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TMGC Exercise 1

The document discusses the challenges and opportunities of teaching multigrade classrooms. It reflects on the story of Teacher Reycel, who successfully taught a diverse multigrade class despite challenges. While praising Teacher Reycel's dedication, it also notes that many multigrade teachers remain untrained and unsupported. It argues that all teachers assigned to multigrade classrooms should receive special training and resources. As a future educator, the author recognizes the importance of preparation, adaptability, and using varied teaching approaches to meet students' diverse needs in multigrade environments.

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Miriam Fuentes Ayuban
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927 views2 pages

TMGC Exercise 1

The document discusses the challenges and opportunities of teaching multigrade classrooms. It reflects on the story of Teacher Reycel, who successfully taught a diverse multigrade class despite challenges. While praising Teacher Reycel's dedication, it also notes that many multigrade teachers remain untrained and unsupported. It argues that all teachers assigned to multigrade classrooms should receive special training and resources. As a future educator, the author recognizes the importance of preparation, adaptability, and using varied teaching approaches to meet students' diverse needs in multigrade environments.

Uploaded by

Miriam Fuentes Ayuban
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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BOHOL ISLAND STATE UNIVERSITY

Candijay Campus

Vision: A premier Science and Technology university for the formation of world class
and virtuous human resource for sustainable development in Bohol.
Mission: BISU is committed to provide quality higher education in the arts and
sciences, as well as in the professional and technological fields; undertake research
and development and extension services for the sustainable development of Bohol and
the country.
_____________________________________________________________________
_____________________
COLLEGE OF TEACHER EDUCATION
2nd Semester 2020-2021

Subject Code : TMGC


Subject : Teaching Multigrade Classroom
Instructor : Mr. Leandro Torreon
Course : BEED 3
Name : Miriam Ayuban

Teacher Reycel: Tale of a Multigrade Educator


(Reflection)
As I read the article about teacher Reycel's challenges in teaching multigrade
classes and how she overcame them, it encourages me to strive to be like her or even
better. I admire her for being so dedicated and determined that, despite being new to
the industry, she overcame the challenging challenges of teaching in a diverse
classroom and successfully nurtured her students of various ages, behaviors, and
learning abilities.
But this makes me sad knowing that many multigrade teachers are still untrained
and have limited teaching and learning opportunities. Furthermore, in the overwhelming
majority of situations like what teacher Reycel’s, often, multigrade teachers are
inexperienced and inexperienced, "chosen" by the state to teach at the specific rural
areas and they are left alone without resources and support to handle the demanding
multigrade classes.
I believe problems like those should be addressed. All teachers should be given
an opportunity to attend special training programs before introduce themselves at the
multigrade classroom and try to adjust to their multidimensional role as multigrade
teachers. They should be also provided with enough resources. This would help reverse
the teachers' negative view for multigrade teaching.
As a future elementary educator, I, too, like teacher Reycel, may be assigned to
teach a multigrade class, in which students of different ages and grade levels are mixed
together, but I must see this as an opportunity to develop as a teacher and as an
individual. Teaching alone is complicated enough, but teaching a class with a diverse
group of students is even more challenging.
On the otherhand, there also great opportunities and advantages in teaching
multigrade class. Teachers have learned new concepts in multi-grade teaching,
improved teaching competence, boosted self-esteem, enhanced the structure and
organization in lesson planning, understood the dynamics of lesson study, initiated
proactive actions for the learners, shared responsibility through student learning
facilitator, given technical assistance from superior, and empowered to be resourceful
and innovative.
In this article, I learned that when teaching multigrade classes, I must be
prepared for any situation, such as being assigned to a geographically challenged area
where the learning and teaching environment is not ideal or familiar. I also learned that
one must be adaptable, innovative, and use a variety of teaching approaches that are
appropriate for and meet the diverse learning needs of my students based on their
grades. Teachers also must be well-trained, well-resourced, and have a positive attitude
toward multigrade teaching in order for children to learn successfully in multigrade
environments. Multigrade teaching is a more difficult teaching situation in many ways,
and it deserves special consideration.

Teaching of students or groups having different level of achievements in a class room by a


teacher at a same time is called Multi level Teaching. In multilevel teaching, a teacher teaches the
content to the students of different learning levels or skills or abilities. All learners do not possess the
same level of learning ability. As a result, a teacher applies appropriate technology, approach,
technique, and learning method to enhance the students’ achievement skills in multilevel teaching.

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