Hello, everyone!

I am your speaker for today Jenna rose paguio

from Bachelor of Elementary Education

"Learning is a treasure which accompanies its owner everywhere." A Chinese proverb that indeed true.

What we learn and imbibe shapes who we are.

We are the ones who have the ability to control our lives—our future lives that we want to be and what
we want to be.

For instance, I believe that we all had the chance to acquire an education. Since education is free for all,
there is no reason for us to give up on our dreams

. Furthermore, I think that one of the most significant advantages of having multi-grade teaching in
schools is the opportunity to give every student who wants to continue their studies a chance,
regardless of their differences.

The function and the role of the multigrade teacher It is obvious that a combined class of students
differs a lot from the conventional type of a student class of a single grade. That means that the way that
the students of the multigrade class should be taught must be different as well.

It is true that the function of the teacher in the multigrade classroom is multidimensional or to be more
accurate it is much more complicated and demanding than the role of the teacher in the monograde
school respectively.

This is the main subject of the MUSE project to assist teacher professionals to be able to work effectively
in the multigrade school environment and be trained on teaching in the different ways referring to the
multigrade classroom.

For children to learn effectively in multigrade environments, teachers need to be well-trained, well-
resourced and hold positive attitudes to multigrade teaching. 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.

In addition, at the majority of the cases, the multigrade teachers are very young without significant
experience, "chosen" by the state to teach at the specific rural areas. These teachers are left alone
without resources and support to handle the demanding multigrade classes. The former has serious
negative impact on teachers' psychology and attitude towards the multigrade class, and affects in a
negative way their teaching performance.The effort should be focused by

As a Teacher

the main function of the multigrade teacher is to teach students by imparting knowledge notjust follow
a curriculum. Teacher must be able to develop skills and inculcate desirable values and attitudes among
pupils. The teacher is expected to be versatile and utilize different strategies to make learning
meaningful and effective for all students in his or her classroom, no matter what individual differences
may exist among the students. In the following section of this web training content you will be able to
get informed more specifically on teaching and learning strategies referring to the multigrade setting.As
FacilitatorThe teacher should be able to understand differences between pupils, be able to motivate
them to learn and guide them though their learning materials. The teacher should be able to do this for
all grade levels in the classroom, no matter what curriculum subject is being studied. The teacher should
not only be a provider of knowledge but should also be a facilitator of learning both at a group level and
on a one-to-one basis.

1.. An average primary school teacher is ill equipped to handle a multigrade classroom situation.

2. The nature of the curriculum and textbooks, which are prepared almost entirely in a monograde
context create further problems.

3. Teacher training programmes have not focused on practical issues and techniques for handling
multigrade teaching studies.

4. There is no training package for multigrade teachers. The aspects could be;

- Time management

- Improving teaching skills

- Preparation and organisation of the teaching learning materials.

- Organisation of art and cultural activities.

5. Timetables are not flexible enough.

Teachers of MC should have extra preparation time.

Teachers assigned to MC should preferable be those who are most willing to teach. In service and
information concerning appropriate groupings, classroom organization, instructional strategies and
curriculum modification should be provided to principals and teachers. In a MC there is respect for
different learning styles. Teachers structure a positive learning environment where children feel
successful, develop positive self-concepts and are helpful and sensitive to others.The student benefit
from having the opportunity to stay with the same teacher and classmates and experience the same
teaching style and routine over a two-year (ore more) period. In a MC there is time to recognize that a
childs social and emotional needs are as important as academic needs. Another advantage of more than
one year in a MC is the relationship developed between the teacher and the entire family. Students feel
they are successful when they are working at their own level and know that everyone should be able to
do the same thing at the same time. Each child is accepted at his or her own place on the developmental
learning situation. The teacher takes time to assess evaluates and plan next steps for each child.
Separate subjects are replaced by an integrated curriculum, which engages children in meaningful
activities that explore concepts and topics relevant and meaningful to the lives of the children. In a
classroom where all children are learning at different rates and are not all the same age, there is a little
competition. By helping each other, students reinforce their own understanding of knowledge, skills and
attitudes. Conversations are encouraged as the children talk through their work in progress. These
conversations help them understand just what they have learned. Multigrade classrooms take the focus
of meeting the needs of the whole group of learners instead meet the needs of each individual student.