Multi-Grade Education  Can learn to assume leading and supporting

Overview on Multi-Grade Education roles.

What is Challenges for LEARNERS:
Multi-Grade Classes?  Requires more discipline, greater
Multi-grade Classes concentration and more focus in order to
A multi-grade classroom refers to a class that has benefit from effective strategies.
two or more grade level of children in one  Less reliance on direct supervision by
classroom. teacher.
It is also called as multi-age group (mixed-age  Requires more initiative and
groups) resourcefulness to function effectively.
What is  May receive less individual attention from a
Multi-Grade Education(teaching)? less experienced teacher.
Multi-Grade Education (teaching) Advantages for TEACHERS:
The term ‘multigrade teaching’ generally refers to  Can make the most of inter-age, multilevel
a teaching situation where a single teacher has to situation to facilitate learning process.
take responsibility for teaching pupils across more
 Can get to know students more and
than one curriculum grade within a timetabled
carefully assess their needs and adopt
period. Schools with multigrade classes are
appropriate teaching strategies.
referred to as multigrade schools. Since 1993, the
 Can innovate and experiment with different
Multigrade Program in Philippine Education
age groups and deal with curriculum content
(MPPE) has helped the Department of Education
across subject areas.
(DepEd) meet its goal of democratizing access to
education while ensuring its quality in around 19  Share responsibility for facilitating learning
percent of public elementary schools in the with pupils, parents, and other community
Philippines' remote, underserved, and sparsely members.
populated areas. Advantages for TEACHERS:
Why do multi-grade classes exist?  Share responsibility for facilitating learning
The existence of multi-grade classes with pupils, parents, and other community
It was organized as matter of necessity for remote members.
barangays where the number of children enrolled  More opportunities for activity-centered,
could not meet the required number to organize a experience-based approaches rather than
single grade class and assign the necessary whole group, lecture/drill/rote methods of
teacher for each class. teaching
Distance of the barrio. Challenges for TEACHERS:
Shortage of funds – teachers and school buildings.  Requires more preparation of curriculum
learning materials.
What are the roles of a Teacher in Multi-grade  Requires more careful study of learner’s
class? developmental characteristics across the
Roles of Teacher in MultiGrade Class age.
As a teacher  More investment in organization of the
As a facilitator classroom as learning environment.
As a planner  More meticulous and systematic record
As an evaluator keeping.
As a material designer Advantages for COMMUNITY and
As an action researcher SCHOOL SYSTEM:
As contact person (focal person) of the community  Efficient means of providing educational
services.
Advantages and Challenges of  Efficient means of using limited educational
multigrade teaching resources.
Advantages for LEARNERS:  Helps in maintaining and sustaining the
 Maximum social interaction between peers. identity of the community and cultural life of
 Cooperative learning is predominant. the people.
 Will learn to be independent, self-directed 
learners and can learn to be more Challenges for COMMUNITY and
resourceful. SCHOOL SYSTEM:
 Prepared for real life.  Student achievement maybe poor.
  Requires investment in training of teachers, children according to age, grade level, ability
supervisors and administrative personnel. level or interest; the creation of learning center
NOVEMBER 14, 1997 – DO 96, S. 1997 – or comers; and easy circulation of both
POLICIES AND GUIDELINES IN THE teachers and students. Suggested classroom
ORGANIZATION AND OPERATION OF layout of MG classroom is found in Enclosure 1
MULTIGRADE (MG) CLASSES while features of an effective MG
classroom/environment arc found in Enclosure 2.
POLICIES AND GUIDELINES IN THE POLICIES AND GUIDELINES IN THE
ORGANIZATION AND OPERATION OF ORGANIZATION AND OPERATION OF
MULTIGRADE (MG) CLASSES MULTIGRADE (MG) CLASSES

Pursuant to the provisions of the Constitution that the provision of textbooks and other support
the State shall protect and promote the rights of instructional materials as follows:
all citizens to quality education at all levels and Minimum Multigrade Instructional Package
take appropriate steps to make education (MIP) for teachers which shall consist of: 1)
accessible to all, it is a declared policy of the DECS Minimum Learning Competencies for MG Classes
to build a school in school-less barangays where (MLC-MG), 2) Budget of Work for MG Classes
enrolment and population growth trends warrant the (BW-MG). 3) Lesson Plan for MG Classes (LP-
establishment of new schools and to organize MG), and 4) Multigrade Teachers Handbook
multigrade classes to offer the complete six (6) (MG-HB).
grade levels to children in the remote barangays. Minimum Learning Package (MU) for multigrade
In support of this program, the following policies pupils consisting of: 1) textbooks in all learning
and guidelines in the organization and operation of areas on at least 1:2 textbook-pupil ratio or as
Multigrade Classes in the country are being issued: much as possible on a 1:1 ratio, 2) the Multilevel
Definition. A multigrade class is defined as a class Materials (MLMs) on at least 1 set to 3 pupils ratio.
of 2 or more grades under one teacher in a allocating teacher items and/or assigning teachers:
complete or incomplete elementary school. In assigning teacher items, priority should be given
Organization of Multigrade Classes to schools with multigrade classes having an
Regional Directors and Schools Division enrolment of more than 35 per class andclasses
Superintendents shall organize Multigrade classes with more than 3 grades to a class.
to provide access to schools for children in far-flung The Multigrade Curriculum and Program
barangays and to complete incomplete schools. Multigrade schools/classes shall offer the New
The minimum enrolment of 8 pupils and the Elementary Schools Curriculum (NESC) and adopt
maximum of 35 pupils per class shall be any of the suggested class program. Divisions may
observed. Whenever possible and when teachers use any of the suggested program options found in
and other facilities warrant, MG classes composed Enclosure 3 on a tryout basis and report on the
of more than three (3) grades per class should be findings of the experiment after one school year.
converted to at most 3 grades to a class. Full implementation or use of a program should be
based on results of the tryout.
School Plant, Facilities, and Furniture of Multigrade Support, Welfare and Incentive Program for
Classes Multi Grade Teachers
Regional Directors and Schools Division To attract and retain effective teachers in
Superintendents give priority to multigrade classes multigrade schools the following measures should
in: be implemented:
allocating 3-room school building to MG classes regular monitoring of MG classes to sustain training
without standard building or where the existing gains and to provide them with technical as well as
building needs total rehabilitation. The existing instructional support. In consideration, of the
standards for school buildings shall apply to MG difficulty in reaching these schools due to distance
schools. and poor and/or irregular transportation facilities,
POLICIES AND GUIDELINES IN THE principals or supervisors are authorized to collect
ORGANIZATION AND OPERATION OF actual transportation expenses incurred during
MULTIGRADE (MG) CLASSES monitoring and/or supervisory visits.
regular training of MG teachers on multigrade
The classroom layout as well as furniture should teaching in the district, division and /or regional
facilitate multigrade teaching and learning. It should level should be given priority share from the 5%
allow for: grouping/regrouping of school INSET funds.
whenever resources/situations permit, at least one individualized learning programs which involve
(l) classroom should be designated as lodging the student in self-study.
place of teachers/school administrators whose 3. Planning from curriculum
residences are considerably far from the school. National curricula are typically produced for the
monograde classroom. Such curricula are difficult
granting of the Special Hardship Allowance tor for the multigrade teacher to use because they tend
MG Teachers (SHA-MG). All MG teachers qualified to require plans to be written for each grade level
to avail of the “Hardship Allowance to Eligible separately. This is not only time consuming, but
Public-School Teachers” provided for in DECS may also result in ineffective instruction. Teachers
Order No. 73. s. 1996, shall receive said incentive need to be taught how to plan across grade level
under the said scheme. However, MG teachers objectives, or how to amend the curriculum to make
who shall not meet the requirements stipulated in it more suitable for their setting. Similar
the same scheme shall be granted the “Special observations may also apply to the school
Hardship Allowance for MG Teachers” for handling timetable.
multigrade classes. Criteria for the availment of the
Hardship Allowance for multigrade teachers shall 4. Instructional materials
be issued in separate DECS Order on a year to These also tend to be written for the
year basis. monograde classroom. Consequently. They are
3. Provisions of DECS Order 38, s. 1993 not produced as grade level textbooks and are
superseded in this Order are deemed still in effect. designed to be delivered by the teacher to the
This Order shall take effect immediately. children. More suitable materials include a self-
Immediate dissemination of and compliance with study element. This might be in the form of
this Order is directed. workbooks with a self-correction key, or a small
classroom library that can be accessed
B. IMPLICATIONS independently by the children. Teachers need to
FOR TEACHING IN MULTIGRADE be shown how to produce such self-study
CLASSROOM materials in a cost-effective way. Materials
FIVE GOOD MULTIGRADE PRACTICES relevant for one country situation may not be
There are five key areas which are generally the appropriate in another. Birch and Lally (1995)
focus of training packages for multigrade teachers. include several examples of materials developed
These encompass the following features. in Asia and the Pacific.
1. Classroom management techniques 5. School and community.
reduce the amount of 'dead time' during which Multigrade schools are often located in
children are not productively engaged on task. This remote and difficult to reach areas. They may be
means that teachers must be aware of different far from the educational center and receive little
ways of grouping children, the importance of pedagogical support. The communities in which
independent study areas where students can go they are located may not see the value of
when they have finished their work, and education, and may speak a different language to
approaches to record keeping which are more the 'official' one of the schools. For these
flexible than those prevalent in the monograde reasons, it is essential that the community be
classroom. Students may need to be taught the involved in the life of the school. Parents can be
value of independence and cooperation by asked to come in to act as a resource, the
involving them in classroom decision making. curriculum of the school might extend out into the
community, or the community can be asked to
2. Instructional strategies support the school in other ways. Multigrade
the promotion of approaches that increase the teachers should be trained in approaches that
level of student independence and cooperative help to develop relations between the school and
groupwork tend to be suggested. These involve a the community.
change in the role of the teacher from 'giver of
information' to 'facilitator'. This is to ensure that Challenges of Multi-Grade Teaching
time spent away from the teacher is spent
productively. 1. An average primary school teacher is ill
Three important strategies are peer instruction, in equipped to handle a multigrade classroom
which students act as teachers for each other, situation.
cooperative groupwork, which involves small
groups engaging in collaborative tasks, and
2. The nature of the curriculum and textbooks, In a classroom where all children are
which are prepared almost entirely in a learning at different rates and are not all the same
monograde context create further problems. age, there is a little competition.
3. Teacher training programs have not focused
on practical issues and techniques for handling • ABOUT Multi-Grade Teaching
multigrade teaching studies. By helping each other, students reinforce
4. There is no training package for multigrade their own understanding of knowledge, skills and
teachers. The aspects could be; attitudes.
- Time management Conversations are encouraged as the
- Improving teaching skills children talk through their work in progress.
- Preparation and organization of the These conversations help them understand just
teaching learning materials. what they have learned.
- Organization of art and cultural activities. Multigrade classrooms take the focus of
5. Timetables are not flexible enough. meeting the needs of the whole group of learners
instead meet the needs of each individual
ABOUT Multi-Grade Teaching student.
Teachers of MC should have extra preparation On the conference on MGT in 1988,
time. Teachers assigned to MC should preferable organized by UNESCO, five general problems
be those who are most willing to teach. came out:
In service and information concerning a. Inadequately trained teachers.
appropriate groupings, classroom organization, b. Scarcity of varied levels and types of
instructional strategies and curriculum materials.
modification should be provided to principals and c. Lack of flexible and special types of curriculum
teachers. organization.
In a MC there is respect for different d. Inadequate school facilities.
learning styles. Teachers structure a positive e. Lack of incentives for teachers in multiple
learning environment where children feel classes.
successful, develop positive self-concepts and
are helpful and sensitive to others.
ABOUT Multi-Grade Teaching C. Multi-grade, multi-age, and multi-
The student benefit from having the level classrooms
opportunity to stay with the same teacher and Researchers and practitioners use many labels
classmates and experience the same teaching for multigrade education, including the following:
style and routine over a two-year (or more) multigrade, multiage, mixed-age, vertical
period. grouping, combination, composite, double-grade,
In a MC there is time to recognize that a split-grade, dual-age, hyphenated, nongraded,
child’s social and emotional needs are as etc. These terms are often confused, redundant,
important as academic needs. etc., making researching and thinking about
Another advantage of more than one year in related issues difficult.
a MC is the relationship developed between the Multigrade classrooms are comprised of two (or
teacher and the entire family. more) grades.
Students feel they are successful when they ·Reasons:
are working at their own level and know that • Logistical reasons such as declining or
everyone should be able to do the same thing at uneven enrollments
the same time. • Philosophical and Pedagogical multi-grade
• ABOUT Multi-Grade Teaching classrooms
Each child is accepted at his or her own *Multigrade classrooms are not aberrations, but
place on the developmental learning situation. are used throughout the world, and are likely to
The teacher takes time to assess evaluates and continue and grow in use in the future (Mulryan-
plan next steps for each child. Separate subjects Kyne, 2007).
are replaced by an integrated curriculum, which A multi-age is deviant to the traditional model of
engages children in meaningful activities that dividing students according to the year they were
explore concepts and topics relevant and born, the multi-age classroom is comprised of 2
meaningful to the lives of the children. or more age-groups in one environment. Students
learn both independently and from each other
while progressing at their own pace along their
 own learning path. The teacher facilitates learning • All human beings possess all nine
through observation, guiding, and of course, intelligence in varying degrees.
direct teaching. • Each individual has a different intelligence
Multi-level classrooms used to refer to a group profile.
of students working together who range greatly in • Education can be improved by assessment
age. They may also be considered multi-level of students’ intelligence profiles and designing
because they include students with different activities accordingly.
types of learning backgrounds, such as those • Each intelligence occupies a different area
who have learned orally and those who have of the brain.
learned mainly from a textbook. Students may • The nine intelligences may operate in
also have different levels of literacy in their own consort or independently from one another.
native language. A classroom that contains some • These nine intelligences may define the
students who are familiar with the Roman human species.
alphabet and some students who are not may The Nine Intelligences
also be considered multi-level. Verbal/Linguistic Intelligence
Verbal/Linguistic - ability to understand and
manipulate words and languages. This includes
UNIT 2: LEARNING STYLES OF CHILDREN reading, writing, speaking and other forms of verbal
INTRODUCTION OF Mis and written communication. Teachers can enhance
• By Howard Gardner w/c is known as their students’ verbal/linguistic intelligences by
Multiple Intelligence Theory that utilize aspects of having them keep journals, play word games ang
cognitive & developmental psychology, by encouraging discussion. People with strong
anthropology, & sociology to explain the human rhetorical and oratory skills such as poets, authors,
intellect. and attorneys exhibit strong linguistic intelligence.
• 1983; Gardner’s book, Frames of Mind. Some examples are T.S Elliot, Maya Angelou, and
• Gardner’s research consisted of brain Martin Luther King Jr.
research and interviews with stroke victims,
prodigies, and individuals with autism. Logical/Mathematical Intelligence
Criteria (Gardner in establishing the Mis) Logical/Mathematical – ability to do things with
• Isolation by brain damage/neurological data; collect and organize, analyze and interpret,
evidence conclude and predict. They see patterns and
• The existence of prodigies, idiot savants, relationships.
and exceptional individuals The Eight Intelligences
• Distinguishable set of core operations Being strong in this intelligence often implies great
• Developmental stages with an expert and scientific ability. This is the kind of intelligence
state studied and documented by Piaget. Teachers can
• Evolutionary history and plausibility strengthen this intelligence by encouraging the use
• Susceptibility to encoding in a symbol of computer programming languages, critical-
system thinking activities, linear outlining, Piagetian
• Support from experimental psychological cognitive stretching exercises, science-fiction
tasks scenarios, logic puzzles, and through the use of
• Support from psychometric research logical/sequential presentation of subject matter.
Reframed (1999) Mis Some real-life examples people who are gifted with
• Verbal/Linguistic these intelligences are Albert Einstein, Niehls Bohr,
• Interpersonal and John Dewey.
• Logical/Mathematical • Visual/Spatial Intelligence
Intrapersonal - Ability to form and manipulate a mental
• Visual/Spatial • model. They depend on visual thinking and are very
Naturalistic imaginative. People with this kind of intelligence
• Musical tend to learn most readily from visual presentations
• Existential such as movies, pictures, videos, and
According to Gardner’s Theory; demonstrations using models and props.
An intelligence encompasses the ability to create - They like to draw, paint or sculpt their ideas
and solve problems, create products or provide and often express their feelings and moods through
services that are valued within a culture or society. art.
Key points of Gardner’s Theory
- These individuals often daydream, imagine - Composers and instrumentalist are
and pretend. They are good at reading diagrams individuals with strength in this area. Wolfgang
and maps and enjoy solving mazes and jigsaw Amadeus and Louis Armstrong are examples.
puzzles. Teachers can foster this intelligence by Interpersonal Intelligence
utilizing charts, graphs, diagram, graphic - Is the ability to interpret and respond to the
organizers, videotapes, color, art activities, moods, emotions, motivations, and actions of
doodling, microscopes and computer graphics others.
software. It could be characterized as right-brain - Also requires good communication and
activity. Pablo Picasso, Bobby Fisher and George interaction skills, and the ability show empathy
O’Keefe are some examples of people gifted with towards the feelings of other individuals.
this intelligence. - Teachers can encourage the growth of
Bodily/Kinesthetic Intelligence interpersonal intelligences by designing lessons
- Refers to people who process information that include group work and by planning
through the sensations they feel in their bodies. cooperative learning activities. Counselors and
- These people like to move around, touch social workers are professions that require strength
the people they are talking to act things out. in this area. Some examples of people with this
- They are good at small and large muscle intelligence include Gandhi, Ronald, Reagan and
skills; they enjoy all types of sports and physical Bill Clinton.
activities. They often express themselves through Intrapersonal Intelligence
dance. - The ability to know oneself. It is an
- Teachers may encourage growth in this internalized version of interpersonal intelligence. To
area of intelligence through the use of touching, exhibit strength in intrapersonal intelligence, an
feeling, movement, improvisation, “hands-on” individual must be able to understand their own
activities, permission to squirm and wiggle, facial emotions, motivations, and be aware of their own
expressions and physical relaxation exercises. strength and weaknesses.
Some examples of people who are gifted with this - Teachers can assign reflective activities,
intelligence are Michael Jackson, Martina such as journaling to awaken students’
Navratilova and Jim Carrey. intrapersonal intelligence. It’s important to note that
Naturalistic Intelligence this intelligence involves the use of all others. An
- Someone who recognizes and classifies individual should tap into their other intelligences to
plants, animals, and minerals including a mastery completely express their intrapersonal intelligence.
of taxonomies Those who are often associated with this
- Holistic thinkers who recognize specimens intelligence are Sigmund Freud, Plato, or Virginia
and value the unusual Woolf.
- They are aware of species such as the flora Existential Intelligence
and fauna around them. They notice natural and - Is an individual’s capacity or ability to
artificial taxonomies. understand and contemplate philosophical topics
- Teachers can best foster this intelligence by relating to mankind’s existence. According to the
using relationships among systems of species and theory of existential intelligence, some individuals
classifications activities. Encourage the study of have an easier time conceptualizing deep
relationships such as patterns and order, and philosophical questions, such as the origin of
compare-and-contrast sets of groups or look at mankind, what constitutes consciousness, and
connections to real life and science issues. Charles man’s purpose on earth.
Darwin and John Muir are examples of people - Those individuals with a strong tendency
gifted in this way. toward existential intelligence are according to
Musical Intelligence some experts, more inclined to ask questions
- Refers to the ability to understand, create regarding these ultimate realities, including the
and interpret musical pitches, timbre, rhythm, and meaning of life.
tones and the capability to compose music. - Examples: Scientist, Philosopher,
- Teachers can integrate activities into their Theologian, Politician.
lessons that encourage students’ musical
intelligence by playing music for the class and
assigning tasks that involve students creating lyrics Lessons 3 & 4 – Efficient Classroom
about the material being taught. Organization and Management Strategies for
Multigrade classrooms
Dimensions of Classroom Management
Dimensions of Classroom Management Do the parents of your children understand and
support multigrade teaching? Again, if not, what
The Role of an MG Teacher in Classroom can you do to help them understand the need for
Management such teaching?
planning the use of the classroom “space”,
especially flexible seating arrangements for both MG Classroom in a nutshell
you and your students planning and carrying out (The atmosphere)
multiple lessons at the same time designing MG Classroom in a nutshell (the atmosphere)
activities for students to keep them involved
creating, arranging, and using teaching and A welcoming, inclusive, healthy, protective, and
learning materials establishing norms of behavior child-friendly environment which helps your
expected of students to keep them learning students feel comfortable in the school and ensures
that they do not drop out before completion of the
Understanding the Current Context and Creating A primary school cycle.
Future Vision
Understanding of the context of your multigrade A rich mixture of grade-appropriate and mixed-
classroom grade teaching, peer learning through group work
and pair work, personalized teaching, independent
Where is your school located? learning through tutoring, and teacher and student
How far do your students travel to get to school? interactions to make sure that all children learn and
What grades are you teaching? that no child is excluded from learning because of
What age and ability range are in your classroom? gender, language, poverty, disability, or any other
How might you best work with and take advantage reason.
of a wide range of ages and abilities?
What kinds of family background do your students A disciplined classroom with a harmonious learning
come from? What is their economic status? environment which mixes structured learning (e.g.
What language do your students speak at home? for teaching science, arithmetic, reading, writing)
How well do they understand and speak the and unstructured learning (storytelling, singing,
national language? plays, games, etc.)
What might you do to ensure they learn what they
need to learn in the language you use in the (Designing and Preparing an MG Classroom)
classroom? Designing and Preparing an MG Classroom
Preparing and Organizing the classroom (crucial
Understanding of the context of your part)
multigrade classroom
How many have had some kind of pre-school - “flexibility” - allows free movement and can be
experience? used for different activities by individual students,
What can you do to help those who have not had individual grades, small groups, and the whole
this experience? group.
Do any of your students have special education Designing and Preparing an MG Classroom
needs in regard to physical or cognitive disabilities? Preparing and Organizing the classroom (crucial
What can you do to respond to these needs? part)
What resources do you have to make the This requires some preparation before you start
classroom and school work better? teaching, such as:
1. Understanding the space in the classroom and
According to the national (and perhaps local) the resources available for conducting classes
curriculum, what should be taught to each grade 2. Deciding on the types of teaching methods and
and how well have your students learned the student activities possible in the space available
curriculum so far? given the number of students and grades in your
Understanding of the context of your multigrade classroom; e.g. if a lot of group work is planned,
classroom you may want to create several areas for group
To what extent do your head teacher/principal and discussion/ activity and leave less space for one-
the other teachers in your school understand and on-one teaching and independent learning
practice multigrade teaching? If their understanding
is limited, what can you do to increase support for Designing and Preparing an MG Classroom
your work?
Preparing and Organizing the classroom (crucial especially true if there is an examination at the end
part) of primary school that determines whether they
This requires some preparation before you start successfully complete that level and/or can enter
teaching, such as: secondary school.
3. Drawing a floor plan of the classroom with a
seating plan that promotes your desired learning Designing and Preparing an MG Classroom
activities and shows the placement of furniture, Scheduling Activities and Delegating
books, materials, etc. (see Figure 2); think about Responsibilities
how you can create spaces for individual and Creating time table to keep track of the activities
group learning in such a way that students happening inside the classroom.
experience barrier-free access to the most used Delegating the responsibilities to able students.
areas within the classroom as well as to
classroom resources and materials Designing and Preparing an MG Classroom
Using Positive Discipline
Organizing Groups and Activities To create an environment of positive discipline in
- classroom for activities that engage students the classroom, and to make sure you never use
with minimum disturbance and with adequate any kind of physical, corporal punishment, you
direction and supervision. can:
- The process of forming groups mainly follows Use the first week of school to familiarize your
two approaches: grouping students purposively students with their new (or improved) multigrade
by age, grade, or ability and grouping students of environment - assign responsibilities for tasks to be
different backgrounds carried out, show them the different spaces for
each activity, involve them in arranging the
Being Efficient and Flexible in the Use of Time classroom and keeping things organized, and have
- It is important to make the best use of time them practice moving the classroom furniture and
available when involving students in different resources (and themselves!) around the room as
activities. needed for the different parts of the school day.
Designing and Preparing an MG Classroom Designing and Preparing an MG Classroom
This will help you plan activities which suit Using Positive Discipline
multigrade situations. For example: To create an environment of positive discipline in
Grades 1 and 2 may need more teacher support in the classroom, and to make sure you never use
addition to aids such as posters, charts and art any kind of physical, corporal punishment, you
work appropriate to their age; this is especially true can:
for children who have not had any preschool Ask your students to discuss in groups the rules
experience. They also need to gain a firm they follow at home and at school, have the group
foundation in early literacy and numeracy, and report back to the whole class what rules they have
students who have difficulty in these skills need in common, and then write some of these up on the
extra help. board. Students then vote for their top six rules,
and you can use these as the basis of your class’s
Designing and Preparing an MG Classroom code of conduct
Being Efficient and Flexible in the Use of Time
This will help you plan activities which suit Using Positive Discipline
multigrade situations. For example: To create an environment of positive discipline in
Grades 3 and 4 may need more peer tutoring along the classroom, and to make sure you never use
with instructional guides and dictionaries to help any kind of physical, corporal punishment, you
them through their more complicated curriculum can:
and ensure they continue their mastery of basic Decide on consequences for students who follow or
skills. do not follow instructions. Special praise for
students showing desired social skills and good
Designing and Preparing an MG Classroom behavior and other kinds of positive feedback work
Being Efficient and Flexible in the Use of Time well to produce positive energy among students.
This will help you plan activities which suit You should be observant and supportive when any
multigrade situations. For example: child shows inappropriate behavior and also help
Grade 5 and 6 require considerable teacher students understand that such behavior is not
support and monitored independent study in tolerated and that there are certain rules governing
addition to problem-solving exercises. This is discipline that need always to be followed.
 their homes; such information can help you
Help children working in smaller groups to find the best possible ways to manage your
understand what behavior you expect during group classroom and shape an environment that
activities – taking turns, encouraging all group facilitates learning for all – your principal aim
members to contribute, etc. as a multigrade teacher

Specify the rules to be followed for each space - for

example, if you have created a reading corner, Designing and Preparing an MG Classroom
explain to your students that they must be quiet and Classroom routines
not talk when they are in that space. - are those rules and procedures, set up by the
teacher and understood by the students, which
Demonstrate a code of conduct to students not only set the pattern for every day behavior and
through direct instruction but also by modelling actions.
good behavior yourself. - Teacher’s routine and Student’s routine
Designing and Preparing an MG Classroom Designing and Preparing an MG Classroom
Teacher’s Classroom routines
Demonstrating sensitivity to each student’s 1. Planning – Apart from being planned well
Uniqueness ahead, adequate preparation time should be
- Not all students are the same and like all allowed either before the students come to
teachers you must be aware of and respond to school in the morning, or after school.
their differences 2. Preparation – Blackboards and all teaching
Factors Affecting Children’s Learning and learning resources should be organized for
the day.
Designing and Preparing an MG Classroom 3. Effective routines allow the students to start
Demonstrating sensitivity to each student’s work quickly and purposefully in the morning.
Uniqueness They know if the teacher is properly organized.
You can respond to the different backgrounds 4. Try to plan your day’s work so you have some
and abilities of individual students in several time for individual help (marking, discussing,
ways: reading, etc) to a variety of students in the
1. Ensure that your classroom is genuinely different groups within the day.
inclusive by welcoming all children regardless
of their gender, socio-economic status, ability, Designing and Preparing an MG Classroom
and language/ethnicity Students’ Classroom routines
1. Students should know what work they should
2. Personalize the content you deliver and the be doing at any one time.
methods you use to the individual 2. Students should know how books and other
backgrounds and needs of each of your learning materials are distributed, collected and
students and be especially sensitive to early stored.
signs of disinterest or faltering. 3. Students should know what to do when they
need help but the teacher is unavailable.
3. Help new students, especially those who 4. Students should know how to have work
have not been to a preschool, to overcome marked or checked.
the fear, anxiety, and nervousness that they 5. Students should know what to do when they
often have when they enter school are finished.
6. Students should be given responsibility.
4. Promote classroom interactions across ages,
grades, and ability levels – and between boys
and girls – in order to stimulate cognitive
development, improve language skills, and
enhance vocabulary.

5. Make an effort to get to know your students

so that you understand their living conditions,
family backgrounds, and the expectations
they hold for the school. Reinforce this in
conversations with their families and visits to