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1
MANAGING A MULTI-GRADE CLASSROOM
1
● Define a multigrade classroom
1
● Identify the importance of a multigrade classroom
1
● Create a vision about what you want your multigrade classroom to look like
● Determine the process that follows approaches used in forming groups in
Multi-Grades Classes
1
● Appreciate the importance of organizing groups and activities in Multi-Grade
Classes
● Identify activities for different learning groups
● Give some strategies on how to become efficient and flexible in the use of
time
● Identify how students are influenced in culturally sensitive classroom
1
Multigrade teaching is all about classroom organization, student management,
and, ultimately, the successful transmission of grade-specific curricula. It is
2 1 3
your responsibility as a multigrade teacher to plan and organize your classroom
4
to get the best results from the space and resources available to you. As a
1 5
multigrade teacher, you are the key to planning, designing, and managing
grade-appropriate and mixed-grade activities for children to keep them
6
engaged in learning. Your efficiency and effectiveness rest on creating a
classroom conducive to learning by developing exciting and stimulating

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7
activities ranging from group work to independent study. You play a central role
in managing the classroom in the following way: a.) planning the use of the
8
classroom "space," especially flexible; b.) planning and carrying out multiple
lessons at the same time; c.) designing activities for students to keep them
involved; d.) creating, arranging, and using teaching and learning materials; e.)
establishing norms of behavior expected of students to keep them learning.
UNDERSTANDING THE CURRENT CONTEXT AND CREATING A FUTURE VISION

9
In order to realize these functions effectively, you need to focus on many levels
10 11
of classroom management. This starts with an assessment of what your
12 13 1
classroom looks like now and your vision of how you want it to look in the future
15 1
. When you first get assigned to a school that has - or should have - multigrade
teaching, it is essential to take time to gain a clear understanding of the
16 1 17 18
context of your multigrade classroom. You can start by asking yourself the
following questions:
19 20
● Where is your school located? How far do your students travel to get to
school?
21 22
● What grades are you teaching? What age and ability range are in your
23
classroom? How might you best work with and take advantage of a wide range
of ages and abilities?
24 25
● What kinds of family backgrounds do your students come from? What is their
economic status?
26
● What language do your students speak at home? How well do they
27
understand and speak the national language? What might you do to ensure they
28
learn what they need to learn in the language you use in the classroom?
29 30 31
● How many of you had some kind of preschool experience? What can you do to
help those who have not had this experience?

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32
● Do any of your students have special education needs regarding physical or
33
cognitive disabilities? What can you do to respond to these needs?
34
● What resources do you have to make the classroom and schoolwork better?
● According to the national (and perhaps local) curriculum, what should be

35
taught to each grade, and how well have your students learned the curriculum
so far?
36 37
● To what extent do your head teacher/principal and the other teachers in your
1
school understand and practice multigrade teaching? If their understanding is
38 40 39
limited, what can you do to increase support for your work?
41 1
● Do your children's parents understand and support multigrade teaching?
42
Again, if not, what can you do to help them understand the need for such
teaching?
43
Once you have a good understanding of the students in your class, take time to
44 1
create a vision in your mind about what you want your multigrade classroom to
45
look like.
● A welcoming, inclusive, healthy, protective, and child-friendly environment
46
that helps your students - most of whom have probably not had any preschool
experience - feel comfortable in the school and ensures that they do not drop
47
out before completion of the primary school cycle.
● A rich mixture of grade-appropriate and mixed-grade teaching, peer learning
through group work and pair work, personalized teaching, independent learning
through tutoring, and teacher and student interactions to make sure that all
48
children learn and that no child is excluded from learning because of gender,
language, poverty, disability, or any other reason.
● A disciplined classroom with a harmonious learning environment that mixes
structured learning (e.g., for teaching science, arithmetic, reading, and writing)
49
and unstructured learning (storytelling, singing, plays, games, etc.)

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LEARNING POINTS/DISCUSSION POINTS
50 51
Structured Learning - A formal learning program or a course that is designed
using instructional methodologies and guided by an established curriculum
51,52
topic to make sure that the data collected is valid and dependable.
53 54
Unstructured Learning - Open-ended learning where learners are not faced
with the traditional confinement of the classroom and no established set of
rules.
1
Management of a multigrade classroom revolves around three dimensions, as
depicted in Table 1.
Table 1: Three Dimensions of Classroom Management

Teacher
Classroom
Students
● Planning
● Classroom control
● Use of time
● Delegation of responsibility
● Physical conditions
● Materials
● Activities
● Routines
● Time on task
● Behaviour

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● Relationships
● Responsibilities
Source: Adapted from a figure published by the Ministry of Basic Education and
Culture (1996), Teacher Basic Competencies Manual. Windhoek, Republic of
Namibia.
IV. ASSESSMENT
Identification
55
1. It is an open-ended learning where learners are not faced with the traditional
confinement of a classroom and no established set of rules.
56
1. It is a formal learning program or a course that is designed using
instructional methodologies and guided by an established curriculum topic to
56
make sure that the data collected is valid and dependable.
Enumeration
1 -3 What are the three dimensions of classroom management?

4 - 8 Through sentences or phrases, list the vision of what you want your future
1 57
multigrade classroom to look like.
PREPARING THE CLASSROOM
58
A classroom is our second home for teachers and for our learners. A classroom
1
must be a good place for us to teach and for them to learn. In multi-grade
teaching, we challenge ourselves to provide a classroom that can cater to all
the needs and necessities of the learning process. In this lesson, we are going
59 1
to talk about how we can prepare a multigrade classroom.
385 1 61
A multigrade classroom simply means that there is more than one grade in the
room, working independently or together, with each student working towards

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60
their individual curriculum goals for their grade level. They are learning
62
simultaneously, both together and apart. Preparing means to make something
63 64
ready beforehand for some purpose, use, or activity. Once you have created
65 66 67
your vision, you can start translating it into practice by planning what you want
68
to do in clear and simple terms. A crucial part of planning an effective multi-
1
grade classroom is organizing its space so that it allows free movement and
69
can be used for different activities by individual students, individual grades,
small groups, and the whole group. The traditional seating arrangement with a
7
teacher facing all students in a row with a chalkboard on the wall does not work
1
in a multi-grade classroom where several activities are happening at the same
70 72 73 7
time. Therefore, you will need to think about how your classroom can be divided
76
into different areas. The keyword in this process is flexibility-the ability to move
its students and the desk around inside the classroom to create the kind of
76 75
learning space that you desire.
ASSESSMENT
Answer PREPARED if the statement is TRUE and answer UNPREPARED if the
answer is FALSE.
1
1. A multigrade classroom is just the same as all other classrooms.
1 77
2. In teaching multi-grade, it is important to create a floor plan for students.
1
3. Preparing a multigrade classroom is easy.
78 1
4. The keyword in the process of preparing a multigrade classroom is
"flexibility."
79 81 80
5. To teach different curricula at once, you may find that it's easiest to
approach things by ability levels rather than grade levels.
82
6. A particularly effective strategy to use with split classrooms is to bring
385
everyday experiences into the curriculum.
1
7. Traditional seating arrangement works in a multigrade classroom.

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83
8. It is important to create a house plan for students.
84
9. In designing a floor plan, it is important to have a reading corner for
students.
1
10. The crucial part of planning an effective multi-grade classroom is
organizing its space
ORGANIZING GROUPS AND ACTIVITIES

1
In a multigrade classroom, several simultaneous activities go on at the same
85 86
time. Therefore, it is necessary to arrange the classroom for activities that will
86
engage the learners with minimum disturbance and with adequate direction
87
and supervision. The teacher's task is to becomes especially crucial in forming
various kinds of groups; this largely depends on the nature and purpose of the
88 1
subject taken up for study at a particular time. In the typical multigrade
classroom, where multiple activities are likely to occur at the same time,
classroom organization is a critical factor in developing smooth, predictable
88
routines. We also know from research on effective classroom practice that
89
when students have a clear understanding of classroom structure, procedures,
and rules, they are more likely to follow them, especially if they have had some
involvement in decision-making.
90
Teaching taking place in combined grades and groups in a classroom is better
91
known as muti-graded teaching. There are some subjects that may require
92
mixed-ability groups (mixed grade activities are offered) while others benefit
from whole-class groups (where all of the students sharing the same class
study and learn at the same time); some may require peer tutoring while others
require independent assignments and self-directed learning with systematic
386
385
support from the teacher and peer tutors. Peer tutoring is where the learners
act as teachers of other learners.

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Peer instruction engages students during class through activities that require
93
each student to apply core concepts being presented and then explain these
94
concepts to their fellow students. According to Taole and Mncube (2012), this
95
technique will promote the sharing of knowledge, thus promoting meaningful
engagement among learners in the classroom.
1
Approaches Used in Forming Groups in Multi-Grade Classes
1. Grouping students purposively by age, grade, or ability; and
2. Grouping students of different backgrounds.
1 97 96 9
In the case of multi-grade schools, the grouping of students is considered to be
a valuable method of managing the class and teaching the students. Grouping
facilitates the management of the class by assisting teachers in saving and
98 99
making use of their teaching time in the most efficient way.
● Grouping Students Purposively by Age, Grade, or Ability
These first groups are often formed on a semi-permanent basis over weeks of
100 101
instructions and are usually designed to cover a specific part of the curriculum
in depth and across grade levels (e.g., the detailed study of local farming
1
techniques and products.) Using this kind of grouping in a multigrade
102 102
classroom will be an effective one because it provides instruction that is
appropriate for students and their individual needs. Miller (2001) indicates that
1 103
if the teacher is teaching in a Multigrade class, it is important to know and use
387
this approach of grouping students because if a teacher in either sort of
386
385
classroom fails to address differences among students, the effectiveness of
104
instruction suffers. Likewise, teachers are harmed when they have not been

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105
adequately prepared to teach students of varying ages, grades, and abilities, no
106
matter what sort of classroom they work in. Moreover, when student diversity
107 1
increases, whether it is in a multi-grade or single-grade classroom, greater
demand is placed on the teacher's resources, both cognitively and emotionally
107
perspective.
● Grouping Students of Different Backgrounds
Grouping students of different backgrounds is one of the approaches that

1 1
teachers need to know and use in teaching multigrade classes. In a multi-grade
classroom, an increasingly diverse and multicultural society, it is more
important than ever for teachers to incorporate culturally responsive
1
instruction in the learning environment or classroom, whether multigrade or
108
single-grade. The increase in diversity doesn't only relate to race and ethnicity;
it can include students of different religions, economic statuses, sexual
orientations, gender identities, and language backgrounds.
1
Using this kind of grouping in multigrade teaching will benefit all students
because it not only creates greater multicultural awareness and inclusion that
helps learners with different backgrounds and needs succeed but also
encourages acceptance and helps prepare each learner to thrive in an
109
exponentially diverse world because, as they are grouped in this kind of
groupings, they will learn from each other different background and those
difference of them will be their strength in facing multi grades learning.
Activity Center Approach Used in Multi-Grades Classes
387 110 111

An activity center can be defined as any discernible pattern of student or
386
385 112
teacher behavior that can be clearly described and labeled. One common
example is seatwork, where students work independently at a desk. Another

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example is pair work, where two students work together. Three or more
113
students working together is generally characterized as group work. A
classroom may also have areas designated for art, audiovisual equipment,
computers, and other instructional resources. Each example reflects a type of
activity where expectations for behavior may be clearly defined. An activity
center is best described as an area of the classroom that the teacher has
114
designated for a specific purpose. Two other types of centers need to be
115
distinguished from an activity center.
388 116
A learning center is a term used to describe a self-instruction learning activity
118 117 118
that has been placed in a clearly defined area of the classroom. It can be in any
subject and generally includes objectives, instructions, and evaluation.
119 120
Another type of center is a subject area resource center. This is an area where
121
student resources relating to a specific subject are located. For example,
123 122
resources relating to the study of science may all be located in one well-
123
marked area of the classroom.
There are some questions that teachers should answer regarding this, like
124 125
What types of activities normally occur in your classroom? What types of
126 127
activities would you like to occur? Do you have group projects? Are there
128
students who tutor? Do you meet with individual students and small groups?
129
Is it important for students to be self-directed or to be able to help themselves
130
with little teacher interruption? Answers to these questions should help you
131 132
decide how to arrange your classroom in terms of the activities that engage
students. There are six general types of activities found in most Multigrades
387
classrooms:
386
385
1. Quiet or individual study

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2. Testing
3. Whole-class instruction
4. Partner work
5. Group discussions
6. Audiovisual and reference work
133
Furniture and equipment should be arranged to create activity centers
134 1
appropriate to the type of activity you intend to occur. In the multigrade
classroom, there may be many kinds of activities going on at the same time.
388 135
Some students in fourth and fifth grade might be working on a group art
project, while two students may be peer tutoring in math. Two first-graders
may meet with the teacher, and several students might be completing
136
independent assignments requiring the use of a tape recorder and a computer.
The teacher's task is to arrange the classroom so that all these activities can
138 137,138
take place at the same time with a minimum of disruption and of teacher
direction and supervision.
ASSESSMENT
TRUE or FALSE:
1
1. Multigrade classes include or involve learners in only one grade level in a
1
multigrade classroom.
2. Good classroom management regarding groupings and activities can help
139
both the teachers and learners by laying out specific and appropriate
387
procedures that will help the students know what to do, thus allowing the
386
385
teacher to focus more on working with his/her learners.

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1
3. The role of the teacher in the multigrade classroom is that teachers are the
ultimate role model in every learner's life.
1 140
4. The common problem of multigrade classrooms is the lack of suitable
training and proper resources.
1 141
5. The disadvantages of a multigrade classroom are teachers might have a hard
142,143
time collaborating with each other because many of them are on different
389
tracks, and students in different tracks might be learning completely different,
or maybe even opposite lessons due to lack of collaboration between their
teachers.
388
MULTIPLE CHOICE
1. The aim of classroom management is to:

a) Maintain a positive and productive learning environment.
b) Make the parents of the learners happy.
c) it is easier for teachers to educate learners.
1
1. The following are the reasons why multigrade classes exist:
a) Shortage of teachers, funds, and school buildings.
390 1 144
b) Multigrade classes are organized as a matter of necessity for remote
barangays where the number of children enrolled could not meet the required
number to organize a single grade class and assign the necessary teacher from
each class.
c) Distance of the barrio and the smaller number of students of each class.
387 145
d) Parents' desire to have their children grouped together in one class.
386
385
146 147 1
1. Which is not the right term to use for a multigrade structure?

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a) Combination class
b) Family class
c) Mixed-age class
d) Horizontally grouped class
391 1
1. It is a term used to describe a self-instruction learning activity that has been
389 148 149
placed in a clearly defined area of the classroom.
a) Activity center
b) Subject area resource center
388
c) Learning center
1. The following are the general types of activities found in most Multigrades
classrooms except one.
a) Assessment
b) Testing
c) Partner works
d) Group discussions
BEING EFFICIENT AND FLEXIBLE IN THE USE OF TIME

390 1 150
Multigrade teaching is a very challenging role for a teacher. Hence, in order for
1
the learners to acquire meaningful learning in a multigrade class, being
efficient and flexible in the use of time is very significant in managing a
1 151
multigrade classroom. One way to effectively use the class time is through
151 1
class programs where some of the DepEd Regions suggested multigrade class
387 1
programs. As for the multigrade teachers, it is important to minimize and
386
385 152
maximize the time available when involving the students in different activities.

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1
Multigrade teachers may also use different strategies to facilitate the teaching
and learning process of the learners.
1
There are some essential conditions for good multigrade classroom
153
management, and these are the choice and organization of activities to be
391 154 1
performed in the learning environment. A multigrade teacher should also have
389
a clear idea about how to divide the students by both grade and age levels. In
155
addition, it is also important to identify what types of activities are best for
156 1
different groups of learners. This will help the multigrade teachers plan
388 1
activities that suit multigrade situations.
Some examples, according to the book "Embracing Diversity: Toolkit for

Creating
Inclusive, Learning-Friendly Environments Specialized Booklet 4" published by
UNESCO are as follows:
● Grades 1 and 2 may need more teacher support in addition to aids such as
posters, charts, and artwork appropriate to their age; this is especially true for
children who have not had any preschool experience. They also need to gain a
390 157
firm foundation in early literacy and numeracy, and students who have
difficulty in these skills need extra help.
158
● Grades 3 and 4 may need more peer tutoring along with instructional guides
and dictionaries to help them through their more complicated curriculum and
158
ensure they continue their mastery of basic skills.
387 159
● Grades 5 and 6 require considerable teacher support and monitored
386
385 159 160
independent study in addition to problem-solving exercises. This is especially
163 163
true if there is an examination at the end of primary school that determines

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161 162
whether they successfully complete that level and/or can enter secondary
school.
1 164
One way to assist multigrade teachers in their teaching is to involve students in
classroom responsibilities, such as class leaders, peer tutors, and helpers in
different activities.
391
The selected students need to be oriented and guided on how to lead groups
389 165
and help their classmates, ensure that all members of their group participate in
the specified task, discourage bullying, and help maintain harmonious
166
relationships among students. The goal of these arrangements is to enable the
388 167
students to learn together and share the results of their work with you as a
teacher, other groups, and other grades.
168
The example below shows one way to use the time effectively to get the most
1
out of a multigrade situation.
169
In order to meet the learning needs of all students at different levels, you will
170 171
need to schedule activities carefully, including cross-age tutoring. You can
introduce key concepts to all students and then create individualized activities
172 173
for the different grades and/or ability levels in the classroom.
390
392
Cross-age tutoring is one of the methods to help one or more students at the
same grade level to learn a skill or concept. However, cross-age tutors are
students in higher grade levels who work with younger students. The advantage
of cross-age tutoring to the student is to improve their abilities and confidence
1 174
in learning. It will also help the multi-grade teacher to lessen their time in
387
explaining some activities.
386
385

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175
For example, in a lesson on telling time, you could make cardboard clock faces
176
with your students. Start by explaining to the whole class how hours and
177
minutes work. Your youngest student can draw hands on the clock faces
178
representing different times while you give a more detailed activity to older
students- perhaps asking them to write out a diary of their day and showing
391 179
what time they do each task with a drawing of a clock face. Reading, spelling,
389 180
and arithmetic can also be handled in this manner.
181
Other subjects can be taught as a whole group, with each student working at
388
his particular level; art, social science, science, and music are frequently
182 183 184
handled in this way. Your students might also work together to complete
185 186
tasks while you meet students individually. You can give older or more able
students extra responsibility to help with this.
For example, one student could be a librarian each week and read a story to
187
younger children while you work with the older students.
During special occasions such as celebrations or festivals that involve the

entire school, all the students can work together so that a gifted second grader,
390
392
for example, can work with a fourth grader or slower students can work with
188 189 1
younger students for special skills. And because multigrade schools are often
isolated and serve as the center of the community, parents can also be given
some responsibility – why not ask them to help arrange field trips and special
programs or even assist in the classroom?
387
386
385 190 191
Since there are many tasks to be performed during the course of a school day,
1 192
time flexibility must be a norm for a multi-grade classroom. But remember that

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193
as the context changes, your strategies for utilizing time to teach a particular
concept or theme may also need to change.
Some of the Strategies for Being Efficient and Flexible in the Use of Time are as
follows:
391
389 194 195

● Organized and Correct labels – this is a good way to keep all your important
196
documents safe and labeled well in a good location so you can find them easily.
197
Then, teach your students to put things where they belong in their correct label
388
box on the desk.
198
● Using Technology – To save you some time with the ease of technology tools
199
and internet. Through this technology, you will create tasks easily within the
day or weekly, such as lesson plans, meetings, student data, planning school
trips, and being able to keep track of daily tasks with reminders.
200 203 201
● Don't mark each Assignment – This will take up too much time; you will feel
202 203
like you are marking papers every day. One good way to save time is to ensure
204
your students are taking away relevant information and completing tasks to the
best of their ability by going through a few assignments they have completed to
205
make sure they are on track.
390
392
● Using Color Code or Number System- This is very helpful to separate different
206 207
classes to help you remember each class by a certain color or number. For
example, using different color stickers for different classes or breaking them
into categories so anyone in class 1 has an orange sticker and class 2 has a
green sticker.
387 208
● Assign tasks to Students – This is an efficient way to set tasks for your
386
385 209
students to make it easier for you and for them to gain extra knowledge and
take responsibility for their work.

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1
For more effective and efficient management and delivery of multigrade
1
instruction, DepEd Region 2 has developed a multigrade class program based
on DepEd Order No. 96, s. 1997. These are as follows:
Source: Regional Office of Cagayan Valley, Regional Memorandum No. 52 s.

391
2017, Section IV-C
389
ASSESSMENT
388 210
1. They are the group of learners that need more teacher support and have not
211
had any preschool experience. They experience difficulty in numeracy and
literacy.
1. Grade 2 and Grade 4
212
2. This is an efficient way to set tasks for your students and for them to gain
extra knowledge and take responsibility for their work.
390
392
213
a. Don't Mark Each Assignment
b. Assign tasks to Students
c. Using Technology
d. Organized and corrected labels
387 214
1. They are the group of learners who require considerable teacher support and
386
385
monitored independent study.

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215
2. You will create tasks easily within the day or weekly, such as lesson plans,
meetings, student data, planning school trips, and being able to keep track of
391
daily tasks with reminders.
389
a. Assign Tasks to Students

b. Using Technology
388 216
c. Don't Mark Each Assignment
d. Using Color Code and Numbers
393
1. ____________ is one of the methods to help one or more students at the
same grade level to learn a skill or concept.
a. Using Technology
b. Assign Task to Students
c. Cross-Age Tutoring
d. Assign Tasks to Students
390
392 217 218
1. This is a good way to keep all your important documents safe and labeled
well in a good location.
1. Using Color Code and Numbers

2. Assign Task to Student
387
3. Organized and Correct labels
386
385 219
4. Don't' Mark each Assignment

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1. ___________ are students in higher grade levels who work with younger
students.
a. Using Technology
b. Cross-Age Tutors
391 220
c. Don't Mark each Assignment
389
d. Assign Tasks to Students
1 1
1. One of the characteristics of a multigrade teacher in managing a multigrade
classroom is to become ________.
388
1. Self-aware
2. Humble
3. Flexible
393
4. Humorous
1
2. Teacher Z is a multigrade teacher at Kasupukan Elementary School; what is
1
the best thing that he should do to manage his multigrade classroom well?
1. Choose and organize the activities for every group of learners to effectively
use the class time
2. Give many activities to every group of learners to keep them busy all the time
221
3. Decide on the spot what activities should be done by the learners
390
392
4. Choose only activities that are easy and not time-consuming
1
3. Teacher R experienced difficulty during his multigrade class due to a lack of
time and disorganized activities between grade levels.
1
4. Which of the following is one of the strategies to manage a multigrade
classroom?
387
1. Cross-age tutoring
386
385
2. Unity
3. Minimize distractions

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4. Maximize distractions
394
USING POSITIVE DISCIPLINE
Positive discipline is a way of teaching and guiding children by letting them
391 222
know what behavior is acceptable in a way that is firm yet kind. Discipline
389
comes from the Latin root word disciplina, which means "giving instruction, to
395
teach." Recent brain research has confirmed that people learn best when they
396 223
feel safe and connected to others in the context of safe relationships.
388 224
Therefore, the goal of positive discipline is to teach by first creating safe
225
relationships with children. Connection must come before correction in order
for discipline to be effective in the long term. The most powerful tool for
393
teaching children is modeling what we want them to do or to be.
Classroom Discipline
397
If a student misbehaves in the classroom, a teacher must have a few
techniques that they can use to reduce or eliminate the unwanted behavior.
From misbehaving in the classroom to not doing the assigned work, there are
many ways to deal with unwanted behavior, including punishment, discipline,
390
392
or even using rewards. However, the most effective method for dealing with
398 226
students who are misbehaving in the classroom is using positive discipline.
According to the American Academy of Pediatrics, there are many types of
227
positive discipline, and whatever technique is used to prevent or reduce
misbehavior will only be effective if:
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399
● Both the student and teacher understand what the problem behavior is and
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what the expected consequence is for the misbehavior

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● The appropriate consequence is consistently applied every time the
misbehavior occurs
228,229
● The manner you deliver the technique matters (calm versus aggressive)
394
● It gives the students a reason for a specific consequence to help them learn
231
In most cases, using punishment or rewards is not needed, as the majority of
391 230
problems or misbehaviors can be dealt with using positive discipline.
389
Difference Between Punishment and Positive Discipline
395
400 232 233 232 2
The meaning of punishment is simple – it's an action or penalty that is imposed
396
on a student for misbehaving or breaking a rule. However, the impact on
388
students can be very detrimental, from inducing physical or emotional pain to
235 236
not being effective in reducing future misbehaviors. Punishment is used to
control the behavior of students in two different ways:
393
. Negative discipline involves verbal disapproval and reprimands.
a. Corporal punishment involves severe emotional or physical pain
401
Alternatively, positive discipline is the practice of training or teaching a student
397
to obey the code of behavior or rules in both the short and long term. Instead of
237
controlling the behavior of students, teachers can use positive discipline to
develop a child's behaviors through self-control and making positive choices.
238
According to Teachers Unite, which is a movement of public school teachers
390
392
fighting for social justice, punitive punishment toward students —
398 239
suspensions, aggressive policing and reactive strategies — go against human
rights and fail to address the real problem. However, preventative and
constructive approaches that use positive discipline create a positive school
402 240
atmosphere and also teach students conflict resolution and behavior skills. In
387
399 241
the end, positive discipline can help shape a child by using encouragement
386
385 241
rather than meaningless and even painful consequences, like punishment.

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Putting students of more than one grade together in one classroom that already
242 243 244
has limited space can sometimes create problems. You must therefore plan
244,245 246
your classroom activities keeping in mind the need to prevent too much
394 247
disruption. Establishing norms of student behavior, in the beginning, can go a
403
long way toward solving this problem. To create an environment of positive
391 248 249
discipline in the classroom and to make sure you never use any kind of physical
389
404
or corporal punishment, there are tons of techniques that teachers can use to
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400
reinforce good behavior with positive discipline, including:
396
1. Set the classroom rules at the start of the year
388
2. Have consistent expectations
3. Set goals at the beginning of class
4. Appropriate behavior should be reinforced
393
5. Remain neutral during conflicts
6. Search for the root cause of the misbehavior
401
7. Student dignity matters
397
8. Create individual plans for students
9. Use Praise
10. Model appropriate behaviors
11. Provide students with different choices
390
392
12. Remove objects in the environment that cause distractions
398
13. Listen to students
Using Rewards and Privileges
405 250
Another alternative to punishment and positive discipline is the use of rewards
402
and privileges for good behavior in the classroom. A reward system can be put
387
399 251 252
in place to encourage good behavior in students that are misbehaving, from
386
385
helping out other students to raising their hand instead of blurting out the
answer. On the other hand, a system that uses privileges, such as being able to

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go to class without an adult, focuses on good behavior over a period of time and
254
accumulates points toward a certain privilege. However, using rewards and
255
privileges in the long term can lead to negative outcomes, like rewarding
394 256
students just for participating. To avoid a reliance on a rewards system, positive
403
discipline uses positive and negative consequences to help students learn.
391
Benefits of Positive Discipline
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404
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Using positive discipline techniques can help teachers overcome the many
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400
challenges in the classroom and help students learn and make better choices
396 257
in the future. In fact, using positive discipline in the classroom not only
388
increases academic success in the classroom but provides many other
benefits, including:
● Students show respect for the teacher
393
● Students are on task and engaged
● Less disciplinary measures are needed

401
● Fewer suspensions and expulsions
397
● Students see rules as fair
● Attendance improves
ASSESSMENT
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392 258
Multiplication: Choose the letter of the best answer.
398
408 259
1.It is the practice of training or teaching a student to obey the code of behavior
or rules in both the short and long term.
405
A. Positive Discipline
402
B. Rewards
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399
C. Punishment
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385
409 260 261
2. It is an action or penalty that is imposed on a student for misbehaving or
breaking a rule.

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A. Reward System
B. Positive Discipline
C. Punishment
394
3. This word comes from the Latin root word disciplina, which means "giving
403
instruction, to teach."
391
A. Principle
389
404
407
B. Punishment
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400
C. Discipline
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410
4. It is the alternative to punishment and positive discipline that can be put in
388 263 262 263
place to encourage good behavior in students that are misbehaving.
A. Positive Discipline techniques
B. Reward System
393
C. Punishment
411 264
5. They stated that suspensions, aggressive policing, and reactive strategies —
401
go against human rights and fail to address the real problem.
397 265
A. Teacher's Unite
B. American Academy of Pediatrics
C. Both A and B
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392
Enumeration
398
408 266 267
Give at least 5 positive disciplines that can use to reinforce good behavior
inside the classroom.
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402
387
399
DEMONSTRATING SENSIBILITY TO EACH STUDENT'S UNIQUENESS
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409
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A multicultural society is best served by a culturally responsive curriculum.
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the importance of promoting cultural awareness. Teachers who are interested
in fostering cultural awareness in their classrooms should actively
demonstrate to their students that they genuinely care about their cultural,
394 270
emotional, and intellectual needs. It's more important than ever for teachers to
403 271
incorporate culturally responsive instruction in the classroom -- whether
391 271 272,273
teaching elementary school, middle school, or high school students. And the
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404
407 274
increase in diversity doesn't only relate to race and ethnicity; it can include
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400
students of different religions, economic statuses, sexual orientations, gender
396
410
identities, and language backgrounds.
388 275 276
Fostering inclusion and awareness around multicultural education and taking a
276
culturally responsive approach to teaching benefits all students. Not only does
creating greater multicultural awareness and inclusion help students with
393 277
different backgrounds and needs succeed, but it encourages acceptance and
411
helps prepare students to thrive in an exponentially diverse world. Not all
401 279 278
students are the same, and like all teachers, you must be aware of and respond
397 280
to their differences. Many factors make every child unique and different, both
1
in how they best learn and what they can learn. Students in multigrade schools
generally live in rural, remote, and sparsely populated areas. Their families may
281 282 282
be very poor , and they may be living in home conditions not conducive to
390
392
study. They may also speak a language at home different from that in the
398
408
school, and some may have special education needs related to stunting due to
malnutrition, impaired vision and hearing, and other physical or cognitive
405
disabilities.
402
In addition, in some settings, girls may be more disadvantaged than boys in
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399
terms of work in the home and parental expectations, while in other settings,
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385
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412 283
boys are less likely to attend school. The educational background of parents
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also enhances or decreases the interest of their children in learning at school.

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Studies have shown that parents' education, and mothers' education in
285
particular, makes a difference in the enrolment, retention, and learning
285 286,287 1
achievement of a child. It is, therefore, important for you as a multigrade
394 289 288
teacher to understand the family and individual backgrounds of each of your
403 289
students and manage the resulting differences in their interest and ability to
391
learn.
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404
407 290
Our Social, Emotional, and Behavioral Wellness Certificate Program is a great
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400
opportunity for teachers to learn how to create positive classroom
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410 291
environments and can serve as a foundation for understanding how to promote
388 292
diversity in your classroom. Diversity in and out of the classroom will continue
293 294 295
to grow, so it's essential we prepare students to adapt to an evolving world and
embrace those different from themselves.
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411
WHY IS IT IMPORTANT TO TEACH CULTURE IN THE CLASSROOM?
401
1. Students Become More Empathetic
397
-promoting awareness and creating a personal connection with diverse
cultures in the classroom can prevent students from developing prejudices
later in life. It allows them to empathize with people different from themselves
296
since they're more aware of the experiences someone of a different race or
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392
cultural group may face.
398
408
414
1. Students Gain a Better Understanding of Lessons and People
-when working and learning with people from a variety of backgrounds and
405
cultures present in the classroom, students gain a more comprehensive
402
understanding of the subject matter. It also teaches students how to use their
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399 297
own strengths and points of view to contribute to a diverse working
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385
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412
environment.
1. Students Become More Open-Minded

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-naturally, by exposing students to a diverse range of opinions, thoughts, and
298
cultural backgrounds, you're encouraging them to be more open-minded later
300 301,302
in life. This will make them open to new ideas and be able to attain a greater
394
comprehension of a topic by taking in different points of view.
403
1. Students Feel More Confident and Safer
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415
-students who learn about different cultures during their education feel more
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404
407 303
comfortable and safer with these differences later in life. This allows them to
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400 304
interact in a wider range of social groups and feel more confident in themselves
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410 305
as well as in their interactions with others.
388
1. Students Are Better Prepared for a Diverse Workplace
306
-with the rise of globalization, it's more important to be able to work with
people from different cultures and social groups. If students are exposed to
393
diversity and learn cultural awareness in the classroom, it sets them up to
411
flourish in the workforce.
401
397
Factors Affecting Children's Learning
Why does every child learn differently?
● Preferred learning style
● Gender (male or female)

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● Parents Education
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408
414
● Language ability
● Special education needs

405
● Family economic status
402
● Health and nutrition status
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399
● Innate potential capacities
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You can respond to the different backgrounds and abilities of individual
students in several ways:
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● Ensure that your classroom is genuinely inclusive by welcoming all children
394 309
regardless of their gender, socio-economic status, ability, and language
403
ethnicity.
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415 310 311
● Personalize the content you deliver and the methods you use to the individual
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404
407 312
backgrounds and needs of each of your students, and be especially sensitive to
395
400
early signs of disinterest or faltering.
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410 313
● Help new students, especially those who have not been to a preschool, to
388 313
overcome the fear, anxiety, and nervousness that they often have when they
enter school.
314 315
● Make an effort to get to know your students so that you understand their
393
living conditions, family background, and the expectations they hold for the
411
school. Reinforce this in conversations with their families and visits to their
401 316
homes: such information can help you find the best possible ways to manage
397 317 3
your classroom and shape an environment that facilitates learning for all – your
1
principal aims to be a multigrade teacher.
● Promote classroom interactions across ages, grades, and ability levels – and
319
between boys and girls – in order to stimulate cognitive development, improve
390
392 320
language skills and enhance vocabulary.
398
408
414
Strategies for students' cultural awareness, sense of identity, and foster

405
inclusion in the classroom community:
402 321
1. Get to know all your students as individual
387
399 322
-ensuring that cultural awareness is promoted in the classroom starts with the
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385
409
412 323
teacher understanding each individual student. Take the time to learn about
each student's cultural background, hobbies, learning styles, and what makes

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them unique. Demonstrating a genuine interest in learning about each student
324 325
and their culture will help establish trust and allow you to form a bond with
them so they feel valued.
394 326
1. Redirect your role in the classroom from instructor to facilitator
403
416
-students in an authoritarian classroom may sometimes display negative
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415
417 327
behaviors as a result of a perceived sense of social injustice; in a culturally
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404
407
diverse classroom, the teacher thus acts more like a facilitator than an
395
400
instructor. Providing students with questionnaires about what they find to be
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410
interesting or important provides them with a measure of power over what they
388 328
get to learn and provides them with greater intrinsic motivation and
329
connectedness to the material. Allowing students to bring in their own reading
330
material and present it to the class provides them with an opportunity to both
393
interact with and share stories, thoughts, and ideas that are important to their
411
cultural and social perspective.
401
1. Incorporate Diversity in the Lesson Plan
397 332
- there are several ways you can ingrain cultural awareness and diversity into
333 33
your lesson plan, and it will vary depending on the cultures represented in your
335 336
classroom and the course you're teaching. Regardless of the subject, always try
337 338
to present and connect lessons to real-world issues. It's easier to promote
390
392 339 340
cultural awareness within your lessons when there's a real example for
398
408
414 341
students to relate to.
418
1. Maintain a strict level of sensitivity to language concerns.
405
419
- In traditional classrooms, students who are not native English speakers often
402
feel marginalized, lost, and pressured into discarding their original language in
387
399
favor of English. In a culturally responsive classroom, diversity of language is
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385
409
412 342
celebrated, and the level of instructional materials provided to non-native
343 344
speakers is tailored to their level of English fluency. Accompanying materials

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should be provided in the student's primary language, and the student should
be encouraged to master English.
1. Maintain high expectations for student performance
394
420
- If a student is not completing her work, then one should engage the student
403
416
positively and help guide the student toward explaining how to complete the
391
415
417 346,347
initial steps that need to be done to complete a given assignment or task.
389
404
407
1. Make sure students have the choice to create authentic work.
395
400
421
- allow students to use their own stories and experiences to make work that
396
410 348 349
expresses their uniqueness. This will create the opportunity for your lessons to
388
transcend cultural barriers.
1. Incorporate methods for self-testing.
422
- teaching students to self-test while learning new information will help them
393 350 351
better remember and use what they've learned in class and will help them
411
realize on their own when they need to study a topic in greater depth.
401
1. Maintain an "inclusive" curriculum that remains respectful of differences.
397
423
- A culturally responsive curriculum also encourages teachers' understanding
and recognition of each student's non-school cultural life and background and
352
provides a means for them to incorporate this information into the curriculum,
thus promoting inclusion.
390
392
424 353
1. Be aware of your own cultural biases.
398
408
414
- As teachers, we set the tone for our classroom. We are responsible for
418 354
defining what is embraced and encouraged. This is a big job and one that
405
419 355,356
requires we be aware of any biases we may carry into our art rooms.
402
1. Maintain Consistent Communication
387
399 357 357
- students can talk about whether they felt included in the classroom culture.
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385
409
412 358 359
This can help identify issues or ways to improve the overall experience. It's also

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an opportunity to discuss their progress in the class and offer guidance on how
they can improve based on their individual needs as a student.
1. Acknowledge and Respect Every Student
394
420 360 361 362,363
- It's also important for students to celebrate and respect their own diverse
403
416 363
backgrounds, as well as each other's. When appropriate, teachers should
391
415
417 364
encourage students to research and learn about their own ethnic and cultural
389
404
407 365 366
backgrounds. This allows them to better understand their own culture as well
395
400
421 367
as the differences and nuances with their peers.
396
410
1. Practice Cultural Sensitivity
388 368 369 370
- while it's important to keep an open dialogue amongst students, it's equally
371 373 372
as important to make sure you're being sensitive to everyone's culture, beliefs,
422
and language concerns. Take the time to understand each student's cultural
393
nuances – from learning styles to the language they use – and use these
411 374
insights to design your lesson plans.
401
ASSESSMENT
397
423 375
Direction: Choose the letter of the correct answer.
376
1. A multicultural society is best served by a culturally responsive curriculum.
a. multi-lingual, reasonable, aspect
377
b. multicultural, responsive, curriculum
390
392
424
c. multi-task, advance, diversity
398
408
414 378
d. wide, general, customs
418
405
419
2. Fostering inclusion and awareness around multicultural education.
402
a. exclusion, awareness, learning
387
399
b. exclusive, outcomes, culture
386
385
409
412
c. inclusion, awareness, education
d. abilities, interest, classroom

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413
379
3. School is an extremely important place for students to feel safe and
comfortable.
394
420 380
a. important, safe, comfortable
403
416
b. hazard, uneasy, anxious
391
415
417
c. advance, relax, welcome
389
404
407 381
d. valuable, unique, love
395
400
421 382 382
4. Exposing students to a diverse range of opinions, thoughts, and cultural
396
410
backgrounds.
388
a. Students Become More Empathetic
b. Students Gain a Better Understanding of Lessons, people
422
c. Students Feel More Confident and Safer
393 383
d. Students Become More Open-Minded
411
401
5. Promoting awareness and creating a personal connection with diverse
397
423
cultures in the classroom.
a. Students Become More Open-Minded
b. Students Feel More Confident and Safer
384
c. Students Become More Empathetic
390
392
424
d. Students Gain a Better Understanding of Lessons and People
398
408
414
418
405
419
402
387
399
386
385
409
412

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413
1. MULTI-GRADE; multigrade; Multi- Text inconsistencies Correctness
Grade; Multigrade; multi-grade
2. your Inappropriate colloquialisms Delivery

394
420
403
416
391
415
417 4. you Inappropriate colloquialisms Delivery
389
404
407
5. you Inappropriate colloquialisms Delivery
395
400
421
6. Your Inappropriate colloquialisms Delivery
396
410
388 7. You Inappropriate colloquialisms Delivery
8. especially → Word choice Engagement

422 exceptionally, incredibly
393
411
10. This Intricate text Clarity
401
42311.
397 your Inappropriate colloquialisms Delivery
42414.
390
392 in the future Wordy sentences Clarity
398
408
414
418
405
419
40217. You Inappropriate colloquialisms Delivery
387
399
18. yourself Inappropriate colloquialisms Delivery
386
385
409
412

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413
39423.
420 you Inappropriate colloquialisms Delivery
403
416
391
415
417
25. from Inappropriate colloquialisms Delivery
389
404
407
39526.
400
396
410
388
393
30. Tone suggestions Delivery
411
401
39732.
39035.
392
424 be taught Passive voice misuse Clarity
398
408
414
418
405
419
387
399
386
385
409
412
40. If their understanding is limited, Unclear sentences Clarity
what can you do to increase support
for your work?

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40641.
39443.
403
416
391
415
417
45. like Inappropriate colloquialisms Delivery
389
404
407
42146.
395
396
410
47. completion of → completing Wordy sentences Clarity
388
48. is excluded Passive voice misuse Clarity
42249. etc Inappropriate colloquialisms Delivery
393
50. Structured Learning - Ineffective or missing emphasis Clarity
411
51. Structured Learning - A formal Unclear sentences Clarity
401 learning program or a course that is
designed using instructional
397
423
methodologies and guided by an
established curriculum topic to make
sure that the data collected is valid
and dependable.
52. Structured Learning - A formal Incomplete sentences Delivery

390
392
424 learning program or a course that is
designed using instructional
398
408
414 methodologies and guided by an
established curriculum topic to make
418 sure that the data collected is valid
and dependable.
405
419
40253. Unstructured Learning - Ineffective or missing emphasis Clarity

387
399
54. are not faced Passive voice misuse Clarity
386
385
409
412
55. are not faced Passive voice misuse Clarity
56. 1. It is a formal learning program or a Unclear sentences Clarity

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406
413 course that is designed using
instructional methodologies and
guided by an established curriculum
topic to make sure that the data
collected is valid and dependable.
394
420
57. like Inappropriate colloquialisms Delivery
403
416
41758.
391
415 for Wordy sentences Clarity
389
404
407
59. are going to → will Wordy sentences Clarity
395
400
421
60. individual Wordy sentences Clarity
396
410
62. . Preparing → Incomplete sentences Delivery

422 and preparing, , preparing
393
63. Preparing means to make something Unclear sentences Clarity
411
ready beforehand for some purpose,
use, or activity.
401
397
423

390
392
424
39868.
408
414 simple → straightforward Word choice Engagement
418
69. be used Passive voice misuse Clarity
405
419
70. at the same time → Wordy sentences Clarity
402
simultaneously
387
399
386
385
409
412

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74. be divided Passive voice misuse Clarity

394
420
76. The keyword in this process is Unclear sentences Clarity
403
416 flexibility-the ability to move its
students and the desk around inside
391
415
417 the classroom to create the kind of
learning space that you desire.
389
404
407
42177.
395
400 2. In teaching multi-grade, it is Unclear sentences Clarity
important to create a floor plan for
396
410 students.
388
78. the process of Wordy sentences Clarity

422
39380. it's → it is Inappropriate colloquialisms Delivery

411
401
82. to use Wordy sentences Clarity

397
423
83. important → essential, crucial, vital Word choice Engagement
84. important → essential, vital, crucial Word choice Engagement
85.
390
392
424
at the same time → Wordy sentences Clarity
simultaneously
398
408
414
86. Therefore, it is necessary to arrange Unclear sentences Clarity
418
the classroom for activities that will
405
419
engage the learners with minimum
disturbance and with adequate
402 direction and supervision.
387
399
87. is to Wordy sentences Clarity
386
385
409
412
88. In the typical multigrade classroom, Unclear sentences Clarity
where multiple activities are likely to
occur at the same time, classroom
organization is a critical factor in

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413 developing smooth, predictable
routines.
89. We also know from research on Unclear sentences Clarity

effective classroom practice that
394
420 when students have a clear
understanding of classroom
403
416
structure, procedures, and rules,
391
415
417
they are more likely to follow them,
especially if they have had some
389
404
407 involvement in decision-making.
395
400
421
90. taking place Wordy sentences Clarity
396
410
91. Some subjects may Wordy sentences Clarity
388
92. are offered Passive voice misuse Clarity
422
93. being presented Passive voice misuse Clarity
393
94. Peer instruction engages students Unclear sentences Clarity
411 during class through activities that
require each student to apply core
401
concepts being presented and then
397
423 explain these concepts to their fellow
students.
95. the sharing of knowledge Wordy sentences Clarity
96. is considered Passive voice misuse Clarity

390
392
424
97. In the case of multi-grade schools, Unclear sentences Clarity
398
408
414 the grouping of students is
considered to be a valuable method
418 of managing the class and teaching
the students.
405
419
40298. making use of → using Wordy sentences Clarity

387
399
99. most efficiently Wordy sentences Clarity
386
385
409
412
100. and are → . They are Hard-to-read text Clarity
101. are usually designed Passive voice misuse Clarity

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102. Using this kind of grouping in a Unclear sentences Clarity
multigrade classroom will be an
effective one because it provides
instruction that is appropriate for
students and their individual needs.
394
420
103.
403
416 important → essential, crucial, vital Word choice Engagement
391
415
417
104. are harmed Passive voice misuse Clarity
389
404
407
105. been adequately prepared Passive voice misuse Clarity

395
400
421
106.
396
410 in Inappropriate colloquialisms Delivery
388
107. Moreover, when student diversity Unclear sentences Clarity
increases, whether it is in a multi-
grade or single-grade classroom,
422 greater demand is placed on the
teacher's resources, both cognitively
393
and emotionally perspective.
411
108. doesn't → does not Inappropriate colloquialisms Delivery
401
109.
423
397 are grouped Passive voice misuse Clarity
110. activity center Ineffective or missing emphasis Clarity
111. be defined Passive voice misuse Clarity
112.
424
390
392 common → typical Word choice Engagement
398
408
414
113. is generally characterized Passive voice misuse Clarity
418
114. An activity center is best described Unclear sentences Clarity
405
419 as an area of the classroom that the
teacher has designated for a specific
402
purpose.
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399
115. be distinguished Passive voice misuse Clarity
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385
409
412
116. learning center Ineffective or missing emphasis Clarity
117. been placed Passive voice misuse Clarity

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118. A learning center is a term used to Unclear sentences Clarity
describe a self-instruction learning
activity that has been placed in a
clearly defined area of the
394
420 classroom.
403
416
391
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120. is an area → area is Wordy sentences Clarity
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121.
395
400
421 are located Passive voice misuse Clarity
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122. be located Passive voice misuse Clarity
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123. For example, resources relating to Unclear sentences Clarity
the study of science may all be
422
located in one well-marked area of
the classroom.
393
124. normally → Word choice Engagement
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commonly, usually, typically
401
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423

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129.
414
398
408 important → essential Word choice Engagement
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405
419
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132.
399
387 in terms of → regarding Wordy sentences Clarity
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133. be arranged Passive voice misuse Clarity

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135.
406
413 Some students in fourth and fifth Unclear sentences Clarity
grade might be working on a group
art project, while two students may
be peer tutoring in math.
136.
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420 the use of Wordy sentences Clarity
403
416
137. of Wordy sentences Clarity
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138. The teacher's task is to arrange the Unclear sentences Clarity

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classroom so that all these activities
395
400
421 can take place at the same time with
a minimum of disruption and of
396
410 teacher direction and supervision.
388
139. both the Wordy sentences Clarity

422
141.
393 that teachers Inappropriate colloquialisms Delivery
411
142. with each other Wordy sentences Clarity
401
143. 5. The disadvantages of a multigrade Unclear sentences Clarity
397
423
classroom are teachers might have a
hard time collaborating with each
other because many of them are on
different tracks, and students in
different tracks might be learning
completely different, or maybe even
opposite lessons due to lack of
390
392
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collaboration between…
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408
414
144. matter of Wordy sentences Clarity
418
145.
405
419 together Wordy sentences Clarity
402
146. right → correct, proper Word choice Engagement
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147. to use Wordy sentences Clarity
386
385
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148. been placed Passive voice misuse Clarity
149. 1. It is a term used to describe a self- Unclear sentences Clarity

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406
413 instruction learning activity that has
been placed in a clearly defined area
of the classroom.
150. in order Wordy sentences Clarity

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420
151.
416
403 One way to effectively use the class Unclear sentences Clarity
time is through class programs
391
415
417 where some of the DepEd Regions
suggested multigrade class
389
404
407 programs.
395
400
421
152. As for the multigrade teachers, it is Unclear sentences Clarity
396
410 important to minimize and maximize
the time available when involving the
388 students in different activities.
153. and these → which Wordy sentences Clarity

422
154.
393 be performed Passive voice misuse Clarity
155.
401
397
423
157. who have → with Wordy sentences Clarity
158. ● Grades 3 and 4 may need more peer Unclear sentences Clarity
tutoring along with instructional
guides and dictionaries to help them
390
392
424 through their more complicated
curriculum and ensure they continue
398
408
414 their mastery of basic skills.
418
159. ● Grades 5 and 6 require Unclear sentences Clarity
405
419 considerable teacher support and
monitored independent study in
402 addition to problem-solving
exercises.
387
399
160.
412
386
385
409 This Intricate text Clarity
161. successfully Wordy sentences Clarity

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162.
406
413 and/or → and, or Inappropriate colloquialisms Delivery
163. This is especially true if there is an Unclear sentences Clarity

examination at the end of primary
school that determines whether they
394
420 successfully complete that level
and/or can enter secondary school.
403
416
164.
417
391
415 in their teaching Wordy sentences Clarity
389
404
407
165. group members Wordy sentences Clarity
395
400
421
166. The goal of these arrangements is to Unclear sentences Clarity
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410
enable the students to learn together
388
and share the results of their work
with you as a teacher, other groups,
and other grades.
422
393
168. effectively use time Wordy sentences Clarity
411
169.
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423
170. will need to → must Wordy sentences Clarity
172. and/or → and, or Inappropriate colloquialisms Delivery
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392
424
173. You can introduce key concepts to all Unclear sentences Clarity
398
408
414
students and then create
individualized activities for the
418 different grades and/or ability levels
in the classroom.
405
419
174.
402 It will also help the multi-grade Unclear sentences Clarity
teacher to lessen their time in
387
399 explaining some activities.
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385
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177.
406
413 Your Inappropriate colloquialisms Delivery
179. Your youngest student can draw Unclear sentences Clarity

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420
hands on the clock faces
403
416 representing different times while
you give a more detailed activity to
391
415
417 older students- perhaps asking them
to write out a diary of their day and
389
404
407 showing what time they do each task
with a drawing of a clock face.
395
400
421
180.
396
410 be handled Passive voice misuse Clarity
388
181. be taught Passive voice misuse Clarity
182. are frequently handled Passive voice misuse Clarity

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183.
393 in Wordy sentences Clarity
411
184. Your Inappropriate colloquialisms Delivery
401

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423
188. special → particular Word choice Engagement

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392
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189.
398
408
414 And → Moreover,, Furthermore, Inappropriate colloquialisms Delivery
418
190. be performed Passive voice misuse Clarity
405
419
191. the course of Wordy sentences Clarity

402
192.
387
399 But → However,, Nevertheless, Inappropriate colloquialisms Delivery
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385
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194. a good → an excellent Word choice Engagement

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195.
406
197.
420
403
416
391
415
417
389
404
407
200.
421
395
400 Don't → Do not Inappropriate colloquialisms Delivery
396
410
388
203.
422 ● Don't mark each Assignment – This Unclear sentences Clarity
will take up too much time; you will
393 feel like you are marking papers
every day.
411
204.
397
423
205. One good way to save time is to Unclear sentences Clarity
ensure your students are taking away
relevant information and completing
tasks to the best of their ability by
going through a few assignments
they have completed to make sure
they are on track.
390
392
424
206.
398
408
418
207. certain → specific, particular Word choice Engagement
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419
402
209.
399
386
385
409
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210. group of Wordy sentences Clarity

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212.
406
213. Don't → Do not Inappropriate colloquialisms Delivery
214. group of Wordy sentences Clarity

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420
215.
403
416 You Inappropriate colloquialisms Delivery
391
415
417
389
404
407
217. a good → an excellent Word choice Engagement

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400
421
218.
396
388

422
221.
393 be done Passive voice misuse Clarity
411
222. Positive discipline is a way of Unclear sentences Clarity
401 teaching and guiding children by
letting them know what behavior is
397
423 acceptable in a way that is firm yet
kind.
223. the context of Wordy sentences Clarity
224. Therefore, the goal of positive Unclear sentences Clarity

390
392
424 discipline is to teach by first creating
safe relationships with children.
398
408
414
225.
418
in order Wordy sentences Clarity
226.
405
419 who are Wordy sentences Clarity
402
227. is used Passive voice misuse Clarity
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399
228.
386
385
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in which you Incorrect phrasing Correctness

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230.
406
413 be dealt Passive voice misuse Clarity
231. In most cases, using punishment or Unclear sentences Clarity

rewards is not needed, as the
majority of problems or misbehaviors
394
420 can be dealt with using positive
discipline.
403
416
232.
417
391
415 The meaning of punishment is simple Unclear sentences Clarity
– it's an action or penalty that is
389
404
407 imposed on a student for
misbehaving or breaking a rule.
395
400
421
233.
396
410 it's → it is Inappropriate colloquialisms Delivery
388
234. is imposed Passive voice misuse Clarity
235. being effective in → Wordy sentences Clarity

422
effectively
393
236. is used Passive voice misuse Clarity
411
237.
401 students' behavior Wordy sentences Clarity
397
423
238. which is Wordy sentences Clarity
239. , and Comma misuse within clauses Correctness
240. also Wordy sentences Clarity
390
392
424
241. In the end, positive discipline can Unclear sentences Clarity
398
408
414
help shape a child by using
encouragement rather than
418 meaningless and even painful
consequences, like punishment.
405
419
242.
402 Putting students of more than one Unclear sentences Clarity
grade together in one classroom that
387
399 already has limited space can
sometimes create problems.
386
385
409
412
244. You must therefore plan your Ungrammatical sentence Correctness

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406
413 classroom activities keeping in mind
the need to prevent too much
disruption.
245. It would help if you therefore Tone suggestions Delivery

394
420 planned,
It would be best if you therefore
403
416
planned
391
415
417
389
404
407
247.
421
395
400 Establishing norms of student Unclear sentences Clarity
behavior, in the beginning, can go a
396
410 long way toward solving this
problem.
388
422
393
250. the use of → using Wordy sentences Clarity
411
251.
401 that are → who are Pronoun use Correctness
397
423
252. misbehaving students Wordy sentences Clarity
253. a period of time → Wordy sentences Clarity

some time, a while
254. certain → particular Word choice Engagement

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392
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255.
398
408
414 negative → adverse Word choice Engagement
256.
418 To avoid a reliance on a rewards Misplaced words or phrases Correctness
system
405
419
257.
402 In fact, using Wordy sentences Clarity
387
399
258. Multiplication: Ineffective or missing emphasis Clarity
386
385
409
412
259. . It Improper formatting Correctness
260. that is Wordy sentences Clarity

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406
413
261. is imposed Passive voice misuse Clarity
262. that are → who are Pronoun use Correctness
263.
394
420 4. It is the alternative to punishment Unclear sentences Clarity
and positive discipline that can be
403
416
put in place to encourage good
391
415
417 behavior in students that are
misbehaving.
389
404
407
264. that suspensions Wordy sentences Clarity

395
400
421
265.
396
410 Unite → units Incorrect phrasing Correctness
388
266. 5 → five Improper formatting Correctness
267.
422
use → be used Incorrect verb forms Correctness
268.
393 A multicultural society is best served Passive voice misuse Clarity
by a culturally responsive
411
curriculum.
401
269. who are Wordy sentences Clarity
397
423
270. It's → It is Inappropriate colloquialisms Delivery
271. It's more important than ever for Unclear sentences Clarity
teachers to incorporate culturally
responsive instruction in the
390
392
424 classroom -- whether teaching
elementary school, middle school, or
398
408
414 high school students.
418
272. And the Conjunction use Correctness
405
419
273. And → Moreover,, Furthermore, Inappropriate colloquialisms Delivery

402
274.
387
399 doesn't → does not Inappropriate colloquialisms Delivery
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385
409
412
275. They are fostering, or Incomplete sentences Delivery
They were fostering

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276.
406
413 Fostering inclusion and awareness Unclear sentences Clarity
around multicultural education and
taking a culturally responsive
approach to teaching benefits all
students.
394
420
277. also encourages Misuse of modifiers Correctness
403
416
278.
417
391
389
404
407
279. Not all students are the same, and Unclear sentences Clarity
395
400
421 like all teachers, you must be aware
of and respond to their differences.
396
410
280.
388
Many factors make every child Unclear sentences Clarity
unique and different, both in how
they best learn and what they can
learn.
422
281.
393 very poor → impoverished, destitute Word choice Engagement
282.
411 Their families may be very poor, and Unclear sentences Clarity
they may be living in home conditions
401
not conducive to study.
397
423
283. The educational background of Unclear sentences Clarity
parents also enhances or decreases
the interest of their children in
learning at school.
284. The educational background of Incorrect phrasing Correctness

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392
424
parents also enhances or decreases
398
408
414
the interest of their children in
learning at school.
418
285. Studies have shown that parents' Unclear sentences Clarity

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419
education, and mothers' education in
402 particular, makes a difference in the
enrolment, retention, and learning
387
399 achievement of a child.
386
385
409
412
286. essential for you to, vital for you Word choice Engagement

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288.
406
289. It is, therefore, important for you as a Unclear sentences Clarity

multigrade teacher to understand
the family and individual
394
420 backgrounds of each of your
students and manage the resulting
403
416
differences in their interest and
391
415
417 ability to learn.
290.
389
404
407 a great → an excellent Word choice Engagement
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400
421
291. and can → . It can Hard-to-read text Clarity
396
410
292.

422
294. that we Inappropriate colloquialisms Delivery
393
295.
411 we must prepare Wordy sentences Clarity
296.
401 they're → they are Inappropriate colloquialisms Delivery
397
423
297. own Wordy sentences Clarity
298. you're → you are Inappropriate colloquialisms Delivery
299. -naturally, by exposing students to a Unclear sentences Clarity

diverse range of opinions, thoughts,
390
392
424
and cultural backgrounds, you're
398
408
414 encouraging them to be more open-
minded later in life.
418

405
419
301.
402 be able to → help them Incorrect phrasing Correctness
387
399
302. be able to Wordy sentences Clarity
386
385
409
412
304. in a wider → Word choice Engagement

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406
413 in a broader, on a broader,
in the broader
305. as well as in → and Wordy sentences Clarity
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420
403
416
391
415
417
308.
407
389
395
400
421
309. their Wordy sentences Clarity
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410
388
422
393
313. ● Help new students, especially Unclear sentences Clarity
411 those who have not been to a
preschool, to overcome the fear,
401
anxiety, and nervousness that they
397
423 often have when they enter school.
316.
424
390
398
408
414
418
405
419
319.
402 in order to → to Wordy sentences Clarity
387
399
320. , and Comma misuse within clauses Correctness
386
385
409
412
322. is promoted Passive voice misuse Clarity

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413
323. individual Wordy sentences Clarity
325.
394
420 form a Wordy sentences Clarity
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416
391
415
417
327. as a result of → due to Wordy sentences Clarity
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404
407
328.
395
400
421 and provides → . It provides Hard-to-read text Clarity
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410
388
330. both Pronoun use Correctness
331.
422 Allowing students to bring in their Unclear sentences Clarity
own reading material and present it
393 to the class provides them with an
opportunity to both interact with and
411
share stories, thoughts, and ideas
401
that are important to their cultural
and social perspective.
397
423

390
392
424

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408
414
336.
418 you're teaching → you teach Wordy sentences Clarity
405
419
402
338. It's easier to promote cultural Unclear sentences Clarity

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399
awareness within your lessons when
386
385
409
412 there's a real example for students to
relate to.

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340.
406
413 there's → there is Inappropriate colloquialisms Delivery
341. to Inappropriate colloquialisms Delivery
342.
420
394 is celebrated Passive voice misuse Clarity
403
416
343. is tailored Passive voice misuse Clarity
391
415
417
344. level of Wordy sentences Clarity
389
404
407
345.
421
395
400 be provided Passive voice misuse Clarity
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410
346. be done Passive voice misuse Clarity
388
347. - If a student is not completing her Unclear sentences Clarity
work, then one should engage the
student positively and help guide the
422
student toward explaining how to
393
complete the initial steps that need
to be done to complete a given
411 assignment or task.
401
397
423
350. they've → they have Inappropriate colloquialisms Delivery
351. will Wordy sentences Clarity

390
392
424
352. and provides → . It provides Hard-to-read text Clarity
398
408
414
353.
405
419
402
355. This is a big job and one that requires Incorrect phrasing Correctness
387
399 we be aware of any biases we may
carry into our art rooms.
386
385
409
412
356. This is a big job and one that requires Unclear sentences Clarity
we be aware of any biases we may
carry into our art rooms.

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406
413
357. - students can talk about whether Incorrect phrasing Correctness
they felt included in the classroom
culture.
358.
394
403
416
391
415
417
360.
389
404
407
It's → It is Inappropriate colloquialisms Delivery
361.
395
400
421 important → essential, crucial, vital Word choice Engagement
396
410
388
363. - It's also important for students to Unclear sentences Clarity

celebrate and respect their own
422 diverse backgrounds, as well as each
other's.
393
364.
411 own Wordy sentences Clarity
365.
397
423
366. to understand better Inappropriate colloquialisms Delivery
367. as well as → and Wordy sentences Clarity

390
392
424
369. important → essential Word choice Engagement
398
408
414
370.
418 it's → it is Inappropriate colloquialisms Delivery
371.
405
402
387
399
373.
386
385
409
412 - while it's important to keep an open Unclear sentences Clarity
dialogue amongst students, it's
equally as important to make sure
you're being sensitive to everyone's

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406
413 culture, beliefs, and language
concerns.
394
420
375. Direction: Ineffective or missing emphasis Clarity
403
416
376. 1. A multicultural society is best Passive voice misuse Clarity
391
415
417 served by a culturally responsive
curriculum.
389
404
407
377.
395
400
421 responsive, Punctuation in Correctness
compound/complex sentences
396
410
378.
388 wide → broad Word choice Engagement
379. a significant, an essential, a vital, Word choice Engagement

422 a crucial
393
380. important → necessary Word choice Engagement
411
381. welcome d → welcomed Confused words Correctness
401
382.
423
397 4. Exposing students to a diverse Unclear sentences Clarity
range of opinions, thoughts, and
cultural backgrounds.
383. More Open-Minded Incomplete sentences Delivery
384. More Empathetic Incomplete sentences Delivery

390
392
424
385.
398
408
414 A multigrade classroom simply Multigrade Teaching Originality
means that there is more than one http://www.viavitaacademy.ca/mu
418 grade in the room, working ltigrade-teaching.html
independently or together, with each
405
419
student working towards their
402 individual curriculum goals for their
grade level. They are learning
387
399 simultaneously, both together and
apart.
386
385
409
412
386. the learners act as teachers of other Challenges experienced by Originality

learners. Peer instruction engages teachers of multi-grade classes in
students during class through

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406
413 activities that require each student primary schools at Nzhelele East
to apply core concepts being Circuit
presented and then
387. if a teacher in either sort of Challenges experienced by Originality

394
420 classroom fails to address teachers of multi-grade classes in
differences among students, the primary schools at Nzhelele East
403
416
effectiveness of instruction suffers. Circuit
391
415
417
Likewise, teachers are harmed when
they have not been adequately
389
404
407 prepared to teach students
395
400
421
388. term used to describe a self- Training of teachers in multigrade Originality
396
410
instruction learning activity that has teaching: integration of vertical
been placed in a clearly defined area and horizontal knowledge in post -
388 of the classroom. training
389. different tracks might be learning Disadvantages Of Year Round Originality

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instruction learning activity that has teaching: integration of vertical
been placed in a clearly defined area and horizontal knowledge in post -
390
392
424
of the classroom. training
398
408
414
392. one or more students at the same The Effects of Reciprocal Peer Originality
418 grade level to learn a skill or concept. Tutoring on Chemistry Students’
Achievement and Retention in
405
419
Chemical Kinetics in Jos
402
Metropolis, Nigeria
393.
387
399 one or more students at the same The Effects of Reciprocal Peer Originality
grade level to learn a skill or concept. Tutoring on Chemistry Students’
386
385
409
412
Achievement and Retention in
Chemical Kinetics in Jos
Metropolis, Nigeria

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394.
406
413 POSITIVE DISCIPLINE Positive We Can Help | Child's Playce Originality
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420
395. research has confirmed that people Phare Ponleu Selpak Hosts Originality
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416
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415
417
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404
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400
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396. Therefore, the goal of positive Social and Emotional Learning – Originality
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410
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acknowledge the diversity of their https://www.edweek.org/teaching
student population understand the -learning/opinion-6-ways-

Report: Untitled
406
413 importance of promoting cultural teachers-can-foster-cultural-
awareness. Teachers who are awareness-in-the-
interested in fostering classroom/2014/11
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teachers-can-foster-cultural-
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comprehensive understanding of the
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subject matter. It also teaches
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390
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classroom/2014/11
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412
386
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https://www.edweek.org/teaching
389
404
407 -learning/opinion-6-ways-
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386
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Score Writing Issues

This text scores better than 80%

19% of your text matches 40 sources on the web

Report was generated on Sunday, Feb 11, 2024, 09:58 PM Page 1 of 67

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Unique Words 17%

Rare Words 39%

Word Length 5.1

Sentence Length 15.3

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● Determine the process that follows approaches used in forming groups in

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UNDERSTANDING THE CURRENT CONTEXT AND CREATING A FUTURE VISION

help those who have not had this experience?

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● According to the national (and perhaps local) curriculum, what should be

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LEARNING POINTS/DISCUSSION POINTS

Table 1: Three Dimensions of Classroom Management

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1 -3 What are the three dimensions of classroom management?

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ORGANIZING GROUPS AND ACTIVITIES

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● Grouping Students Purposively by Age, Grade, or Ability

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Grouping students of different backgrounds is one of the approaches that

Activity Center Approach Used in Multi-Grades Classes

387 110 111

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1. Quiet or individual study

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1. The aim of classroom management is to:

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BEING EFFICIENT AND FLEXIBLE IN THE USE OF TIME

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Some examples, according to the book "Embracing Diversity: Toolkit for

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During special occasions such as celebrations or festivals that involve the

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389 194 195

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Source: Regional Office of Cagayan Valley, Regional Memorandum No. 52 s.

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2. Grade 5 and Grade 6

a. Assign Tasks to Students

1. Using Color Code and Numbers

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● The appropriate consequence is consistently applied every time the

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● Less disciplinary measures are needed

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