ELECTIVE - Researcher

GROUP 1 - Material Designer

- Evaluator
HISTORY AND NATURE OF STRATEGIES FOR EFFECTIVE
MULTIGRADE PROGRAM MULTIGRADE TEACHING
Multigrade Teaching is an instructional Successful multigrade teaching requires
approach where a teacher handles careful planning, differentiated
students from multiple grade levels in instruction, and active engagement.
one classroom. Multigrade class has two
or more grades under one teacher with GROUP 2
8-35 students. STATUS OF MULTIGRADE PROGRAM

WHY DO THEY EXIST? CURRENT STATUS OF MULTIGRADE

- schools with low population PROGRAM IN THE PHILIPPINES
- less deployment of teachers
- pedagogical purposes The Multigrade Program for Education
(MPPE) in the Philippines was reviewed
HISTORY OF MULTIGRADE by the Department of Education (DepEd),
EDUCATION SEAMEO INNOTECH, and UNICEF in 2017
Multigrade Education has existed for to evaluate its effectiveness. The
centuries and is commonly used in rural program plays a crucial role in providing
and underserved areas. education to students in rural and
marginalized areas where full-grade level
EFA (EDUCATION FOR ALL) schools are not feasible.
Bases of multigrade classes in the
Philippines - EFA (Education for All). ADEQUATE COMPLIANCE
1. Classroom Organization - Proper
UNESCO (United Nations Educational, class sizes and grade
Scientific and Cultural Organization) combinations.
commits to the achievement of full and 2. Class Programs - Adherence to
equal opportunities or education for all appropriate schedules.
(EFA). 3. Capacity Building - Active
participation in training programs.
Article 26 of the 1948 Universal
Declaration of Human Rights states that: CHALLENGES OF THE
"Everyone has the right to education. MULTIGRADE PROGRAM
Education shall be free at least in the 1. Teacher Training and Preparedness
elementary and fundamental stages. 2. Lack of Learning Materials
Elementary Education shall be 3. Limited Infrastructure
compulsory" (Mundy & Manion, 2021) 4. Community Awareness and
Support
NATURE OF MULTIGRADE PROGRAMS
Multigrade programs require flexible PARTIAL COMPLIANCE ON THE
teaching strategies to cater to diverse FOLLOWING AREAS:
learning needs. 1. Teaching and Learning Resources
- lack of adequate books, teaching
ROLES OF A MULTIGRADE TEACHER aids, and other materials necessary
 for effective instruction in - Maintain clear walkways for
multigrade classrooms. movement and accessibility.
- Consider flexible seating options
(cushions, reading corners,
2. Basic Features of the Classroom standing desks).
- lack essential facilities, such as
proper seating, tables, and visual
aids, which are crucial for an
effective learning environment. CREATING LEARNING ZONES
3. Teacher Incentives Teacher’s Area: Space for instructional
- Teachers managing multigrade materials.
classes receive limited benefits and Student Work Areas: Reading corners, art
support, which affects their stations, group workspaces.
motivation and overall Storage & Supplies: Organized shelves
performance. and bins for materials.
Technology Zone: Safe space for devices
POSITIVE OUTCOMES and interactive tools.
Strengthens Collaboration and Unity
Among Students LIGHTING & VENTILATION
- students from different grade
levels learn to work together - Ensure adequate natural and artificial
- older students assist younger ones, lighting to reduce eye strain.
- students can share knowledge and - Arrange desks to avoid glare on screens
support each other, enhancing the and whiteboards.
learning experience for everyone. - Maintain good ventilation and
temperature control for student comfort.
GROUP 3
ORGANIZING THE PHYSICAL CLASSROOM DECORATIONS &
ENVIRONMENT VISUAL AIDS
- The physical classroom - Use educational posters, word walls,
environment affects students' and bulletin boards to reinforce lessons.
focus, behavior, and engagement. - Avoid excessive decorations that may
- A well-organized space promotes cause distractions.
collaboration and minimizes - Rotate materials periodically to keep
distractions. content fresh and relevant.
- Key elements include layout,
lighting, organization, and NOISE & DISTRACTION
accessibility. MANAGEMENT
- Use carpets, curtains, and soft boards
CLASSROOM LAYOUT & SEATING to minimize noise.
ARRANGEMENT - Establish quiet zones for independent
Choose a layout based on teaching style: work.
Traditional Rows: Teacher-centered - Set classroom rules regarding noise
instruction. levels and movement.
Clusters/Groups: Encourages
collaboration. SAFETY & ACCESSIBILITY
U-Shaped: Promotes discussion.
- Keep pathways clear for emergency Root Causes of Misbehavior - unmet
exits. needs and personal struggles.
- Store hazardous materials safely Behavioral Triggers - recognize patterns
(scissors, cleaning supplies). and triggers that lead to misbehavior.
- Ensure inclusivity for students with Behavior Management – student’s
disabilities (ramps, adjustable desks). behavior evolves with age and
experience

4 strategies:
- establish clear expectations
- build relationship
PERSONALIZING THE CLASSROOM - positive reinforcement
- Involve students in decorating and - handle conflicts constructively
maintaining the space. WHY MANAGING STUDENTS
- Display student work to encourage BEHAVIOR IS IMPORTANT?
engagement and pride. - to teach students about being
- Use warm colors, motivational quotes, respectful to one another
and comfortable furniture for a - helps students become more
welcoming atmosphere. responsible for their actions
- it creates a positive learning
CONCLUSION environment where students can
- Well-organized classroom learn and grow
enhances learning, reduces
distractions, and supports student ADDITIONAL
engagement.
- Proper planning of layout, MANAGING STUDENT’S BEHAVIOR
accessibility, and safety creates a - both new and season teacher
positive learning environment. managing descriptive behaviors is
- A structured classroom fosters a challenge
collaboration, inclusivity, and - teachers are rarely given training
comfort for both students and on how to successfully manage
teachers. undesired classroom behaviors
- if we are not equipped with
affecting classrooms management
GROUP 4 skills we will end up spending the
MANAGING STUDENTS' BEHAVIOR majority of our time dealing with
Behavior - how people act in response to the students behavior instead of
their environment delivering the lesson
Managing - act of controlling or Classroom Management - process of
organizing something or someone establishing and sustaining
Behavior Management - focuses on appropriate student’s behavior such
maintaining positive habits and that the delivery of the lesson is not
behaviors and reducing negative ones. compromised (Kratochwill, 2010)
- purpose of classroom management
HOW DO YOU MANAGE BEHAVIOR? is not to maintain order for the
Understanding student’s behavior sake of maintaining order but to
 maintain order for the sake of maintaining a high level of student
learning engagement and minimizing
disturbances in the learning environment
THREE DISTINCT PHASES OF
CLASSROOM MANAGEMENT The root cause of behavioral problems in
- Planning before school begin classrooms appears to be the absence of
- Implementing Plans established rules and procedures rather
- Maintaining Good Disciplines disciplines. Research shows that
providing rules and procedures help
Planning Before School Begin things run smoothly in the classroom,
- How learners are going to behave establishment of comprehensive and
in the classroom? consistent rules and procedures become
- How they will interact with one even more necessary. (Wong and Wong
another? 2009)
- How materials will be arrange, and;
- Other essentials classroom
consideration.
Implementing Plans
- The teacher execute the plans that
were developed before the beginning of
the school. Guidelines to consider when planning
- In this phase, expectation are formed. rules, routines and procedures for a
The learners create a vision to what will multi-grade classroom:
happen to their class.
- Inside the classroom.
Maintaining Good Disciplines - Other school areas such as in the
- The teacher maintain the positive comfort room, office, playground
academic and social norms that have etc.
been established. - During whole-class activities and
- The role of the teacher shifts towards seatwork.
maintaining a high level of student - During small-groups.
engagement and minimizing - Other procedure that must be
disturbances in the learning environment considered.

Implementing Plans INSIDE THE CLASSROOM

- The teacher execute the plans that - What rules and procedures are you
were developed before the beginning of going to establish for use and care
the school. of different materials and
- In this phase, expectation are formed. equipment in the classroom?
The learners create a vision to what will - What rules and procedures will the
happen to their class. learners be expected to follow
when they are in a certain area of
Maintaining Good Disciplines the classroom?
- The teacher maintain the positive
academic and social norms that have Other school areas such as in the
been established. comfort room, office, playground etc.
- The role of the teacher shifts towards
 - When and how are learners going TYPES OF GROUPINGS
to have access to this areas? RANDOM GROUPING – Students of
- How should learners behave in varying
these areas? ability levels and ages can work together
through random grouping.
During whole-class activities and INTEREST GROUPING – When groups
seatwork. have to work on different topics within a
- What rules and procedures are you theme, students can be given the
going for set up learners working opportunity to choose the one of most
together? interest to them.
- How and when are you going to give ABILITY GROUPING – Students with the
instructions and activities or assignment? same achievement level or abilities are
placed in the same group. This allows
During small-groups them to focus on tasks best suited to
- What procedures, rules and signals will their learning needs.
learners follow regarding the movement GRADE GROUPING – In this grouping
to and from groups? situation,
- What are your expectations for a students are grouped according to their
learners who are working together in a grade levels.
small groups? 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.
Other procedure that must be considered FRIENDSHIP GROUPING – At times,
- What routines are you planning to students are asked to form their own
establish to start each school day? groups.
- What routines are the learners going to - can help students develop the skills
follow to end each school day? they need to interact appropriately with
their peer group and to practice the skills
Each child needs encouragement like a in forming healthy friendships.
plant needs water. Without it, his growth STRUCTURING GROUP WORK
is stunted and his potential sapped. 1. STRUCTURING THE GROUP
(Dinkmeyer & Deikers) PROCESS
A. WORK ROLES
GROUP 5 - A group must differentiate its
ORGANIZING AND MANAGING members'
GROUPS work activities in order to complete the
task successfully.
ORGANIZING AND MANAGING THE
MULTIGRADE CLASSROOM - is to set up TASK-ORIENTED ROLES
the classroom for activities that - These roles are responsible for task-
encourage leaners related activities that contribute to the
to work together with minimal achievement of a group's goal.
disruptions and with adequate guidance
and supervision. RELATIONS-ORIENTED ROLES
- Emphasize the development of classroom.
interpersonal relationships and the
maintenance of harmony within the Setting priorities – can assist teachers in
group. completing their daily objectives, even
when unexpected events arise.
SELL-ORIENTED ROLES
- Prioritize the individual needs and, • It is important to keep in mind,
frequently at the expense of the group. however, that the schedule for a
multigrade class may dipper from that of
B. WORK GROUP NORMS a monograde class.
The accepted standards of behavior • A multi grade teacher needs to be
within a group that are shared by the knowledgeable on timetabling.
members are known as norms. Every • A timetable, usually, a subject is
group has its own set of practices, schedules at the same time for the entire
values, and expectations about how class, however separate groups may be
things should be done. working on different things within that
time.
C. STRUCTURING THE TASK
Refers to how well the activity is GUIDELINES TO KEEP IN MIND WHEN
explained to the pupils who will be MAKING A TIMETABLE:
performing it. The group needs shared 1. Determine how much instructional
knowledge, a challenging task, and a time is available each day. To do this,
clear idea of the final output required. subtract the non-instructional time
(routines, transitional, socializing)
GROUP 6 from the amount of time students are
MANAGING INSTRUCTIONAL TIME in school. (allotted time)-(non-
instructional time) (instructional time)
INSTRUCTIONAL TIME - refers to the 2. Specify the subjects to be taught as
period of time during which students well as their competencies for each
receive instruction from a teacher and for each grade level as set forth by
that the school is accountable for them. the Department of Education.
MANAGING TIME - It is something to do 3. Identify the available resources and
how you manage instructional time teaching strategies needed for each
inside the classroom subject.

- Effective classroom organization and

management includes efficient use of TWO COMΜΟΝ ΤΙΜΕΤΑBLING
instructional time. APPROACHES
- Establishing routines, participating in
group activities, working on independent A. SPLIT TIMETABLE OR SUBJECT
tasks, and other essential classroom STAGGER APPROACH
activities all involve time management. In a multi-grade class, each grade level
studies different subject simultaneously.
SETTING PRIORITIES & The teacher prepares different lessons
STRUCTURING TIME and teaches the groups in turns.
- most important task is the first B. COMMON SUBJECT APPROACH
step in managing time in the
The students in each grade level will them stay focused.
study the same subject at the same time, Time Allocation: Divide lessons into
but will work on different activities. manageable segments with specific time
frames for each activity. This helps
TIPS FOR TIMETABLING IN MULTI- maintain momentum and prevent tasks
GRADE CLASS from dragging on.
- Math and other subject that need more Transitions: Plan smooth transitions
concentrations should be taught in the between activities. This prevents time
morning. from being wasted on confusion delays.
- Consider the student's maturity and
attention span. Younger students have 3. Utilize Technology Strategically:
shorter attention span and may need to Time-Saving Tools: Utilize online
change activities more often. resources, digital, whiteboards, and
- Allow adequate time to teach and educational apps to streamline tasks and
supervise all the grade levels may it be in save time
whole class or small groups activities. Engaging Content: Use technology to
- The time should be posted clearly and create interactive lessons, and virtual
be made familiar to the students. field trips. This can make learning more
engaging and effective.
ADDITIONAL Assessment Tools: Leverage online
MANAGING INSTRUCTIONAL TIME assessment platforms to streamline
- means the practice of a teacher grading and provide immediate feedback
effectively utilizing the available to students.
classroom time to maximize
student’s learning by minimizing 4. Be Flexible and Adaptable:
disruptions Monitor Progress: Continue assess
Here are some Effective Strategies in student understanding and adjust your
Managing Instructional Time plans accordingly. If a lesson is moving
1. Prioritize Active Learning: too quickly for students need more time,
Maximize Engagement - Focus on be prepared to make changes,
activities that actively involve students, Utilize “Wait Time”: Give students
like group projects, hands-on adequate time to process information
experiments, simulations, and role and formulate responses. This helps
playing. This keeps students engaged ensure that more students have a chance
and improve retention. to participate.

Minimize Passive Learning: Limit

lecturing and direct instruction. Use 5. Create A Supportive Classroom
these methods strategically to introduce Environment:
concepts but transition to active learning Minimize Distractions: Address classroom
to solidify understanding. noise, manage technology use, and
establish clear expectations for behavior.
2. Structure Your Lessons: Positive Reinforcement: Use praise and
Clear Objectives: Begin each lesson with encouragement to motivate students and
a clear statement of learning objectives. promote a positive learning environment.
This gives student’s roadmap and helps Provide Individual Support: Be aware of
students with specific needs and provide opportunities or support from
appropriate accommodations to help administrators to address time
them succeed. management challenges.

COMMON BARRIERS THAT CAN 6. External Factors:

HINDER EFFECTIVE INSTRUCTIONAL School-Wide Schedules: Unrealistic
TIME MANAGEMENT school schedules or frequent interuptions
1. Lack of Clear Goals and Objectives: can make it difficult for teachers to
Unfocused Instruction: Without clear manage their instructional time
learning targets, teachers may drift off- effectively.
topic, leading to wasted time and student Student Needs: Students with diverse
confusion. learning needs or behavioral challenges
Ineffective Planning: Lessons without may require additional time and support,
defined goals are harder to structure and which can impact overall instructional
manage effectively. time.
2. Poor Classroom Management:
Distractions: Unruly behavior, excessive
noise, and disruptions can significantly
reduce time devoted to instruction.
Inefficient Transitions: Unplanned
transitions between activities can lead
delays and lost focus.
3. Lack of Management Skills
Overcrowded Curriculum: Trying to cover
too much material in a limited can lead
to rushed lessons and superficial
understanding.
Ineffective Time Allocation: Failing to
allocate sufficient time for key activities
or allowing activities to run overtime can
disrupt the flow of lesson.
4. Inadequate Resources:
Limited Technology: Lack of access to
technology support or insufficient
technology support can hinder the use of
time-saving technology.
Insufficient Materials: Not having
necessary materials or supplies can
cause delays and disrupt the flow of the
lesson.
5. Lack of Professional Development:
Inadequate Training: Teachers may need
more training in effective time
management strategies and classroom
management techniques.
Limited Support: Teachers may lack
access to professional development