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TMGC Reflection

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9 views2 pages

TMGC Reflection

Uploaded by

ajquibedo26
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Republic of the Philippines

POLYTECHNIC UNIVERSITY OF THE PHILIPPINES


PUP BIÑAN CAMPUS BUILDING, BARANGGAY ZAPOTE
BIÑAN CAMPUS

Quibedo, Aliah Justine


BEED 4-1

REFLECTION
CHAPTER 1: History, Nature and States of Multigrade Program
Multigrade education in the Philippines aims to provide quality education to children in
remote areas by combining students of various ages and grades in one classroom. To support
this, the Department of Education (DepEd) has implemented policies like DO 96 (1997), DO 81
(2009), and DO 08 (2018), offering resources, training, and incentives to teachers.
These policies focus on equipping classrooms with necessary materials and facilities.
Teachers are encouraged to use flexible methods to meet diverse learning needs and are
supported with hardship allowances and training to manage their unique challenges. Despite
limited resources and other difficulties, multigrade education promotes independent learning,
social interaction, and individual progress.
Continued support is crucial for the success of multigrade education. Ensuring adequate
resources, incentives, and regular training for teachers helps retain skilled staff and allows for
tailored instruction, benefiting students both academically and socially.

CHAPTER 2: Organizing and Managing a Multigrade Classroom


The classroom’s physical layout greatly impacts student engagement. In monograde
setups, desks face the blackboard, while multigrade classrooms need flexible arrangements to
accommodate different activities. Effective classroom management, as Kratochwill (2010)
describes, requires planning, clear rules, and consistent discipline to maintain a positive
environment, as emphasized by Wong and Wong (2009). Group work supports collaboration and
can be organized by interest, ability, or friendship, with smaller groups often working best.
Time management is crucial in multigrade settings, where structured timetables ensure
each grade’s curriculum is covered. Teaching subjects like math in the morning maximizes
focus. A posted timetable also helps students understand their day’s structure.
The metaphor of children in ill-fitting clothes highlights the need for a curriculum that
fits each student’s abilities and learning styles. In multigrade classrooms, teachers can adapt
lessons using the Budget of Work (BOW) to find common themes across grades. Differentiated
and project-based learning allows students to progress at their own level, creating an inclusive
environment that supports motivation and success.
Republic of the Philippines
POLYTECHNIC UNIVERSITY OF THE PHILIPPINES
PUP BIÑAN CAMPUS BUILDING, BARANGGAY ZAPOTE
BIÑAN CAMPUS

Castillo, Noela Anne D.


BEED 4-1

REFLECTION
CHAPTER 1: History, Nature and States of Multigrade Program
Multigrade education in the Philippines combines students of various ages and grades in
one classroom, helping children in rural areas access quality education. The Department of
Education (DepEd) supports this model through policies like DO 96 (1997), DO 81 (2009), and
DO 08 (2018), which provide essential resources, teacher training, and financial incentives.
These policies ensure that multigrade classrooms have textbooks, teaching materials, and
adaptable teaching techniques to address diverse learning needs. Teachers receive hardship
allowances and regular training to manage these unique challenges. Despite these efforts,
multigrade education faces issues like limited resources, high teacher turnover, and students’
socio-economic difficulties.
With consistent support, multigrade education can be highly effective, fostering
independent learning and peer support. By investing in teacher training, resources, and
incentives, multigrade education can bridge educational gaps in underserved areas, empowering
students both academically and socially.

CHAPTER 2: Organizing and Managing a Multigrade Classroom


The physical setup of a classroom influences student engagement and learning. In
multigrade classrooms, flexibility in arranging desks and materials is important to accommodate
different grade levels. A well-organized space encourages participation and focus.
Effective classroom management, according to Kratochwill (2010), involves planning,
clear rules, and discipline, which Wong and Wong (2009) stress as essential in multigrade
settings. Rules should be consistent across the classroom and shared spaces.
Grouping students by interest, ability, or friendship helps foster cooperation and
productivity. Small groups of 3-4 students allow for active involvement. Time management is
crucial, with timetables helping to balance the curriculum for different grades. Scheduling
subjects like math in the morning enhances focus.
The metaphor of ill-fitting clothes highlights the need for a curriculum that matches
students' abilities and needs. Teachers can use tools like the Budget of Work (BOW) to tailor
lessons and create inclusive activities, ensuring that each student is engaged and supported in
their learning.

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