TEACHING MULTIGRADE CLASSES (ELEC 321)

Midterm Learning Module # 1: Organizing and Managing a Multigrade Classroom

Prepared by: Di Anne M. Rodriguez

Learning Objectives:

At the end of the Chapter, you should be able to:

 discuss how to organize and manage a multigrade classroom
 identify ways in organizing the physical environment of a multigrade classroom
 design a plan that illustrates an efficient use of space in a multigrade classroom
 discuss ways to manage the behavior of students in a multigrade classroom
 establish clear routines, procedures and rules for a multigrade class
 determine ways of grouping students in a multigrade classroom
 organize groups suitable for multigrade class activities
 prepare a timetable to properly manage instructional time in a multigrade class
 create a sample budget of work for a multigrade class

A multigrade class is composed of learners with different grade levels inside a single classroom handled by
one teacher. That being the case, there can be varied activities going on simultaneously in a multigrade
classroom. Some learners might be working on a group project, some might be having a discussion with the
teacher, and others might be doing independent work. The task of the teacher is to organize and manage the
classroom such that, with minimal interruption, these varied activities can happen. This can be a challenging
task; however, the outcome is worthwhile for it can help achieve favorable results and minimize the occurrence
of classroom problems.

In this chapter, we will discuss how to organize and manage a multigrade classroom. This includes a
discussion on organizing the physical environment, managing students' behavior, managing instructional time,
organizing and managing groups, and preparing the curriculum for teaching multigrade classes.

Compare the classrooms in the pictures below.

Questions:
1. How do these classrooms differ?
2. Which do you think is more likely a multigrade classroom? Why do you say so?
3. What can you expect to see in 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 students' 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 lined 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 up 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 a 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 plans 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 learners' 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 your classroom when needed.

Here are some examples of classroom floor plans:

The actual organization of the physical environment of a multigrade 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 Students’ Behavior

Read the classroom scenario below.

Teacher Anne, a multigrade teacher, conducted a whole class discussion with her Grades 1,2 and 3 learners.
The class was harmonious until she told the second and third graders to go and work in groups while she's
dealing with the first graders. The learners were neglectful of what to do. Most of them were just playing
around and not helping in accomplishing the given task. Only a few members in each group
we’re doing all the work. Teacher Anne wasn't able to keep every group under control.

Activity # 1: Questions:

1. What went wrong in Teacher Anne's class?

[Link] are the possible causes of the learners' misbehavior?
[Link] are some of the possible preventive measures that Teacher Anne could have done to promote
acceptable behaviors?
[Link] you deal with this and other misbehaviors when they occur?

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
instruction. However, we must keep in mind that instructional quality is greatly affected by how we manage our
students' behavior. If we are not equipped with effective classroom management skills, we will end up spending
the majority of our time dealing with the students' behavior instead of delivering the lesson.

Classroom management can be defined 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 wil1 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 create 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 a multigrade classroom, a teacher works with students 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 the 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?
 How should learners behave in these areas?
c. During Whole-Class Activities and Seatwork
 When and how do you wait 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)

Activity # 2:
A. In her multigrade class, teacher Belle wants to establish a routine for small group activities.
Describe at least three tips that will guide Teacher Belle in implementing this routine successfully.

B. Create your own multigrade classroom rules.

 III.
Organizing and Managing Groups
Let’s play 4 Pics 1 Word. Look at the four pictures below. What word fits with the theme of these pictures.

Questions:
1. What were your experiences with group work in the classroom?
2. How were the groups formed?
3. Did working in a group help you learn more effectively? In what say?
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

1. 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.

2. 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.

3. 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.

4. 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.

5. 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.

6. 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 very depending on the activity.

Activity # 3:

Read the given activities and determine which type of groupings would be most appropriate. Write a brief and
concise explanation about your choice.

1. Problem solving in Mathematics

2. Experiment in Science
3. Art Activity
4. Role plays a story
5. Vocabulary-building activity
 IV. Managing Instructional Time
Think about how you spend your time in school. Make a list of your regular activities in the classroom and the
amount of time you spend doing them.

ACTIVITIES IN THE CLASSROOM TIME SPENT

Questions:
1. In what activity do you spend least of your time?
2. In what activity do you spend most of your time?
3. Do you think you spend the right amount of time for each activity? Why?
4. What can teachers do to manage school time to give priorities to essential activities for students?

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 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
timetabling. A 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. Here are 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.
Activity # 4:
Choose your preferred timetabling approach and create a one-day timetable for a multigrade class.

PREPARING THE CURRICULUM

Take a look at the picture. Describe the children and how they are dressed. Relate this scenario to education.

Questions:
 1.
What is wrong with the picture?
2. What does the one-size-fits-all approach mean?
3. What happens when the curriculum doesn't fit the needs of the students?
4. How can a multigrade teacher prepare a curriculum that caters to the students' varied needs?
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)
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

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

See the complete document at [Link] work-bow/

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 Rura1 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.
Activity # 5:
Scan the K to 12 Curriculum Guide of your chosen subject. Then, create a one-week budget of work for a
multigrade class with grades 1,2 and 3 students. Follow the format of the Budget of Work from the Department
of Education, but don't just simply duplicate the entries.
You can get a copy of the K to 12 Curriculum Guide at [Link]
basic-education-curriculum/grade-1-to-10-subjects/

Activity # 6:
As a future teacher, how can you better prepare yourself to effectively organize and manage a multigrade
classroom?