MULTI-GRADE ANALYSIS

Before starting to analyse multi graded approach, a multi-grade classroom

refers to a class that has two or more grade level of children in one classroom.
Multi-grade classes also called A Multi- Age Group. Multi-age is a term
commonly used today to describe mixed-age groups. The meaning of multi-age
is “Use multi-age to mean two or more grade levels that have been intentionally
blended together to improve learning".

Reading the articles about multi-grade made us realize that it plays a vital
role in education system it has its own benefits and disadvantage which we learn
as we proceed reading, first it occurs from the nineteenth century up until the
present time now imagining a multi-grade situation is like having one teacher
teaching mix level of students this usually happen in remote location such as
provinces where one teacher hold the responsibility of balancing the lesson that
would be beneficial to both levels present.

As we can see it is very obvious that a combined class of students has a

huge difference from the conventional type of a student class of a single
grade. That means that the way that the students of the multi-grade class should
be taught must be different as well. It is true that the function of the teacher in the
multi-grade classroom is multidimensional or to be more accurate it is much more
complicated and demanding than the role of the teacher in the mono-grade school
respectively. In reality of observing rural and urban areas we can much more
compare the difference of multi-grade.

Now talking multi-grade here in our country, it seems that not every one
of us is aware of this kind of approach we believe it is because government ignore
to focus this issue instead they much more focus on the struggle of students who
are in remote areas not considering the hardship of an educator.
 Multi-grade do exist because there is presence of the lack of teacher who
are willing to take risk teaching those children far away from the city. In order to
succeed there should be more relevant and responsive learners. It was on year
2011 were Department of Education conducted a survey of multi-grade schools
in our country and they have set their objectives upon conducting this survey it
was actually designed to accomplish identifying a profile of multi-grade schools,
determining the curriculum, identify its qualification, determine its conditions of
the learning environment and lastly to identify major challenges a multi-grade
can face.

Multigrade teaching in many views represents a more demanding teaching

situation and special attention should be given to it. However, many teachers in
multigrade environments are either untrained or trained in monograde pedagogy;
have few, teaching and learning resources; and regard the multigrade classroom
as a poor cousin of the better-resourced monograde urban schools that are staffed
by trained teachers. To make it more simple almost of everyone believe that
establishing multi-grade is hard and should not be one sided, it should be learn
thoroughly. In addition to that we can see some holes regarding with the
difficulties a multi grade can face it is because multigrade teachers are very young
without significant experience, "chosen" by the state to teach at the specific rural
areas we do believe that unexperienced young teacher would have difficulty
accepting the fact about the environment thus it will affect the way they teach
their student.

Looking at the given chart in the PDF we can conclude that the region with
most number of multigrade school is located on Region 8 which top the list
followed by Region 7.
 Now let us proceed with how multi-grades aiming, it is to serve the right
of school age children living in remote or a far-flung area this is why DepEd
issued Order No. 38, s 1993. There are three categories of Multi-grade we can
identify first is the complete schools, second is the integrated school and lastly
incomplete schools which varies different definition.

The article focused by the educational authorities to reverse the teachers'

negative view for multigrade teaching and the rural school and provide them with
the resources and support to be able to overcome any difficulties. Teachers should
attend special training programmes before introduce themselves at the multigrade
classroom and try to adjust to their multidimensional role as multigrade teachers
on this we can see possible solution for the difficulties of a multi-grade.

Putting ourselves with the possible idea of handling multi-grade class we

need to identify our own role on this kind of situation as a teacher our main
function is to teach students by imparting knowledge not just to follow
curriculum. As a teacher we must develop skills and indesirables values and
attitude among our pupils again we need to put in our brain that the term
‘multigrade teaching’ generally refers to a teaching situation where a single
teacher has to take responsibility for teaching pupils across more than one
curriculum grade within a timetabled period.

And to make it easier multi-grade exist because of the result of shortage of

teachers and also the area that could probably the problem. Personally
experiencing multi-grade as a student I remember how difficult it is for us the
more pupils you have the more child you need to discipline and you cannot just
proceed with the lesson without your student who are able to cope up with your
lesson. Actually, most systems of education which face such conditions, adopt
multi-gade teaching as it becomes the only option or the last resort.
 In such systems the quality of multigrade schools are poor. Only a few
systems of education have transformed this necessity into a positive teaching
approach.

Now the question is do we need to multi-grade here in our country? And

to answer that the need of it is still up until now as it become necessity for over
decades. Admit it or not a mono grade type of teaching is much accessible in
urban areas compare to rural one. We need to adopt this especially for schools
with low population density.

As year passes by teachers are reluctant to adopt multi-grade teaching since

they feel it as a second approach there are research evidence from the world where
it says the effects of achievement are the same with both monograde and
multigrade teaching if carried out systematically. Multi-grade teaching should be
planned well. Generally there should be assessment before and during teaching
and learning process.

Multi grade versus Mono grade comparing this two made us realized how
challenging a multi-grade can be. Simultaneous provision of learning
opportunities for children of different grade groups needs to be carried out
through multigrade teaching.

We analyse how schooling in multigrade classes affect the formation of

student cognitive and non-cognitive skills. Classes that do not reach the minimum
number of pupils are organized in multigrade classes. According to UNESCO
(2005 Agenda for Educational Planning) approximately one third of all classes
across the world are multigrade classes. In 2007, about 28% of schools in the
United States were adopting this type of educational practice when the number of
pupils were too small. We have read a lot of articles about multigrade we heard a
lot of opinion on it and so far feedbacks of multi grade are 50-50.

Expecting multigrade class according to Teacher Reycel a novice teacher

of Tanay Rizal handling multi-level pupils combined in one class, she had to cope
with the daunting challenges of teaching in a diverse classroom, and nurturing
learners of different ages, behavior, and learning abilities. “Being a multigrade
teacher is like having special powers,” Teacher Reycel shared. “You target
several competencies in one execution.” Reading more about her experience
make us imagine surreal situations.

On this analyzation we simply want to show how a future educator should

be open minded with a multi grade we must prepare to combat stresses and
challenges that might multi grade gave us. Assigning to far flung areas we need
to consider a lot of thing and must set up our mind ready and soul accepting the
whole facts. Young children in remote areas may have a school nearby that offers
classes of only up to 3rd or 4th grade, and if they want to complete the cycle of
elementary school they have to move to a complete school farther away from their
town. Children in these kinds of schools have a high risk of not completing their
education because of the restrictive cost of attending faraway schools.

Our group would like to emphasize how a multi-grade is efficient on this

country without it there are more students who can’t go to school because of
shortage of teachers. Though mono grade is much easier we need to consider that
the government cannot all afford remote areas it takes years to notice a place
struggling. We would like to end this leaving the thought that “Every child
deserves a champion: an adult who will never give up on them, who understands
the power of connection and insists they become the best they can possibly”.
MULTI GRADE SCHOOL IN THE PHILIPPINES

Bachelor of Elementary Education

Bachelor of Secondary Education Major in English

GRIZEL L. TINGSON
SHEILA MAY GUMATE
EMERINE CASON