TEACHING MULTIGRADE IN ELEMENTARY

RUBEN O. RANARA
Instructor
S.Y.: 2022-2023 `

CHAPTER 2: Organizing and Managing a Multigrade Classroom

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.

Lesson 3: organizing the Physical Environment

Intended Learning Outcomes
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

LET'S BEGIN
Compare the classrooms in the pictures below.

WE ARE ON OUR WAY

How do these classrooms differ?
Which do you think is more likely a multigrade classroom? Why do you say so?
What can you expect to see in a multigrade classroom?
LET’S DIG DEEPER
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:
FIGURE 1: Self-contained Classroom (Organized by Areas of Activity)
FIGURE 2: Self-contained Classroom (Organized for Cooperative Learning)

FIGURE 3: Comprehensive Classroom Layout

FIGURE 4: Self-contained (Organized for Flexibility)
FIGURE 4: Self-contained (Organized for Flexibility)
FIGURE 4: Self-contained (Organized for Flexibility)

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 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.

Lets’ Practice
Can you design now your own multigrade classroom? In what way?

Evaluation
Create two classroom floor plans. The first plan should depict a monograde classroom that you are familiar
with. Demonstrate the room is set up 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. (5 points)
Lesson 4: Managing Student’s Behavior

Intended Learning Outcomes

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

 discuss ways to manage the behavior of students in a multigrade classroom.

 establish clear routines, procedures, and rules for a multigrade class.

LET'S BEGIN
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 were doing all the
work. Teacher Anne wasn’t able to keep every group under control.

WE ARE ON OUR WAY

1. What went wrong in Teacher Anne's class?
2. What are the possible causes of the learners' misbehavior?
3. What are some of the possible preventive measures that Teacher Anne could have done to promote
acceptable behaviors?
4. How can you deal with this and other misbehaviors when they occur?

LET'S DIG DEEPER

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 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 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 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?
Source: Adapted and revised from The Multigrade Classroom: A Resource Handbook for Small, Rural Schools
 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).

Let’s Practice
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.

Evaluation:

Essay: Answer the question below: (5points)

One of the challenges in the implementation of the multigrade programs is the lack of funds and resources. Suggest
solutions to this challenge.

References:

TEACHING MULTIGRADE CLASSES

Dr. Imelda C. Montalbo, et al.
Lorimar Publishing Inc
Quezon City, Metro Manila, Philippines