ELECT WEEK 5-6

LESSON 2: Organizing and Managing a Multigrade Classroom

I. Organizing the Physical Environment

The physical environment refers to the overall design and layout of a given classroom and its
learning areas. Its preparation requires organizing the space, furniture, and resources in order to
maximize learning opportunities and student’s involvement. The Organization of the physical
environment includes creating a floor plan, arranging the tables, chairs and other furniture and
materials, displaying of visual materials, and others which are related to designing and arranging the
classroom.
In a monograde classroom, the desks are usually line up facing the blackboard. However, this
setup may not work well in a multigrade classroom. The teacher may find difficulty to conduct
differentiated activities if the classroom is set like this. Therefore, there is a need to organize the
space and arrange the furniture and materials in order to establish areas suitable for the activities the
teacher plans to conduct.
The essential areas in multigrade classroom are as follows:
a. Group Instruction Area. This is where the class discussion and group work happen. The
teacher works with a group or groups of students to fine tune their learning.
b. Individual Work Area. This is where students do independent work, Students stay in this area
to get ready for the next subject or activity.
c. Teacher Work Area. This is where the teacher pans and prepares the lesson. Important records
and documents are usually placed in this area.
d. Additional Areas. You may find that, in addition to the areas we consider required, other
areas are necessary to cater the needs of the students. Some of these are the reading area, arts
and crafts area, resources and materials area and personal hygiene area.
Although there is no single “best” way to set up a classroom, there are some general
guidelines that may be applied to most multigrade classrooms (Hill, L., 2002):
 Divide your classroom space to different areas based on the activities that will possibly occur.
When doing this, consider learner’s age and size differences.
 Allocate an area for teacher-controlled resources.
 Chairs, desks, or tables can be grouped together for collaborative work.
 Make use of low cupboards, cubbyholes or partitions to divide the room into different areas.
Be sure that if you do this, you can see all the learners in the classroom.
 Review your floor plan considering the class traffic patterns. With minimal disturbance,
learners must be able to move from one location to another.
 Be ready to transform our classroom when needed.

Here are some examples of classroom floor plans:

Source: Adapted from a figure published by the Northwest Regional Educational Laboratory (1999), The
Multigrade Classroom: A Resource Handbook for Small, Rural Schools. Portland, USA, retrieved from
http://educationnorthwest.org/webfm_send/1151

The actual organization of the physical environment of a multi grade classroom will depend on the space
available, furniture type, the subject or topic being taught and the teaching strategies used. A multigrade
classroom should not remain in a fixed position.

II. Managing Student’s Behavior

For both new and seasoned teachers, managing disruptive behaviors is a challenge. One of its underlying
causes is that teachers are rarely given training on how to successfully manage undesired classroom behaviors,
preferring instead to focus on how to effectively employ teaching strategies to provide quality instructions.
However, we must keep in mind that instructional quality is greatly affected by how we manage or student’s
behavior. If we are not equipped with effective classroom management skills, we will end up spending the
majority of our time dealing with the student’s behavior instead of delivering the lesson.

Classroom management can be defines as the process of establishing and sustaining appropriate student
behavior such that the delivery of lessons is not compromised (Kratochwill, 2010). This means that the purpose
of classroom management is not to maintain order for the sake of maintaining order, but to maintain order for
the sake of learning. Having a system in place that specifies classroom behavior standards can help in
managing the classroom environment, ensuring that students are held accountable for their behavior.

There are three (3) distinct phases of classroom management:

1. Planning before school begins. Before the school year starts, the teacher visualizes life in the classroom:
how learners are going to behave in the classroom, how they will interact with one another, how
materials will be arranged, and other essential classroom considerations.
2. Implementing plans. The teacher executes the plans that were developed before the beginning of school.
In this phase, expectations are formed. The learners created a vision as to what will happen in their class.
3. Maintaining good discipline. The teacher maintains the positive academic and social norms that have
been established. The role of the teacher shifts towards maintaining a high level of student engagement
and minimizing disturbances in the learning environment.

In multigrade classroom, a teacher works with student of diverse ages and ability levels. As a result,
he/she is likely to confront some behavioral problems. According to Wong and Wong (2009), the root cause of
behavior problems in classrooms appears to be the absence of established rules and procedures rather than poor
student discipline. Research shows that providing rules and procedures helps things run smoothly in the
classroom. Because different grade levels exist in a multigrade classroom, establishment of comprehensive and
consistent rules and procedures becomes even more necessary.

Here are some guidelines to consider when planning rules, routines and procedures for a Multigrade
Classroom.

a. Inside the Classroom

 What rules and procedures are you going to establish for the use and care of the different
materials and equipment in the classroom?
 What rules and procedures will the learners be expected to follow when they are in a certain area
of a classroom?
b. Other School Areas such as in the comfort room, office, playground, etc.
 When and how are learners going to have access to these areas?
 What rules and procedures are you going to implement for lining up and going to these areas?
 What rules and procedures are you going to implement for lining up andgoing to these areas?
 How should learners behave in these areas?

c. During Whole-Class Activities and Seatwork

 When and how do you want learners to ask and answer questions (e.g.,raising hands)?
 If you want everyone's attention, how will you cue or signal the class (e.g., using bell or hand
signal)?
 What rules and procedures are you going to set up for learners working together?
 How and when are you going to give instructions for activities or assignments?
 How are you going to monitor progress on tasks or assignments?
 How and when will the learners obtain the materials they need for the activities, tasks, or
assignments?
 What procedures will learners follow when turning in the outputs or materials, especially when
you are having a discussion with individuals or small groups?
 How and when will the learners' outputs or assignments get corrected? ✔What procedures will
you use for returning work?
 What can the learners do when they are done with their tasks?

d. During Small Groups

 What procedures, rules, and signals will learners follow regarding the movement to and from
groups?
 When and how can learners ask and answer questions?
 What are your expectations for learners who are working together in small groups?
 While you are dealing with a group of learners, what will the rest of the class be doing?

e. Other Procedures that Must Be Considered

 What routines are you planning to establish to start each school day
 What routines are the learners going to follow to end each school day?
 Are you going to use a student helper system? What expectations are you going to set for
student helpers to accomplish their roles?

Classroom behavior management entails more than just following rules and procedures. Rather, it's a
proactive and constructive system. This means that teachers should establish an organized, consistent and
culturally-relevant classroom environment that fosters student learning and effective instruction. Moreover, they
should consistently engage and communicate with students and their families to build positive relationships
with them (The Iris Center, 2021).

III. Organizing and Managing Groups

 Part of organizing and managing the Multigrade classroom is to set up the classroom for activities that
encourage learners to work together with minimal disruptions and with adequate guidance and supervision. As
mentioned earlier, a multigrade classroom consists of learners with different grade levels. To manage these
learners and their variety of abilities, grouping strategies have been commonly utilized. Thus, teachers must be
able to organize students into groups that are appropriate for their activities and promote optimal learning.

Types of Groupings
Random grouping. Students of varying ability levels and ages can work together through random
grouping. This grouping method is good for sharing ideas and accomplishing tasks that are appropriate for the
whole group.

Interest grouping. When groups have to work on different topics within a theme, students can be given
the opportunity to choose the one of most interest to them. In this case, interest-based grouping techniques can
be utilized. If many of the students have chosen the same topic, you may ask them to make a second choice.

Ability grouping. Students with the same achievement level or abilities are placed in the same group.
This allows them to focus on tasks best suited to their learning needs. Grouping them according to their abilities
should be done by the teacher who has a good understanding of their abilities in a particular area. Observations,
analysis of work samples, and outcomes of previous assessments can be used as a basis in assigning the students
to a group.

Grade grouping. In this grouping situation, students are grouped according to their grade levels. For
example, if the class consists of grades 1, 2 and 3, there could be three groups. This method can be used when
there are specific objectives for each grade.

Cross-age grouping. In the multigrade classroom, the varying age of students can serve as an advantage.
Older students can assist or tutor the younger ones in accomplishing a task. However, the teachers should set
guidelines so that the tutors won't just be doing all the work or give all the answers to their tutees.

Friendship grouping. At times, students are asked to form their own groups. Friendship groupings can
help students develop the skills they need to interact appropriately with their peer group and to practice the
skills in forming healthy friendships.

Structuring group work

Structure distinguishes productive group work from unproductive group work. To structure group work,
there are two essential components to consider:

1. Structuring the group process

a. Work Roles

A group must differentiate its members' work activities in order to complete the task
successfully. Role differentiation is the term used to describe this specialization of activities.
Work roles can be divided into three categories based on the tasks that they perform.

 Task-oriented roles. These roles are responsible for task-related activities that contribute to
the achievement of a group's goal. These include the coordinator, information-giver,
information- seeker, elaborator, recorder, and evaluator.
 Relations-oriented roles. These roles emphasize the development of interpersonal
relationships and the maintenance of harmony within the group. These include the
encourager, compromiser, gatekeeper, harmonizer and observer.
 Self-oriented roles. These roles prioritize the individual needs and, frequently at the
expense of the group. These include the aggressor, dominator, blocker, help-seeker, loafer,
self-confessor and special interest advocate.

b. Work Group Size

Group size dynamics is a key aspect of group work. For most activities, it is preferred
that groups of three or four people be used (Burke, 2011). This ensures a diverse spectrum of
 viewpoints and experiences, as well as ample time for everyone to participate. If the class has
plenty of students, this may need to be divided into smaller groups with a larger number of
members. But, if there is a limited amount of time available for the activity, the group should be
smaller

c. Work Group Norms

The accepted standards of behavior within a group that are shared by the members are
known as norms. Every group has its own set of practices, values, and expectations about how
things should be done.

These patterns and expectations, often known as group norms, guide the way team
members interact with one another. Norms can aid or hinder a group's achievement of its
objectives.

2. Structuring the task

Structuring the group process is not enough to make a cooperative learning activity
successful. It is vital to structure the task. Task structuring refers to how well the activity is
explained to the pupils who will be performing it. The group needs shared knowledge, a
challenging task, and a clear idea of the final output required. The importance of these three
criteria will vary depending on the activity.

IV. Managing Instructional Time

Effective classroom organization and management includes efficient use of instructional time.
Establishing routines, participating in group activities, working on independent tasks, and other essential
classroom activities all involve time management. Setting priorities and structuring the day around the most
important tasks is the first step in managing time in the classroom. Setting priorities can assist teachers in
completing their daily objectives, even when unexpected events arise.

Instructional time refers to the period of time during which students receive instruction from a teacher
and that the school is accountable for them. It encompasses classroom activities during regularly scheduled time
when students are expected to be actively engaged in a learning activity. In most cases, educational policies or
regulations specify the instructional time. Below is the time allotment per subject area prescribed by the
Department of Education in the Philippines:

It is important to keep in mind, however, that the schedule for a multigrade class timetabling. A may
differ from that of a monograde class. It should take into account the students' varied needs and capabilities as
well as the teacher's experience and expertise.

Therefore, a multigrade teacher needs to be knowledgeable on timetable is a relevant tool to manage

time and organize resources. In a multigrade timetable, usually, a subject is scheduled at the same time for the
entire class, however separate groups may be working on different things within that time. Hereare some
guidelines to keep in mind when making a timetable:

 Determine how much instructional time is available each day. To do this, subtract the non-instructional
time (routines, transitions, socializing) from the amount of time students are in school. (allotted time)-
(non-instructional time) = (instructional time)
  Specify the subjects to be taught as well as their competencies for each grade level as set forth by the
Department of Education.
 Determine how much time is required for each subject per week.
 Identify the available resources and teaching strategies needed for each subject.

Here are two common timetabling approaches that can be utilized in a multigrade class (Hyry-Beihammer &
Hascher, 2015):

a. Split timetable or Subject stagger approach

In a multigrade class, each grade level studies different subjects simultaneously. The teacher prepares different
lessons and teaches the groups in turns.

Example:

Time Grade 4 Grade 5 Grade 6

8:00-8:50 Math Science English
8:50-9:40 English Math Science
10:00-10:50 Science English Math

b. Common subject approach

The students in each grade level will study the same subject at the same time, but will work on different
activities.

Example:

Time Grade 4 Grade 5 Grade 6

8:00-8:50 Math Math Math
8:50-9:40 English English English
10:00-10:50 Science Science Science

Tips for timetabling in multigrade class

 Math and other subjects that need more concentration should be taught in the morning.
 Consider the students' maturity and attention span. Younger students have shorter attention span and
may need to change activities more often.
 Allow adequate time to teach and supervise all the grade levels may it be in whole class or small groups
activities.
 The timetable should be posted clearly and be made familiar to the students.

V. Preparing the Curriculum

Classroom organization and management also involves the preparation of the resource materials for
teaching. One of the most important resource materials in education is the curriculum. For all educators, the
curriculum is the key guide in determining what is essential for teaching and learning, so that each learner has
access to relevant academic experiences.

In many cases, curricula are usually structured for a monograde system. In this case, the curricula still
need to be revisited and redesigned to suit the multigrade classes. This scenario made several teachers confused
on how to plan for two, three or more classes at once, leading them to have apprehension to be assigned in a
multigrade class. It's a breather that the Department of Education has provided a Budget of Work (BOW), a
resource material for teaching multigrade classes, which serves as a guide for teachers in preparing daily and/or
weekly lesson designs. This Budget of Work contains the K to 12 basic education curriculum competencies,
skills and objectives; topics for particular skills and competencies; suggested learning activities; suggested
assessment strategies; and time allotment which are organized in columns for easy reference. (DepEd
Resources, 2019).

Here is a sample Budget of Work for Multigrade teaching in Math 1, 2 and 3:

See the complete document at https://www.depedresources.com/download-budget-of-work-bow/.

As shown in the sample budget of work, the whole class is going to work on the same theme or topic.
This means that teachers in a multigrade classroom do not need a separate curriculum for each grade level, but a
progression of difficulties in the learning tasks that will meet students' needs. However, not all parts of the
Budget of Work provided by the Department of Education involve a whole class working on the same topic or
theme. This gives the multigrade teachers flexibility in attending to students' needs. The objectives and content
areas are given; however, it is up to the teachers to plan and organize the learning experiences best suited to
their students.

Multigrade teachers may use the following strategies to be more effective in curriculum planning
(Ministry of Basic & Secondary Education in Collaboration with the Learning Initiatives for Rural Education,
2008):

 First, thoroughly review the national curriculum to see what is relevant and required for each grade
level.
 Then, look for common themes or topics that are depicted from one grade to the next in each subject
area, and identify the general themes. This answers the question on what topics or themes can be taught
together and which should be taught separately.
 After identifying the general themes, work on the objectives and content for your theme or unit of work.
 Once you have decided what objectives and contents to be included, it is then possible to look at
differentiating the activities for the different groups in your classroom.

Ave Maria College

 COLLEGE DEPARTMENT
HEI Unique Institutional Identifier: 09077
ACTIVITY 3

Name:___________________________________________ Rating:_______________
Program & Year:___________________________________ Date:_________________

“Floor Planning”

Instruction: Create two classroom floor plans. The First plan should depict a monograde classroom that you
are familiar with. Demonstrate how the room setup and where the furniture and materials are placed. On the
other hand, the second plan should show a multigrade classroom. Illustrate how you’d organize things
differently to efficiently use the classroom space.(Use two long bond papers.)