to teach the rules and expectations to your learners
for them to be guided on what are the desired behavior to
practice inside the classroom that is relevant to academic
content and practices.
 2. Consider students’ concerns
• You have to recognize the concerns of your students based on
the kind of behavior or characteristics the portrayed (being
anxious and nervous). You must be supportive, encourage and
provide activities to alleviate the fears of your learners.
 3. Lead the class
• Based on the study, if you are an effective teacher then you
maintain a highly central role in the classroom (Vincent and
Ley, 1999). It doesn’t mean that you lead the class you are
authoritative. You lead because you do not turn the class over to
your learners.
 4. The teacher as a role model
• Aside from delivering the lesson for each subject area, you need
to teach your learners how to act appropriately and on how to
interact with others. You have to avoid showing negative
attitudes and characteristics to your learners for them not to be
influenced. You have to maintain a positive classroom climate
that develops respect and a caring attitude.
 Phase 3: Maintaining Good Discipline
• You must seek to maintain the norms that are established in your
classroom. It is your role to shift towards keeping high levels of your
learners’ engagement and preventing disturbances of the learning
environment. There are two key areas for this phase (Emmer, 1987 cited
by Vincent and Ley (1999):
1. Monitoring and handling inappropriate
behavior
2. Organizing and conducting learning
activities
 Organizing Teacher Activities in the
Classroom
• It takes time to accomplish managerial activities. The tendency
if the time is taken from instruction (for example, taking
attendance while your students are waiting) your students may
suffer. It is important to have a procedure for managing this
kind of situation for the instructional time cannot be seriously
disrupted.
• Attendance
• Daily Announcements
THE END..