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CONCEPT OF MULTI-GRADE TEACHING

MODULE LEARNING OBJECTIVES
OBJECTIVES
1
● Understand the concept of multi-grade teaching.
1
● State the reasons why multi-grade teaching exists.
● Discuss the factors contributing to the establishment of multi-grade teaching
.
1
● Enumerate the advantages of multi-grade teaching.
2 3 4
Every person has the rights to access basic education, no matter where you are
5 6 7
or who you are. Thus, Education for all (EFA) was established, where no children
should be left behind. However, there are lots of factors that hinder the
learners from accessing education. In the Philippines, most students from far-
8 9
flung or mountainous areas cannot access basic education, because of their
13
location. The common problems such as not enough number of enrollees,
10
distance of the house from the nearest schools, lack of teachers and
11 10,13 12
classrooms shouldn’t stop the learners in completing their basic education. As
14
a result, DepEd implemented the multi-grade classes, which helps in reducing
15
the different issues when it comes to education.
17
Multi-grade classes allow learners of different grade levels to learn together
16 16,17
with the same topic and with the same classroom. Moreover, multi-grade
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18 19,20 20
classes don’t only solve the issues in education, but it also gives better
20
opportunity to both teachers and learners to hone their skills and attitudes that
20
are vital and will contribute to themselves as an individual.
THE CONCEPT OF MULTIGRADE TEACHING
What if there are just a few enrollees? Will a teacher not hold a class? How
about if the school is far from home or there needs to be more teachers and
21,22 23
classroom? Should a student drop out? If you ask the
Department of Education (DepEd), the answer is no because it continues to find
ways to bring children to school to complete their primary education. One of
24 24
these ways is the holding of multigrade classes. As future teachers, it is
1
essential to establish a common understanding of what multigrade Teaching is
and what it involves.
The Concept of Multigrade Teaching
⮚ 'Multi' means plenty, many, or more than one. The word 'grade' means level.
Multigrade, therefore, means many grades.
⮚ Multigrade schools have classes that combine students of different ages and
abilities in one classroom.
⮚ A Multigrade course comprises students in several (two or three) grade levels
with one teacher for an entire school year.
⮚ Multigrade should remain a class for at least two (2) years but often for three
(3) years. They should have the same classroom teacher for all those years.
1
⮚ Hence, multigrade Teaching is a situation in which one teacher has to teach
25
many grades simultaneously. Some multigrade teachers may guide two steps,
but some teach three or four. It happens in all schools where there are more
26
grades than teachers. Teachers may teach six or seven stages simultaneously
under one roof in tiny schools. It involves students of different ages and
developmental levels with other skills and learning abilities. In this sense, we
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27
can say that in a multigrade classroom, all students will have the same topic
28
but may vary in its difficulty based on their ability. These can be made through
a teacher's strategy, such as individualized instruction.
1
⮚ Unlike in traditional single-grade Teaching, or monograde as it is sometimes
29
called, the teacher teaches only one grade.
30 31
When you talk to teachers or read information about Multigrade, you will come
across different terms, and these are the following: aside from Multigrade, we
also have Multiage and Composite groups. Cited below are the differences
between the times mentioned:
Composite Classes
These are two or more classes working in the same room with one teacher, but
usually with separate programs. The curriculum is still structured and taught
1 32
strictly in different grades. This sort of Teaching is syllabus driven; the teacher
sticks rigidly to the curriculum for that level. For example, Grade 4 will follow
their grade's syllabus, and Grade 5 likewise.
Multiage Classes
It consists of a wide range of ages in any class, varying by several years
34 34
sometimes. In the traditional type of multiage classes, all students will be
33
working on the grade curriculum, despite their age differences. In this sense,
1
the Teaching is student-driven, as the classes still focus on the grade
curriculum even though there is no special consideration for differences in age
or ability.
Multigrade Teaching
Multigrade Teaching is different in two main ways. Firstly, the curriculum for
35
the combined grades is integrated; common elements from the distant year
36
programs are combined into one program for the class. There are not two or
three separate programs, just one that provides different levels of challenge to
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37,38
the students. And secondly, the learning is student-centered rather than
grade-level centered so that students can work at their level of ability through
39
the different levels of activities provided by the teacher. The student's needs
39 1,39
determine the Teaching and learning; thus, knowledge is student-driven. For
example, Class A consists of students with different grades learning together
42
with one teacher following a single curriculum. In this sense, Multigrade
teachers plan one program for their class but use various strategies to ensure
40 41,42
individual students' learning is being catered for.
Therefore,
⮚ Multigrade is not one teacher running between two classrooms to teach two
1
separate grades with separate programs. Instead, multigrade Teaching consists
of only one teacher handling a group of students with different angles learning
together.
⮚ Likewise, multigrade is not two classes working in isolation in the same room,
seated at each end of the classroom, and being taught separate programs by
1
one teacher. Instead, the concept of multigrade Teaching is that classes with
different grade levels are learning together in the same classroom and being
43
taught by a teacher with only a single program or curriculum. They are not
learning in isolation.
IV. ASSESSMENT
I. FACT OR BLUFF: Tell whether the statement is a fact or a bluff.
1
________1) In multigrade Teaching, two or more classes are working in the
same room with one teacher, but usually with separate programs.
________2) Multigrade Teaching involves students of different ages and

developmental levels with other skills and learning abilities.
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________3) Multigrade teaching is student-driven, while composite classes are

syllabus-driven.
________4) Multigrade consists of two classes working in isolation in the same
room.
________5) Multigrade Teaching happens in schools where there are more
grades or levels than teachers.
44
II. ANSWER ME: Answer the following questions.
45 1
1) In your understanding, what is the central concept of multigrade Teaching?
46 1 46
2) How multigrade Teaching differs from composite and multiage classes?
WHY IS MULTIGRADE TEACHING EXISTS?

A multigrade class is a class of 2 or more grades under one teacher in a
47
complete or incomplete elementary school (D.O. 96, s. 1997). It is implemented
by the government to serve the constitutional right of the country's citizens to
education (Villalino, 2010). There are 8 375 Multigrade schools out of 38 911
public schools in the Philippines as of 2019 (CMU PIO).
Not all learners have the chance to have primary education because of different
49 49
factors such as challenges in financial aspects, place where the learners live,
48
shortage of school facilities, etc. These challenges lead to the implementation
1
of multigrade Teaching.
Bui (2013) states, "High dropout rates, high number of repeaters, low passing
grades, lack of particular language skills and overcrowded classrooms have
greatly affected the quality of education in the Philippines." To solve the
50 50
existing problems in education, the government adopts and applies the
50
Multigrade system. According to Membreve (n.d), "The Department of
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Education (DepEd) continues to hold multigrade classes to ensure that Filipino

students in remote areas complete their basic education."
51 1
There's a reason for the existence of multigrade Teaching, and these are the
following:
52
● Number of children couldn't meet the required number per class grade.
● Distance of the barrio from the nearest schools and reduction of dropout
rates and repetition.

● Shortage of funds, teachers, and school buildings
53,54
1. Several children couldn't meet the required number per class grade.
55
o Multigrade classes became necessities for the remote barangays. Places that
are sparsely populated are one of the reasons why the number of enrollees is
insufficient to organize one class grade. "If a class does not meet the required
number of enrollees and therefore it is not viable to conduct a class of the
limited number of pupils, the supposed enrollees are merged into a single class
and taught by one teacher (Luistro)."
o It stated in DepEd Order 21 s. 2006 (Guidelines for the Organization of
Classes), "The ideal class size shall range from a minimum of 15
pupils/students to a maximum of 65 pupils/students per class.
56
o However, it is stated in D.O. 96, s. 1997, that in multigrade classes, a
minimum enrollment of 8 pupils and a maximum of 35 pupils per class shall be
57
observed.
1. Distance of the barrio from the nearest schools and reduced dropout rates
and repetition.
58
o A common problem of learners from remote areas is the distance of their
58
houses from the nearest schools, thus, sometimes leading to dropping out of
59
the learners. Most of the learners who attend multigrade classes are from
60
isolated and financially challenged places, indigenous people who reside in far-
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flung mountains and islands where the schools are far apart (Luistro).
61
Membreve stated that multigrade is often implemented in elementary schools
at remote and sparsely-populated localities." She also said, "The Department
of Education (DepEd) continues to hold multigrade classes to ensure that
Filipino students in remote areas complete their basic education."
1. Shortage of funds, teachers, and school buildings.
62
o Most common problems of schools are the need for more funds, few number
62,63
of teachers, and more school facilities and buildings to cater to all the learners
and give quality education. Some of the reasons that call for the organization of
multigrade classes are the shortage of teachers, the inadequacy of funds, and
classrooms.
o Shortage of teachers, the distance from the community to the nearest school,
and the inadequacy of funds and classrooms necessitate the organization of
multigrade classes (deped.gov.ph).
1. It builds leadership and responsibility in older children.
o It solidifies the skills of older children because they have the experience of
Teaching and working with younger children.
1. Teach students by imparting knowledge, not just following a curriculum.
A teacher must be able to develop skills and teach desirable values and
attitudes among pupils.
Aside from the reasons stated above, there are still some reasons that
1
contribute to the implementation of multigrade Teaching, and these are the
following:
● Increase access to education.
● Overcome the shortage of teachers.
● Achieve Universal Primary Education.
● Increase participation and literacy rates.
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IV. ASSESSMENT
64
I. Multiple Choice: Choose the letter of the best answer.
1) How many Multigrade schools are in the Philippines as of 2019?
a) 9, 750
b) 8, 375
c) 8, 395
2) What does Multigrade Teaching want to achieve?
a) Universal Primary Education

b) Universal Secondary Education
c) Tertiary Education
3) What DepEd Order stated that the pupils enrolled in multigrade classes
should range from 8-35?
a) D.O. 96, s. 1997
b) D.O. 21, s. 2006
c) D.O. 044, s. 2021
4) Which of the following is NOT why Multigrade Teaching exists?
a) Increase access to education
b) Shortage of funds
c) Impart knowledge only found in the curriculum.
5) What is the maximum number of learners in a multigrade class?
a) 25
b) 35
c) 4
FACTORS CONTRIBUTING TO THE ESTABLISHMENT OF THE MULTIGRADE
TEACHING
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484 65
Multigrade Teaching is a situation in which one teacher has to teach many
66
grades simultaneously. It happens in all schools where there are more grades
than teachers. Some multigrade teachers may guide two phases, but some
67
teach three or four. Teachers may teach six or seven stages simultaneously
1
under one roof in tiny schools. In traditional single-grade Teaching, or
68
monograde as it is sometimes called, the teacher teaches only one phase. The
learners in each step are usually of the same age but may differ in abilities.
69
In the implementation of multigrade education, some factors were observed.
1
Four factors have led to the establishment of multigrade Teaching. These are
the following:
The first factor is the geographical factor. Rivers, dunes, or thick forests
70
geographically isolate some areas. As a result, few people live in these areas.
Examples are mountainous villages. The children in these areas deserve an
1
education just like any other children. Therefore, multigrade Teaching becomes
the only available choice for these communities under such conditions.
71
Sometimes these tiny communities are far away from large schools. Many
students in such societies are too young to travel to larger schools. In addition,
their populations are too small to support monograde schools. Under these
1
circumstances, multigrade Teaching is the alternative. It makes it possible to
provide primary education to sparsely populated communities.
72
The second factor is the political factors. The majority of small multigrade
schools are in remote and isolated areas and sometimes close to the country
boundaries. Though a school might be nearby across the border, the learners
are not allowed to cross. Also, villages under different chiefs or associated with
various tribes, no matter how small, may not have a close relationship with
each other. They may not have the same political affiliation. As part of the local
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484
development effort, these leaders push to have schools in their areas
regardless of the size of the population.
The third factor is the cultural factors. Think about what happens if the children
of one community must attend school in another. Parents may not want their
children to participate in a school in an area with a different culture. They may
73
fear that their children will be influenced and they will lose some of their
74
community's values and traditions. This is frequently the case in communities
75
that are near towns and cities. Parents may fear their children being attracted
to the town and leave home. Therefore, they would prefer to have a small school
in their town village and maintain their traditions and values.
76 77 77 77 78
And the fourth factor is the socioeconomic factors. It is challenging to hire a
teacher for a grade level when the enrolment is lower than the government-
79
stipulated teacher/pupil ratio. Another factor to consider is the lack of both
80
human and material resources. Some countries have limited resources,
81
especially in remote rural schools. They do not have the resources to hire the
82
number of teachers needed for the system. Some rural schools do not have
basic amenities such as accommodation for teachers, an adequate number of
classrooms, and teaching-learning materials. As a result, many teachers do not
83
want to work in remote rural schools. This means that these schools frequently
84
experience a shortage of teachers.
IV. ASSESSMENT
85
I. Answer the following:
1
1) What four factors contribute to the establishment of multigrade Teaching?
(4pts.)
2) What is a geographical factor? (4pts)
3) What is a political factor? (4pts.)
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484
4) What is a cultural factor? (4pts.)
5) What is the socioeconomic factor? (4pts.)
THE ADVANTAGES OF MULTIGRADE TEACHING

485 1 86
Multigrade Teaching simply means that there is more than one grade in the
room, working independently or together, with each student working towards
their curriculum goals for their grade level. They are learning simultaneously,
both together and apart. It sounds trickier than it is. In some areas, the
curriculum at each grade level is relative and sequential, allowing a process of
486 essential to advanced skills to take form easily. In other areas of the
487 curriculum, the topics differ. However, each case in itself is relative under an
overarching theme. Our integration of theme-styled learning helps to blend
488 these differences and find similarities and purpose in learning them. The
teacher's role is to guide and engage each student in the area of their grade
level curriculum while encouraging them to share information and work
together. Questioning, critical thinking, creativity, collaboration, and listening
are vital contributors to making this learning environment work.
1
Here are some of the many advantages of multigrade Teaching:
489
Reduced Competition & Off-task Behaviour: Academic, physical, and social
87
competition between peers is reduced, as is the anxiety and preoccupation of
88 88
having to compete and compare one's self to their peers.
Consequently, discipline measures are needed less frequently, and individual
89
differences are celebrated. The learning and social atmosphere is cooperative
rather than competitive. Students receive more intentional training to be
490
independent workers and leaders and work as a team. Off-task behaviors
diminish as self-discipline and onus increase.
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484 90
Celebrated Individuality: Multigrade classrooms are less homogenous than
491
single-grade classrooms. Therefore, differences are the norm and more readily
accepted -celebrated even. Children who are academically advanced or lagging
in any particular subject area can easily participate in higher or lower-level
485 91
492 skills, showcasing their strengths and working on their challenges, all while
maintaining interactions with their peers.
92 93
Re-Teaching & Pre-Teaching: Students are continuously exposed to re-teaching
as they listen in on and benefit from lessons given to younger students. This
review of the basics reinforces and clarifies a child's understanding, even when
94
486 they may be working at a more advanced level. Students are also exposed to
493
487 pre-teaching ("eavesdropping" on teachers' lessons and discussions with older
students). It both prepares and stimulates the younger child's thinking and
488 reduces pressures associated with moving onto higher grades.
494 95
Role Modelling & Mentorship: The teacher plays a crucial role in modeling and
intentionally teaching these skills, but in a multigrade classroom, many models
495
are available for younger students. Older students model pro-social behaviors
and expectations. They have opportunities to genuinely help younger students
96
learn.
489 1
Their Teaching helps them clarify their learning. The cognitive development and
self-esteem of both younger and older students are improved.
Strong Teacher-Student Relationship: Lengthier time with the same teacher
can increase trust, understanding of expectations, and positive relationships
between teacher and students, as well as teacher and parents. Teachers
continue to build upon their knowledge of each child's interests, strengths, and
490
needs over the multiple years they teach a child. The stability of having the
496
same teacher for several years can increase a student's emotional security and
trust in adults.
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484 97 98
Increased Learning Time: Students and Teachers can pick up where they left off
491 98
rather than starting fresh with new routines and expectations. Adequate
learning time in the first term increases when children return to the same
teacher.
485 99
492 I. ASSESSMENT
Activity 1: Enumerate the Advantages of Multigrade in Teaching.
Activity 2: Game time
100 100
Here is the link of the online Kahiot game.
https://kahoot.it/challenge/06312889?challenge-id=466839e2-7e2b-4860-
486 ae58-2c30e753b37d_1647219474065
493
487
101
488 UNDERSTANDING MULTI-GRADE TEACHING: WHAT IS IT AND WHY DO IT?
494
MODULE LEARNING OBJECTIVES
● Explain the advantages of Diversity in education.
495
● Discuss the effects of multitasking on teachers, and
● Identify ways to keep students engaged and keep them focused on learning.
489
MODULE OVERVIEW
102 103 104
Diversity can be defined as the significant differences among people. This
encompasses many things, including differences based on race, culture,
gender, sexual orientation, age, physical abilities, nation of origin, class,
religion, and learning and communication styles. To be a better teacher,
105
especially in multigrade courses, it is essential to consider the advantages of
490 106
teaching Diversity in education. Sometimes teachers who handle diverse
496
learners, especially in multigrade classes, often resort to multitasking. The
107
concepts of multitasking should be considered for teachers and future
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484
educators to weigh if multitasking is a helpful and productive way of coping
491 108
with different tasks in the workplace. To avoid multitasking, applying time
management tips to balance time effectively is advisable.
In dealing with diverse learners, one of the challenges is to keep learners
485 1 109
492 engaged in the teaching–learning process. With different interests, abilities,
110
and perspectives, it is indeed difficult to cater to all the learning needs of the
students. The challenge in keeping the learners engaged and focused on
111 112
learning, and the ways to cope with these challenges will be useful knowledge
for teachers and future educators.
486 TAKING ADVANTAGE OF DIVERSITY WITHIN AND BETWEEN GROUPS
493 113 114 115
487 Diversity can be defined as the significant differences among people. This
encompasses many things, including differences based on race, culture,
488 gender, sexual orientation, age, physical abilities, nation of origin, class,
494 116
religion, and learning and communication styles. Diversity is a value that is
117
shown in mutual respect and appreciation of the similarities and differences,
495
such as age, culture, education, ethnicity, experience, gender, race, religion,
118
sexual orientation, etc, that make people unique. An environment where
119
Diversity is respected is one where individuals and united as members of
489 120 119
teams, and we can effectively apply all our out talents, skills, and experiences
in pursuit of business objectives to our competitive advantage. Demographic
121
characteristics are the background characteristics that help what a person
becomes.
122 122
Diversity- it is the combination of our differences that shape our view of the
world, our perspective, and our approach.
490
🡺 Usually, when people discuss Diversity, the conversation focuses on race.
496 124 124 123
However, to accurately talk about Diversity, especially in the classroom, you
must consider race, ethnicity, gender, sexual orientation, religion,
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484
socioeconomic status, being able-bodied, and various learning styles. Teaching
491 125
Diversity is important even though many schools throughout the country
497
remain racially and socioeconomically segregated. In other words, Diversity
means understanding that each individual is unique and recognizing our
485 126
492 individual differences.
Advantages of Teaching Diversity in Education
498
1. Better prepare students for a Global Economy- teaching diversity prepares
students to be global citizens by exposing them to people from different
cultures and social groups.
499
486 🡺 Teaching Diversity prepares students to be global citizens by exposing them
493
487 to people from different cultures and social groups. With the growth of
127 128
globalization, it is important for students to be able to work with diverse groups
500 129
488 of people. This Diversity also includes teaching staff. Having teachers and staff
494 129
members of diverse backgrounds affirms student cultural identities and
129
enhances the learning environment.
495
2. Build Confidence Later in Life- a recent study in the Journal of child
130
development found that students feel safer and out of school when they have a
diverse education.
489
🡺 Learning about different cultures allows students to become comfortable
501
with cultural differences across social groups and comfortable with
131
themselves, leading to a deeper sense of safety and self-confidence.
132
3. Promote Empathy and Reduces Prejudice- when students live and attend
schools in racially isolated environments, they can develop prejudices.
502
🡺 Being educated about Diversity can counter discriminatory stereotypes.
490
Through understanding various cultures and social groups, students can
496
503
connect from their own lives to the lives of their peers. Teaching Diversity
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484
increases cultural competence, which in turn allows students to be empathetic
491
to the experiences of others.
133
497
4. Improve Students Achievement- Diversity directly impacts student
performance. According to Queens University of Charlotte, students work
485
492 better in diverse environments, allowing them to concentrate better and push
themselves further.
498
🡺 Thoughtfully planned diversity lessons promote depth of knowledge and give
students and teachers exposure to new cultures, different historical figures,
and alternative texts. Because of this, students in socioeconomically and
499 134
486 racially diverse schools have stronger academic achievement than students in
493
487 schools with more students from socioeconomically disadvantaged
communities.
500
488 5. Foster Creativity- Diverse classrooms encourage problem-solving, critical
494
thinking, and creativity.
135
🡺 Collaborative groups are an excellent tool for classroom instruction; in a
495
504
diverse classroom, students bring various perspectives that challenge their
peers to think creatively and collaborate to find an appropriate solution for
505
their group. When students are allowed to work with a diverse group of peers or
489
with topics that discuss Diversity, they can confront stereotypes and discover
501
similarities with their classmates.
IV. ASSESSMENT
506
1. It prepares students to be global citizens by exposing them to people from
502
different cultures and social groups.
490
A. Better prepare students for a Global Economy
496
503
B. Promote Empathy and Reduces Prejudice
C. Foster Creativity
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484
D. Improve Student Achievement
491
2. It is a combination of our differences that shape our view of the world, our
497
perspective, and our approach.
A. Equality
485
492 B. Diversity
C. Race
498
D. Ethnicity
136
3. It is important even though many schools throughout the country remain
racially and socioeconomically.
499
486 A. Teaching diversity
493
487
B. Inclusion
500
488 C. Equity
494
D. Race
4. These are the advantages of Diversity in education.
495
504
A. Better prepare students for a Global Economy
B. Build Confidence Later in Life
505
C. Improve Student Achievement
489
D. All of the above
501
5. What is Diversity?
A. People getting along
B. People agreeing
506
C. Differences in people
502
D. Similarity in people
490 137
6. How do you show Diversity?
496
503
A. Exclusion
B. Judging others
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484 138 139

C. Talking only to the people like you
491
D. Inclusion
140
497
7. Equality means...
A. Everyone has equal opportunities and chances
485
492 B. People all get the same pay.
C. Everyone has the right to party
498
D. Disabled people's rights.
8. Which of the following is NOT a benefit of Diversity?
A. different clothing
499
486 B. different animals
493
487 C. different music
D. different foods
500
488 9. What is one way to have students appreciate their own identities?
494
A. Have them interview a classmate.
B. Have them read newspaper articles.
495
504
C. Have them look up the definition of Diversity.
D. Have them do self-portraits.
505
10. Which of the following is an example of a stereotype?
489 141,142 143
A. not hiring people with certain skin color because you have heard that they
501
are careless.
144 145
B. harassing someone so much that they can't perform their job properly.
C. assuming that anyone with non-white skin is an immigrant
506 146
D. treating someone unfairly because of their religion
502
490
BALANCING TIME AND MULTITASKING
496
503 147
The secret to being a successful multigrade teacher is to balance your time
148
effectively. This is a challenge when addressing the different learning needs of
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484 149
groups of and individual students, but preparing a variety of activities that keep
491
all groups of students engaged in the multigrade environment is an opportunity
150
497
to develop new and more teaching practices. To provide activities that will
address the different learning needs of groups and individual students,
485 150
492 teachers are often multitasking.
507
Multitasking is the performance of multiple tasks at one time. Multitasking
498
refers to either the ability to pay attention to several pieces of information at
151
the same time or the process of performing more than one task at the same
time.
499
486 A study conducted by Janice Serenio Alquizar about the "Multitasking of
508
493
487 Teachers in the Contemporary Settings: Boon or Bane?" found that "Three
major themes of multitasking of teachers as experienced emerged, such as
500
488 self-sacrifice, personal and career challenge and personal growth and
494
509
development. Multitasking of teachers in the workplace affects all facets of the
510
teachers' lives, their time management, prioritizing tasks, and multitasking
495
504
being the emergent themes as consequences of teachers multitasking in the
511
workplace. The study participants had different approaches to coping with the
505
experience through strengths and perseverance, industry, faith in oneself, and
489
faith in God. Based on the results of the study, it came out that most of the
501
teachers multitasking in the workplace enjoyed and continued the workflow
152
512 that came from switching from one task to another and considered it as the
most productive way when stimulated with a variety of tasks."
506
502
Concepts of Multitasking of Teachers
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513 153
Teachers' work is described as increasing in complexity and intensity. Reasons
496
503
for this include societal changes, reformed and increased work tasks, and the
changed moral and normative character of teacher work, but also teachers'
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experiences of doing more than one thing at the same time and of thinking
491
about one's work at all times. Teachers are the ultimate multitaskers. They are
497
not only responsible for student learning, but they also act as surrogate
parents, discipliners, assessment experts, and mentor administrators,
485
492 Zivcakova (2015
507 154
Teachers' multitasking is a necessity that is expected to be accessible and
498
respond promptly to the needs and demands of the higher authority. The
continued workflow that comes from the frequently switching tasks lies with
155
teachers. However, teachers must be productive when being simulated with the
499 156
486 variety of tasks and responsibilities that come from multitasking. In the realm
508
493
487 of education, Goodrac (2015) stated that developing the ability to quickly jump
157 158
between tasks can lead teachers to and are honing the very different skills
500 159
488 needed to successfully navigate an inundation of information and ideas.
494
509 160
However, as stated by Lemar (2012), the opportunities for practice are crucial
510
when developing the analytic and critical thinking skills needed to prioritize
495
504
and manage multiple tasks.
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505
Forms of Multitasking of Teachers
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All multitasking is not the same, the apparent simultaneous performance of
501
two or more tasks, and since research has confirmed that it is impossible for
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512 the brain to fully focus on two things simultaneously, all multitasking is not the
515 162
same. The first and most obvious, ineffective, and potentially dangerous form
506
of multitasking involves physically performing two tasks at the same time, and
502
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it involves working on only one task physically while thinking about something
490
513
517
else; another is it involves what we used to refer to as a "utilizing idle time."
496
503
518
Further, multitasking depends on the tasks involved. In other words, all
165 163 16
multitasking is not the same, and much of it can be performed without serious
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consequences. But if you're ever in doubt, the safest and most efficient thing to
491 168
do is to err on the side of not multitasking. You can always use the idle time for
169 170 171
497
rest and relaxation, which most people don't have enough time for anyway.
519 172 173
Multitasking involves engaging in two tasks simultaneously. But here's the
485 174 175
492 catch. It's only possible if two conditions are met: 1) at least one of the tasks is
507
so well learned as to be automatic, meaning no focus or thought is necessary to
498
engage in the task (e.g., walking or eating), and 2) they involve different types of
520 176
brain processing, Boehm Davis (2008). However, your ability to retain
information while reading and listening to music with lyrics declines
499
486 significantly because both tasks activate the brain's language center.
508
493 177
487 Multitasking may seem to be efficient at the surface, but in reality, it costs
177
more and also affects the quality while increasing error. For example, using a
500
488 cell phone while driving and losing by a second in task switching can cost one's
494
509
life, which cannot be compensated by any means (Terry, 2016)
510
495
504
Multitasking of Teachers as a Process
511
521
Although "multitasking" is a popular buzzword, research shows that only 2% of
505 178
the population actually multitasks efficiently. Most of us shift back and forth
489
514
between different tasks, a process that requires our brains to refocus
501
repeatedly and reduces overall productivity.
512 Antecedents
515 179
Beale and Hoel (2011) stated that multitasking of teachers in the workplace
506
may be a natural result of a lack of teachers, particularly in remote areas where
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516 180
some teachers decline to accept their orders as teachers in the hinterlands and
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517
remote areas.
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518
The Department of Education is an unusual workplace environment for
181
teachers who perform multitasking. Research indicates that DepEd
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discourages performing multitasking in the workplace (Lester, 2013). However,
491 182,184
due to the fact of insufficiency of teachers in the hinterlands and remote areas,
183,184
497
this practice still continues to evolve. The unique characteristic of DepEd is
519
that it gives additional incentives and appreciates the effort of teachers who
485 185
492 perform multitasking in the workplace. This is under the DO 9, S. 2002. There is
507 186
proof that the multitasking of teachers in the workplace if teachers were given
498
the opportunity and appreciated for the effort they have shown, can positively
520
impact teachers and increase their performance and students' achievements
(Mayo, 2013).
499
486
508
493
487 Prevalence of Multitasking of Teachers in the Workplace
Multitasking of teachers in the workplace is now a global problem, particularly
500
488 in rural areas and hinterlands, due to a lack of teachers or some teachers who
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509 188 187
did not perform well in the assigned task given to them. In 2006, the
510
International Labor Organization reported that the problem of multitasking
495
504
teachers in the workplace has grown out of proportion and created an epidemic
511
521
in Asian Countries. Sandik (2012) found that the prevalence of multitasking
505
among teachers in the workplace was slightly higher in the Philippines than in
489
514 189
Europe and might be explained by the inequality in the distribution of tasks and
501
duties.
512 On the other hand, another study conducted by Igos (2013) reported that the
515
multitasking of teachers in urban areas is lower compared to those teachers
506
assigned in rural communities. There is some evidence that the prevalence of
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516
multitasking among teachers in the workplace differs from school to school.
490
513
517
Multitasking of teachers in a classroom setting typically involves the
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518
overloaded task of teachers, some of which can cause teachers to stress and
190
dislikes their task (James, 2010). Unfortunately, in Manila, Philippines (Dela
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Cruz, 2013), cases of teachers multitasking in the workplace have been
491
increasing. This incident only implies that the Philippines needs more teachers
497
to teach in the hinterlands and remote places, and a corresponding school
519 191
intervention framework must be instituted.
485
492
507
Consequences of Multitasking of Teachers in Classroom Setting
498
The effect of multitasking on teachers in a classroom setting on the school
520 194 192 193
organization's productivity is somehow difficult to determine directly since it is
194
a result of factors such as the management and leadership of school
499
486 administrators in dealing with teachers' needs and responsibilities (Narsen,
508
493 195 196 197 198
487 2014). This was supported by a British study that showed that the opinion the
multitasking of teachers in classroom settings reduced the productivity of
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488 teachers and the school organization (Lutgen, 2013).
494
509
Furthermore, evidence based on observations and anecdotes showed that
510
multitasking of teachers in the workplace affects the facets of the educational
495
504
system and the school organization (Copeland, 2011). Research shows that
511
521
perceived multitasking of teachers in classroom settings can be associated
505
522
with stress and sometimes anxiety of teachers, high blood pressure, and
489
514
increased risk of coronary heart disease (De Vogli, 2015)
501
Moreover, the low academic performance of students is another characteristic
200
512 associated with multitasking of teachers in the workplace, where teachers
515 199
have greater tasks assigned to them compared to teachers who do not
506 200 201
multitask in the workplace. In this sense, teachers may lack focus on a single
502
516
task assigned to them, thinking about how they have to achieve and cope with
490
513
517
all the given tasks and responsibilities. In Bakersfield, California, teachers
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518 202
believe that the greater and more responsibilities to be performed at a time,
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teachers may lack focus, and it is impossible for them to have a higher level of
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students achievements and performance (Baillien et al., 2009; Strandmark &
491 205
Hallberg, 2007). (Do you agree with this? Do you agree that the more tasks a
497
teacher needs to do, the lower the level of performance and achievement of the
519
students?)
485
492 However, (Baillien et al., 2009) argued that teachers multitasking in the
507 206
workplace involve inappropriate coping with teachers' heavy tasks, which can
498 207 207
lead to teachers' low performance and low students' achievements. Overwork,
520
lack of role clarity, and low job autonomy are some of the characteristics that
208 208
can lead to teachers not focusing and performing well on their tasks. There are
499 209
486 times when teachers are expected to perform different tasks at a time; they
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493 210 211
487 can no longer understand and have difficulty starting on their tasks. This can
also lead to teachers and create stress in their work (Agervold, 2009; Baillien et
500
488 al., 2009; Strandmark & Hallberg, 2007).
494
509
Multitasking is a way of life for a teacher. As a classroom teacher, conducting,
510
managing, and overseeing several activities simultaneously in any given task
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504 212 213
and responsibilities are normal practices in the field. Multitasking is a skill that
511
521 214
teachers must have to possess in order to survive in the profession. There is a
505
522 1 214
tremendous amount of work involved in teaching, and trying to balance
489
514
professional tasks with personal life is extremely difficult if a teacher's time is
501 215 216
not managed effectively and harmoniously. Learning to manage time effectively
216
512 and harmoniously is a critical skill needed to balance the demands of
515
professional and personal life, Meyer (2012).
506 217
As a future educators, there might be instances wherein if we are already in the
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516 217
academe, there might be responsibilities that may require us to multi–task.
490
513
517 218
But as much as possible, since we are not giving our 100% to our tasks, we are
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just switching tasks; if we are multi–tasking, it might be better to avoid it.
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How? Through time management, we should learn how to balance our time, set
491
priorities, focus, and do something one at a time.
497
519
5 Time Management Tips for Teachers
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485
492 1. Organize the day by priorities
507
Teacher time management must start with setting priorities and organizing the
498 220
day around the most important tasks. Setting priorities can help keep teachers
520 221
on track throughout the day, even when the unexpected occurs, and the
workload can seem overwhelming.
524
499
486 2. Strategically plan homework assignments
508
493
487 Both teachers and students may find that assignments that require repetitive
525
practice are better suited for the home environment. Although in-class practice
500
488 helps when framing and structuring problems, repetitive practice during class
494
509 223
may not be the best use of time. Assignments that simply ask students to
510 222
complete a set number of problems for practice unnecessarily consume
495
504
valuable class time.
511
521
3. Avoid "loaded" procrastination
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522
According to Pinell, teachers find it more efficient to break up grading materials
489
514 224
into small groups that are graded each day than to work on grading the work of
501 225 226
the entire class on the same day. Avoid piling on loads of grading assignments,
512 and try to knock out batches at a time. A small pile each day is easier to
515
manage and allows a teacher to properly evaluate the assignment and offer
506 227
feedback to students. Teachers can experience a sense of accomplishment
502
516
from each completed batch.
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513
517
4. Plan for potential crises
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It is better to plan for potential problems before facing them in the classroom,
as urgent crises can distract teachers from their goals within the classroom.
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Although some problems have limited options, such as natural disasters,
491 228
526 teachers can plan around the needs of students. A crisis that relates to student
497
behavior is better to avoid or handle before it reaches its peak to avoid wasting
519
class time. By learning about students before they enter the classroom,
523
485
492 teachers can create a plan of action to avoid triggers and stop distractions
507
early.
498
5. Set aside personal time
520
A teacher has many tasks that require attention and often focuses on the needs
230
of students and their parents. Although it is tempting to put more time into
524
499 229
486 grading, feedback, and managing student needs, it is also important to set
508
493
487 aside personal time to keep the priorities in proper perspective.
525
Prioritizing time for personal needs is necessary to effectively implement and
500
488 execute the plans for educating students. When teachers are exhausted due to
494
509
527 231
a lack of personal care and time, it is possible that the classroom becomes less
510 232
effective and efficient. Implementing time-saving plans only works when a
495
504
teacher is energetic, healthy, and refreshed.
511
521
505
522
ASSESSMENT
489
514
501 233
I. Choose the letter of the correct answer.
528
512 1. It refers to either the ability to pay attention to several pieces of information
515 234
at the same time or the process of performing more than one task at the same
506
time.
502
516
a. multitasker
490
513
517
b. multitasking
496
503
518
c. time-management
d. focus
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1. The following are the three major themes of multitasking teachers:
491
526 a. Self-sacrifice
497
b. Personal and career challenge
519
c. Self-sufficiency challenged. Personal growth and development
523
485
492 1. The following are true about multitasking teachers:
507
a. It affects the level of performance and achievement of the students.
498
b. Multitasking teachers are more common in rural areas and hinterlands.
520
c. Multitasking teachers are given incentives by the DepEd under the DepEd
Ordinance 9, S. 2002
524
499
486 d. multitasking is a good teacher activity because it increases productivity.
508
493
487 1. Though multitasking of teachers differs from school to school, it is said that
525
multitasking of teachers is more common in _____.
500
488 a. Urban areas
494
509
527
b. Rural areas
510
c. Both a and b
495
504
d. None of the above
511
521
1. The following are the five management tips for teachers:
505
522
a. Organizing the day by priorities.
489
514
b. Do leisure activities first.
501
c. Plan for potential crises
528
512 d. Strategically plan homework assignments
515
II. Answer the questions.
506 235
As a future educator, what do you think is the importance of balancing time?
502
516
490
513
517 236
ENGAGING YOUR STUDENTS AND KEEPING THEM FOCUSED ON LEARNING
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518 1 237
Learning and teaching are not spectator sports, nor is learning a spectator
239
sport. As a result, not all teachers are successful in keeping their pupils
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interested in their course or in the classroom. Therefore, simply sitting in the
491 240
526 classroom and listening to their teachers, as well as spitting out prepared
240
497
answers or memorizing pre-defined assignments, would never provide pupils
519
with any meaningful learning opportunities. Engagement is one of the most
523
485 241
492 important variables in the success of a learning endeavor. This involvement
507
takes place on multiple levels: emotionally, cognitively, and behaviorally — all
498 242 242,
of which have a favorable impact on the learning and understanding of pupils.
520 244
In other words, students can relate what they've learned to their previous
245 246
experiences and then apply what they've learned throughout their daily lives.
524
499
486 Academic performance and conduct are impacted by student involvement,
508
493 247
487 according to some studies, while others characterize it as "energy in action."
525
Engagement needs numerous skills, including inspiring others, handling
500 248
488 conflicts, and solving problems. Involve your kids in their education. Students
494
509
527 249,250
that are actively involved in the learning process have closer attention and
510
focus and more meaningful learning experiences.
495
504
529
In education, student engagement refers to the degree of attention, curiosity,
511
521
interest, optimism, and passion that students show when they are learning or
505
522 251
being taught, which extends to the level of motivation, they have to learn and
489
514
progress in their education.
501 252
In light of this, research reveals that connected features may aid in boosting
528
512 student engagement when creating and conducting learning activities.
515
506
Make it meaningful.
502
516
To achieve complete participation, students must regard activities as
490
513
517
meaningful. According to research, students who do not value their time and
496
503
518
effort may not engage satisfactorily or may even disengage totally (Fredricks et
254
al., 2004). To make tasks more meaningful to students, we might relate them to
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prior knowledge and experiences, underlining the significance of an assigned
491
526 assignment in personal ways. Adult or expert modeling can also show why an
256 255
497
activity is worthwhile, as well as when and how it is employed in real life.
519
523
485
492 Provide autonomy support.
507
Autonomy support fosters students' sense of control over their actions and
498 257
goals. Student participation is likely to grow when teachers relinquish authority
520
(without losing power) to students rather than fostering compliance with
258
directives and demands (Reeve et al., 2004). Providers of autonomy include:
524
499
486 Including students' thoughts and opinions in the activity flow Using non-
508
493 259
487 commanding language with pupils. Allowing pupils to comprehend an activity
525
on their own.
500
488
494
509
527
Embrace collaborative learning.
510 260
Collaborative learning is another great engagement booster. Students'
495
504
529 261,263
involvement may be increased when they collaborate well with others (Wentzel,
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521 262 263
2009), mostly because they feel connected to others (Deci & Ryan, 2000). To
505
522 264 265
make group work more productive , students need to know how to
489
514
communicate and act in such situations. Avoiding homogeneous groups and
501
grouping by ability, increasing individual accountability by assigning various
528 266
512 tasks, and evaluating both student and group performance further enhance
515
collaborative learning.
506
502
516
530
Establish positive teacher-student relationships.
490
513
517
High-quality teacher-student relationships are another critical factor in
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503
518
531 267
determining student engagement, especially for difficult students and those
from lower socioeconomic backgrounds (Fredricks, 2014). When students form
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close and caring relationships with their teachers, they are fulfilling their
491
526 developmental need for a connection with others and a sense of belonging in
269
497
society (Scales, 1991). Teacher-student relationships can be facilitated by: (1)
519
Caring about students' social and emotional needs, (2) Displaying positive
523
485
492 attitudes and enthusiasm, (3) Increasing one-on-one time with students, (4)
507
Treating students fairly, and (5) Avoiding deception or promise-breaking.
498
520
Promote mastery orientation.
Finally, students' views on learning activities influence their engagement.
532
499
524 271
486 Students who pursue activities to learn and understand rather than just to get
508
493
487 a good grade, look smart, please their parents, or outperform peers are more
525 270
likely to engage fully and thoroughly (Anderman & Patrick, 2012). Consider
500
488 framing success in terms of learning (e.g., criterion-referenced) rather than
494
509
527
performance (e.g., obtaining a good grade). Individual progress can also be
510
533
emphasized by reducing social comparison (e.g., making grades private) and
495
504
529
recognizing student effort.
511
521
505
522
Foster a sense of competence.
489
514 272 273
Competence is defined as a student's ongoing assessment of his or her ability
501
to succeed in a learning activity or challenge. (Can I?) Researchers discovered
528 274
512 that successfully completing an activity can boost future engagement (Schunk
515
& Mullen, 2012).
506
The assigned activities could:
502
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530
1. Be slightly above students' current proficiency levels.
490
513
517
2. Assist students in demonstrating understanding.
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518
531
3. Show peer coping and mastery models (students who struggle but eventually
succeed) (i.e., students who try and succeed at the activity).
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4. Include progress-oriented feedback.
491
526
497
What are examples of learning activities?
519
Some learning activities are passive, designed to efficiently present
523
485 275
492 information to students. Lectures, videos, and readings are examples.
507
Traditional teaching methods vary by discipline, but these are the most
498
traditional. Learning improves when students are curious, interested, or
520 276
inspired and suffer when students are bored, dispassionate, disaffected, or
otherwise "disengaged." Educators frequently state that they want to improve
532
499
524
486 student engagement. While student engagement appears simple in theory, it
508
493
487 can be quite complex in practice.
525 277
The following examples show how student engagement can be discussed in
500
488 schools:
494
509
527
510
533
Intellectual engagement.
495
504
529
Lessons, assignments, and projects that appeal to students' interests or
511
521
stimulate their curiosity can increase student engagement. Examples of
505
522
student choice include topics (so they can choose a topic that interests them)
514
489
534 and methods (how they will investigate a topic or demonstrate what they have
501
learned) (some students may choose to write a paper, others may produce a
528
512 short video or audio documentary, and still others may create a multimedia
515
presentation). Teachers may also begin a unit of study with a problem or
506 278
question. Students might be asked to investigate the causes of a local
502
516
530
environmental issue, identify an unknown animal based on its physical and
490
513
517
behavioral characteristics, or build a robot that can perform a specific task.
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518
531
Curiosity can increase student "engagement" in the learning process. See also
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community-based learning, differentiation, personalized learning, project-
491
526 based learning, and relevance.
497
519
Emotional engagement.
523
485 279
492 To encourage positive emotions in students, educators can use a variety of
507
strategies to reduce negative behaviors or keep students from dropping out.
498
535
Teachers may monitor student moods and ask how they are feeling, or school
520
programs may provide counseling, peer mentoring, or other services that
generally seek to give students the support they need to succeed academically
532
499
524 280
486 and feel positive, optimistic, or excited about school and learning. Advisories,
508
493
487 for example, are intended to strengthen relationships between students and
525
adults. Students are more likely to succeed if at least one adult in the school
500
488 meets with them regularly, inquires about academic and non-academic issues,
494
509
527 281 282
advises them, and inquiries about their personal passions, future goals, and
510
533
unique learning challenges and needs.
495
504
529
511
521
Behavioral engagement.
505
522
Routines, consistent cues, and student roles can help teachers foster more
536
489
514 283
534 learning-friendly behaviors. For example, elementary school teachers may use
501
cues or gestures to help distracted or boisterous students refocus on a lesson.
528 284 285
512 It's time to stop talking, return to your seat, or start a new activity. Teachers
515
can also establish routines that help students stay focused and engaged.
506
502
516
530
Physical engagement.
490
513
517
Teachers can use physical activities to engage students. For example,
496
503
518
531
537
"kinesthetic learning" involves using physical motions and activities to learn.
Instead of asking students to answer questions aloud, a teacher might ask
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them to walk up to the chalkboard and answer verbally while also writing the
491
526 answer on the board.
497
519
Social engagement.
523
485
492 Teachers can use a variety of social interaction strategies to engage students.
507
538
The teacher may create academic contests in which students compete, such as
498
535 287
a friendly competition in which teams of students build robots to complete a
520
specific task in the shortest time. Academe activities like debate teams,
robotics clubs, and science fairs combine academic and social interactions.
532
499
524
486
508
493
487 Cultural engagement.
525
Schools can actively welcome, accept, protect, and value students from diverse
500
488 cultural backgrounds. Examples of special orientation sessions for new
494
509
527
Americans include offering translation services and informational materials in
510
533
539
multiple languages. Teachers may intentionally modify lessons to incorporate
495
504
529
the history, literature, arts, and perspectives of the student's ethnicities and
511
521
nationalities represented in their classes.
505
522 292 288,291
The tactics to increase student's engagement in learning are not difficult to
536
489
514 289 290 292
534 implement; however, you may need to devote some time to preparing in order
501
for them to be effective. Nonetheless, they have the potential to significantly
528 293
512 aid teachers in strengthening their students' knowledge, forming a strong
515
relationship with students, and developing instructional and curriculum
506
practices that are significantly more meaningful to students than they
502
516
530
currently are.
490
513
517 294 295
A good learning pattern is useful for teachers and students, so while you may
496
503
518
531
537 296
find it difficult to incorporate it at first, doing so will ultimately result in
favorable outcomes for everyone involved with the course.
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491
526 ASSESSMENT
297
497
Identify what is being asked in the following sentences.
519
____________ 1. The notion of competence is a student's ongoing personal
523
485
492 evaluation of whether they can succeed in a learning activity or challenge.
507
538
____________ 2. The Schools may take active steps to make students from
498
535
540
diverse cultural backgrounds, and teachers may intentionally modify lessons to
520
incorporate the history, literature, arts, and perspectives of the students'
ethnicities and nationalities represented in their classes.
532
499
524 298
486 ____________ 3. The main function teaches students by imparting knowledge,
508
493
487 not just following a curriculum. The teacher must develop skills and teach
525
desirable values and attitudes among pupils.
500
488 ____________ 4. Giving students the time to understand and absorb an activity
494
509
527
by themselves is an example of how implementing learning activities may help
510
533
539
increase student engagement.
495
504
529
____________ 5. When students form close and caring relationships with their
511
521
teachers, they fulfill their developmental need for connecting with others and a
505
522
sense of belonging in society. What elements when designing and
536
489
514
534 implementing learning activities?
501
541
______________6. The teachers may give students more choice over the topics
528 299
512 they are asked to write about so students can choose a topic that interests
515 300 301
them. What student engagement may be used in discussed or addressed in
506
school?
502
516
530
542
______________7. Teachers may establish classroom routines, use consistent
490
513
517
cues, or assign students roles that foster behaviors more conducive to learning.
496
503
518
531
537 302
What student engagement is discussed in schools to be used?
Report: Untitled
484
______________8. What is the aim for full engagement in interrelated elements
491
526 of helping students in engagement? Students must perceive activities as being
497
meaningful.
519
______________9. It is another powerful facilitator of engagement in learning
523
485
492 activities.
507
538
543
______________10. It is when the students' perspective of learning activities
498
535
540
also determines their level of engagement. When students pursue an activity
520
because they want to learn and understand.
532
499
524
486
508
493
487
525
THE PHILIPPINE LAWS IN ESTABLISHING MULTI-GRADE CLASSES
500
488
494
509
527
● Acquire the Philippine laws in establishing multigrade classes
510
533
539
● Discussed the different policies and guidelines in the organization and
495
504
529
operation of multigrade classes
511
521
● Understand the basic principles of teaching multigrade classes
505
522
544
489
514
536
534 Most new teachers are often assigned to handle a multigrade class, a situation
501
541 303
they did not experience during their teacher training days. Through actual study
545
528 304
512 in a day-to-day class situation, teachers can adjust and find ways and means
515 305 306 307 308
to make teaching interesting and effective. But it cannot be denied that it’s
506 309,310 3
really a sacrifice for a multigrade classroom teacher since she does the work of
502
516
530
542
two to three teachers. She sleeps late in the evening and wakes up early at
490
513
517 311
dawn just to finish the lesson plan for that day. In teaching the pupils, she tries
496
503
518
531
537 312,313
to cope with the objectives through she has only a shorter time allotted for
314
each grade. It is impossible and not at all appropriate to expect children to
Report: Untitled
484
work in absolute silence. Very often, group activities require discussion among
491
526 children and a certain amount of movement.
497
519
Laws are a vital part of society. It makes the world we live in become
523
485 316 316,317 31
492 harmoniously lived. There are also laws here in our country which was enacted
507
538
543 316 316
in connection with Education that will enable every child to be not left behind.
498
535
540 318,319
Multigrade classes are enabled in the country, for some places are lacking
520
teachers.
Teaching a multigrade class involves a lot of patience and perseverance.
532
499
524
486 Nevertheless, there are still good things that take place in multigrade
508
493
487 classrooms. The learning process is positive when there is efficient classroom
525 320
management. Unity in the classroom is manifested when there is collaborative
500
488 learning. Uniqueness is appreciated when the teacher uses differentiated
494
509
527
instruction. Furthermore, learners are still at the center of the learning
510
533
539 321
process. The teachers become motivated when they realize that their students
495
504
529
are learning and doing better in their classes.
511
521
THE PHILIPPINE LAWS IN ESTABLISHING MULTIGRADE CLASSES
505
522
At the end of the discussion, students will be able to:
544
489
514
536
534 a. Acquire the different Philippine laws in establishing multigrade classes; and
501
541
b. Understand each Philippine law in establishing multigrade classes.
545
528
512 Laws are a vital part of society. It makes the world we live in become
515 323 323,324 32
harmoniously lived. There are also laws here in our country which was enacted
506 323 323
in connection with Education that will enable every child to be not left behind.
502
516
530
542 325,3
Multigrade classes are enabled in the country, for some places are lacking of
490
513
517
teachers.
496
503
518
531
537
NO MORE SCHOOLS / IMPACT
Report: Untitled
484
In the Philippines, schools with one teacher handling more than one grade have
491 327 328
526 been common at least since the 1920s. During the early 1970s, the SEAMEO
497
Regional Centre for Educational Innovation and Technology (INNOTECH), based
519
in Quezon City, devised a radical approach to rural education. Known originally
523
485 329
492 as the “no more schools” concept, it proposed to replace schools, textbooks,
507
538
543
teachers, and grades with learning centers, self-instructional materials, peer
498
535
540
tutors and community support, and instructors responsible for the
520 329
management of learning among groups as large as 150-200 students. Over time
330
546 the concept became better known as Instructional Management by Parents,
532
499
524 330
486 Community and Teachers (IMPACT). The innovation began in the Philippines and
508
493
487 Indonesia (PAMONG), spreading subsequently to Malaysia (INSPIRE), Jamaica
525
(PRIMER), Liberia (IEL) and Bangladesh (IMPACT).
500
488 The original rationale was to improve rural education by devising a new delivery
494
509
527
system with a more flexible schedule and lower student costs. Since teachers
510
533
539
made up 80-90 percent of unit costs in conventional schools, such costs were
495
504
529
reduced by increasing the student-teacher ratio and supplementing teacher
511
521
supervision with assistance from students, parents, and community resources.
505
522
544
489
514
536
534 MULTIGRADE PROGRAM IN PHILIPPINE EDUCATION
501
541 1
Multigrade teaching as a Philippines national strategy to improve access to and
545
528 331
512 the quality of primary schooling was formalized with the launching of the
515
547
Multigrade Program in Philippine Education (MPPE) in 1993. The MPPE aims to
506
improve quality by increasing teachers’ abilities to work with more than one
502
516
530
542
548 332
grade simultaneously through training and instructional materials. The program
490
513
517
works in five areas: curriculum and materials development, staff development,
496
503
518
531
537 333
physical facilities, community support, and research, monitoring, and
549
evaluation. It has developed a guide for minimum learning competencies for
Report: Untitled
484
550 multigrade classes, a budget of work and lesson plan for multigrade teachers
491 334
526 to follow, a handbook for teachers with sample lessons, materials to be used at
497
different grade levels within the same classroom, and other instructional
519
materials such as a 100-book library, drill cards, and other teacher-made
523
485
492 materials. Efforts have also gone into training in the form of a handbook for
507
538
543 335
pre-school teachers and a workbook for preschool children. Throughout the
498
535
540
program, teachers build elements of the local area into the instructional
520 336
materials used. The emphasis on local experience is continued by encouraging
546 each student to report
532
499
524
486 on individual and group investigations and by exhibiting examples of students’
508
493
487 work throughout the school year.
525
500
488 D.O. 96, S. 1997 – POLICIES AND GUIDELINES IN THE ORGANIZATION AND
494
509
527
OPERATION OF MULTIGRADE (MG) CLASSES
510
533
539
1. The Multigrade Curriculum and Program
495
504
529
2. Multigrade schools/classes shall offer the New Elementary Schools
511
521 337
Curriculum (NESC) and adopt any of the suggested class programs. Divisions
505
522
may use any of the suggested program options found in Enclosure 3 on a tryout
544
489
514
536 338
534 basis and report on the findings of the experiment after one school year. Full
501
541 339
implementation or use of a program should be based on the results of the
545
528
512 tryout.
515
547
3. Support, Welfare, and Incentive Program for Multi-Grade Teachers
506
4. To attract and retain effective teachers in multigrade schools, the following
502
516
530
542
548
measures should be implemented:
490
513
517 340 340 340,341
1. regular monitoring of MG classes to sustain training gains and to provide
496
503
518
531
537 341
them with technical as well as instructional support. In consideration of the
549 342
difficulty in reaching these schools due to distance and poor and/or irregular
Report: Untitled
484 343
550 transportation facilities, principals or supervisors are authorized to collect
491 344
526 actual transportation expenses incurred during monitoring and/or supervisory
497
visits.
519 1
2. regular training of MG teachers on multigrade teaching in the district,
523
485 345
492 division, and /or regional level should be given priority share from the 5% INSET
507
538
543
funds.
498
535
540
3. whenever resources/situations permit, at least one (l) classroom should be
520
designated as a lodging place for teachers/school administrators whose
546 residences are considerably far from the school.
532
499
524 346
486 4. granting of the Special Hardship Allowance for MG Teachers (SHA-MG). All
508
493
487 MG teachers qualified to avail of the “Hardship Allowance to Eligible Public
525
School Teachers” provided for in DECS Order No. 73. s. 1996, shall receive said
500 347
488 incentive under the said scheme. However, MG teachers who shall not meet the
494
509
527 348
requirements stipulated in the same scheme shall be granted the “Special
510
533
539
Hardship Allowance for MG Teachers” for handling multigrade classes. Criteria
495
504
529 349
for the availment of the Hardship Allowance for multigrade teachers shall be
511
521 350 351
issued in separate DECS Order on a year-to-year basis.
505
522
544
489
514
536
534 D.O. 81, S. 2009 - STRENGTHENING THE IMPLEMENTATION OF MULTIGRADE
501
541
PROGRAM IN PHILIPPINE EDUCATION
545
528 352 352
512 1. Multigrade Education is one of the Department’s strategies to provide access
515
547
to quality education for all school-age children in remote communities where
506 352
enrolment does not warrant the organization of monograde classes.
502
516
530
542
548 353
2. To address recurring issues in the implementation of DepEd Order No. 96, s.
490
513
517
1997, “Policies and Guidelines in the Organization and Operation of Multigrade
496
503
518
531
537 354
(MG) Classes” the following guidelines are issued:
549
Report: Untitled
484
550 1. Strict implementation of Special Hardship Allowance for Multigrade
491
526 Teachers as contained in Department of Budget and Management (DBM)
497
National Budget Circular No. 514 dated December 5. 2007, “Guidelines on the
519
Grant of Special Hardship Allowance” shall be observed;
523
485
492 2. Teachers assigned shall be trained on multigrade instruction through a
507
538
543
continuing standards-based professional development program managed by a
498
535
540
core of division and regional MG trainers;
520
3. The Bureau of Elementary Education (BEE) shall provide the Multigrade
546 Training Resource Package (MG-TRP) and the Multigrade Teach-Learn Package
532
499
524 355
486 (MG-TLP). The second contains lesson plans and pupils learning exercises in
508
493
487 the different learning areas;
525
4. A core of trainers (list enclosed) for the division-based training of MG
500
488 teachers has already been organized and trained for this purpose. They will
494
509
527
continuously provide training with financial assistance from the Bureau of
510
533
539
Elementary Education;
495
504
529
5. As much as possible, trained multigrade teachers shall not be transferred to
511
521
another school within two years. All divisions are strongly encouraged to
505
522
provide additional incentives for these teachers;
544
489
514
536 356
534 6. Regular monitoring and technical assistance on the implementation of the
501
541
MG program shall be conducted at the division level. Monitoring reports on the
545
528
512 findings/results shall serve as the basis for planning enhancement programs
515
547
and policy formulation at all levels.
506
502
516
530
542
548
IV. ASSESSMENT:
490
513
517
496
503
518
531
537
1. What is the meaning of the acronym IMPACT?
549
a. Instructional Management by Parents, Community and Teachers
Report: Untitled
484 357
550 b. Instructional Managing by Parents, Community, and Teachers
491
526 c. Instruction Management by Parents, Community and Teachers
497
519
2. What is the old term of IMPACT?
523
485 358
492 a. There is school
507
538
543
b. No more schools
498
535
540
c. Another school
520
359
546 3. It is proposed to replace schools, textbooks, teachers, and grades with
532
499
524 360,361
486 learning centers, self-instructional materials, peer tutors, and community
508
493 361
487 support, and instructors responsible for the management of learning among
525
groups as large as 150-200 students.
500
488 a. MEEP
494
509
527
b. MEPP
510
533
539
c. MPPE
495
504
529
511
521
4. What is the meaning of the acronym MPPE?
505
522
a. Multigrade Programming in the Philippine Education
544
489
514
536 362
534 b. Multigrade Program in Philippine Educational System
501
541
c. Multigrade Program in Philippine Education
545
528
512
515
547
5. When was MPPE formally launched?
506
a. 1993
502
516
530
542
548
b. 1994
490
513
517
c. 1995
496
503
518
531
537
549
Report: Untitled
551
484
550 6. What is the program that aims to improve quality by increasing teachers’
491
526 abilities to work with more than one grade simultaneously through training and
497
instructional materials?
519
a. Multigrade Programming in the Philippine Education
523
485 363
492 b. Multigrade Program in Philippine Educational System
507
538
543
c. Multigrade Program in Philippine Education
498
535
540
520
7. What is the content of D.O. 96 S. 1997?
546 a. Instructional Management by Parents, Community and Teachers
552
499
524
532
486 b. Policies and Guidelines in the Organization and Operation of Multigrade (MG)
508
493
487 Classes
525
c. Strengthening the Implementation of Multigrade Program in Philippine
500
488 Education
494
509
527
510
533
539
8. What is the meaning of SEF?
495
504
529
a. Special Education Fund
511
521
b. Specialty Educational Fund
505
522
c. Special Educational Funds
544
489
514
536
534
501
541 364 364,365
9. What percentage of INSET funds does a multigrade teacher can get in their
545
528
512 regular seminars?
515
547
a. 6%
506
b. 7%
502
516
530
542
548
c. 5%
490
513
517
496
503
518
531
537
10. What is the content of D.O. 81 S. 2009?
549
a. Instructional Management by Parents, Community and Teachers
Report: Untitled
553
484
551
550 b. Policies and Guidelines in the Organization and Operation of Multigrade (MG)
491
526 Classes
497
c. Strengthening the Implementation of Multigrade Program in Philippine
519
Education
523
485
492
507
538
543
11. What is one of the Department’s strategies to provide access to quality
498
535
540
education for all school-age children in remote communities where enrolment
520
does not warrant the organization of monograde classes?
546 a. Multigrade Education
552
499
524
532
486 b. Single grade Education
508
493
487 c. Improving Education
525
500
488 12. What is the meaning of the acronym SHA-MG?
494
509
527
a. Specialty Hardship Allowance for MG Teachers
510
533
539
b. Special Hardship Allowance for MG Teachers
495
504
529
c. Specialty Hardship Allowances for MG Teachers
511
521
505
522
13. What is the meaning of the acronym MG-TRP?
544
489
514
536
534 a. Multigrade Trainers Resource Packages
501
541
b. Multigrade Training Resources and Packages
545
528
512 c. Multigrade Training Resource Package
515
547
506
14. What is the meaning of the acronym MG-TLP?
502
516
530
542
548
a. Multigrade Teach-Learn Package
490
513
517
b. Multigrade Teaching-Learning Packages
496
503
518
531
537
c. Multigrade Teachers-Learners Package
549
Report: Untitled
553
484
551 366
550 15. As much as possible, trained multigrade teachers shall not be transferred
491 366
526 to another school within how many years?
497
a. Three years
519
b. Two years
523
485
492 c. One year
507
538
543
498
535
540
554
POLICIES AND GUIDELINES IN THE ORGANIZATION AND OPERATION OF
520
MULTIGRADE CLASSES
555
546 Provided by the 1987 Philippine Constitution, the State shall protect and
552
499
524
532 367
486 promote the right of all citizens to quality education at all levels and shall take
508
493 368,369
487 on appropriate steps to ensure education is accessible to all. This policy of the
525 370
State reaffirms to protect and promote the rights of all Filipinos by providing
500 371
488 free and compulsory basic education; thus, the Department of Education
494
509
527
(DepEd) continues to operate multigrade classes in order to ensure that Filipino
510
533
539 372
students, even those located in remote areas complete their basic education. A
495
504
529
multigrade class is offered in elementary schools, facilitated by one teacher
511
521
handling two or more grade levels inside a single-grade classroom for an entire
505
522
school year. Additionally, DECS declared the policy to build a school in school-
544
489
514
536
534 less barangays where enrolment and population growth trends warrant the
501
541 373
establishment of new schools and to organize multigrade classes to offer the
545
528
512 complete six (6) grade levels to children in the remote barangays. In support of
547
515
556 this program, the following policies and guidelines in the organization and
506 374 375
operation of Multigrade Classes in the country are being issued. Teachers play
502
516
530
542
548
a vital role in carrying through these policies and guidelines, which set the
490
513
517 376
direction for providing access to education and higher-level outcomes
496
503
518
531
537
557 377
1. Pursuant to the provisions of the Constitution that the State shall protect
549
and promote the rights of all citizens to quality education at all levels and take
Report: Untitled
553
484
551
550 appropriate steps to make education accessible to all, it is a declared policy of
491
526 the DECS to build a school in school-less barangays where enrolment and
497
population growth trends warrant the establishment of new schools and to
519
organize multigrade classes to offer the complete six (6) grade levels to
523
485
492 children in the remote barangays.
507
538
543
558
2. In support of this program, the following policies and guidelines in the
498
535
540
554
organization and operation of Multigrade Classes in the country are being
520
issued:
555
546 1) Definition.
552
499
524
532 378 379
486 A multigrade class is defined as a class of 2 or more grades under one teacher
508
493
487 in a complete or incomplete elementary school.
525
500
488 2) Organization of Multigrade Classes.
494
509
527
Regional Directors and Schools Division Superintendents shall organize
510
533
539
Multigrade classes to provide access to schools for children in far-flung
495
504
529
barangays and to complete incomplete schools. The minimum enrolment of 8
511
521 380
pupils and the maximum of 35 pupils per class shall be observed. Whenever
505
522
possible and when teachers and other facilities warrant, MG classes composed
544
489
514
536 381 382
534 of more than three (3) grades per class should be converted to, at most, 3
501
541
grades per class.
545
528
512
547
515
556 3) School Plant, Facilities, and Furniture of Multigrade Classes Regional
506
Directors and Schools Division Superintendents give priority to multigrade
502
516
530
542
548
classes in:
490
513
517
● Allocating a 3-room school building to MG classes without a standard
496
503
518
531
537
557 383
building or where the existing building is in need of total rehabilitation. The
549
existing standards for school buildings shall apply to MG schools. The
Report: Untitled
553
484
551 384 1
550 classroom layout, as well as furniture, should facilitate multigrade teaching
491 385 385
526 and learning. It should allow for the grouping/regrouping of school children
385
497
according to age, grade level, ability level, or interest; the creation of learning
519 385
centers or comers; and easy circulation of both teachers and students.
523
485
492 ● The provision of textbooks and other support instructional materials as
507
538
543
558
follows:
498
535
540
554
520
o Minimum Multigrade Instructional Package (MIP) for teachers which shall
555 386
546 consist of: 1) Minimum Learning Competencies for MG Classes (MLC-MG), 2)
552
499
524
532
486 Budget of Work for MG Classes (BW-MG). 3) Lesson Plan for MG Classes (LP-
508
493
487 MG), and 4) Multigrade Teachers Handbook (MG-HB).
525 387
o Minimum Learning Package (MU) for multigrade pupils consisting of: 1)
500 387
488 textbooks in all learning areas on at least 1:2 textbook-pupil ratio or as much as
494
509
527
possible on a 1:1 ratio, 2) the Multilevel Materials (MLMs) on at least 1 set to 3
510
533
539
pupils’ ratio.
495
504
529 388
● Allocating teacher items and/or assigning teachers in assigning teacher
511
521
items, priority should be given to schools with multigrade classes having an
505
522 389
enrolment of more than 35 per class and classes with more than 3 grades to a
544
489
514
536
534 class.
501
541
545
528
512 4) The Multigrade Curriculum and Program.
547
515
556 Multigrade schools/classes shall offer the New Elementary Schools Curriculum
506 390
(NESC) and adopt any of the suggested class programs. Divisions may use any
502
516
530
542
548
of the suggested program options on a tryout basis and report on the findings
490
513
517 391
of the experiment after one school year. Full implementation or use of a
496
503
518
531
537
557 392
program should be based on the results of the tryout.
549
Report: Untitled
553
484
551
550 5) Support, Welfare, and Incentive Programs for Multi-Grade Teachers to
491
526 Attract and Retain Effective Teachers in Multigrade Schools, the following
393
497
measures should be implemented:
519 394 394 394,395
● Regular monitoring of MG classes to sustain training gains and to provide
523
485 395
492 them with technical as well as instructional support. In consideration of the
507
538
543
558 396
difficulty in reaching these schools due to distance and poor and/or irregular
498
535
540
554 397
transportation facilities, principals or supervisors are authorized to collect
520 398
actual transportation expenses incurred during monitoring and/or supervisory
555
546 visits.
552
499
524
532 1
486 ● Regular training of MG teachers on multigrade teaching in the district,
508
493 399 400
487 division and /or regional level should be given priority share from the 5% INSET
525
funds.
500
488 ● Whenever resources/situations permit, at least one (l) classroom should be
494
509
527
designated as a lodging place for teachers/school administrators whose
510
533
539
residences are considerably far from the school.
495
504
529
● Granting of the Special Hardship Allowance to MG Teachers (SHA-MG). All MG
511
521
teachers qualified to avail of the “Hardship Allowance to Eligible Public School
505
522
Teachers” provided for in DECS Order No. 73. s. 1996, shall receive said
544
489
514
536 401
534 incentive under the said scheme. However, MG teachers who shall not meet the
501
541 402
requirements stipulated in the same scheme shall be granted the “Special
545
528
512 Hardship Allowance for MG Teachers” for handling multigrade classes. Criteria
547
515 403
556 a for the availability of the Hardship Allowance for multigrade teachers shall be
506 404 405
issued in separate DECS Orders on a year-to-year basis.
502
516
530
542
548
3. Provisions of DECS Order 38, s. 1993 not superseded in this Order are
490
513
517
deemed still in effect.
496
503
518
531
537
557
4. This Order shall take effect immediately.
549
5. Immediate dissemination of and compliance with this Order is directed.
Report: Untitled
553
484
551
550 To further elaborate on the definition, a multigrade class refers to a situation in
491 406 407,4
526 which students of more than one grade level are taught by one teacher. While a
408
497
single-grade classroom is where students of one-grade level participate in all
519
of their classes in the same classroom under the direction of one teacher.
523
485
492 Most of the students involving multigrade classes are learners from isolated
507
538
543
558
and financially challenged communities, such as indigenous people that reside
498
535
540
554 409
in remote areas such as mountains and islands where schools are a wide
520 410 411
distance far ; On November 14, 1997, DECS declared a policy to push forth
555
546 with multigrade classes, in the form of the DepEd Order No. 96, series of 1997.
552
499
524
532
486 This DepEd Order enables the establishment of schools in school-less
508
493
487 barangays to offer a complete six (6) grade levels to children in the remote
525
barangays. Additionally, Regional Directors and Schools Division
500
488 Superintendents shall organize multigrade classes. Eight (8) to thirty-five (35)
494
509
527
students are expected to be accommodated per class. The classroom layout, as
510
533
539 412 1
well as furniture, should facilitate multigrade teaching and learning. It should
495
504
529 413 413
allow for the grouping/regrouping of school children according to age, grade
511
521 413
level, ability level, or interest; the creation of learning centers or comers; and
505
522 413
easy circulation of both teachers and students.
544
489
514
536
534
501
541
Priority would be given to schools with multigrade classes having an enrolment
545
528 414
512 of more than 35 per class and classes with more than 3 grades a class.
547
515
556 Multigrade schools/classes shall offer the New Elementary Schools Curriculum
506 415
(NESC) and adopt any of the suggested class programs. There will be regular
502
516
530
542
548 416
monitoring of MG classes to sustain training gains and to provide them with
490
513
517 416
technical as well as instructional support. Regular training of MG teachers on
496
503
518
531
537
557 1 417 418
multigrade teaching in the district, division and /or regional level would be
549
given priority share from the 5% INSET funds. With all these said, it is also
Report: Untitled
553
484
551
550 important to note that Provisions of DECS Order 38, s. 1993 does not supersede
491
526 in this Order are deemed still in effect.
497
519
IV. ASSESSMENT
523
485
492 Multiple Choice
507
538
543
558
1. A __________ class is defined as a class of 2 or more grades under one
498
535
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teacher in a complete or incomplete elementary school.
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A. Multigrade
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546 B. Single-grade
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486 C. Solitary grade
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525
2. It is a declared policy of the DECS to build a school in _____________ where
500
488 enrolment and population growth trends warrant the establishment of new
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schools and to organize multigrade classes to offer the complete six (6) grade
510
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levels to children in the remote barangays.
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A. Poor barangays
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B. School-less barangays
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C. Far barangays
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3. _________________ for teachers, which shall consist of: 1) Minimum
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512 Learning Competencies for MG Classes (MLC-MG), 2) Budget of Work for MG
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556 Classes (BW-MG). 3) Lesson Plan for MG Classes (LP- MG), and 4) Multigrade
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Teachers Handbook (MG-HB).
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A. Minimum Multigrade Instructional Package (MIP)
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B. New Elementary Schools Curriculum (NESC)
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C. Minimum Learning Package (MU)
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Report: Untitled
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550 4. ________________ for multigrade pupils consisting of 1) textbooks in all
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526 learning areas on at least a 1:2 textbook-pupil ratio or as much as possible on a
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1:1 ratio, 2) the Multilevel Materials (MLMs) on at least 1 set to 3 pupils’ ratio.
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A. Minimum Multigrade Instructional Package (MIP)
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492 B. New Elementary Schools Curriculum (NESC)
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498
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520 420
5. Allocating teacher items and/or assigning teachers in assigning teacher
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546 items, priority should be given to schools with multigrade classes having an
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499
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532 421
486 enrolment of more than ____ per class and classes with more than 3 grades to
508
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487 a class.
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A. 40
500
488 B. 25
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527
C. 35
510
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539
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529 1
6. Regular training of MG teachers on multigrade teaching in the district,
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division, and /or regional level should be given priority share from the ___ INSET
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funds.
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489
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534 A. 5%
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541
B. 15%
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512 C. 25%
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515
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7. All multigrade (MG) teachers qualified to avail of the “Hardship Allowance to
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Eligible Public School Teachers” provided for in DECS Order No.__. s. 1996
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A. 63
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B. 33
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C. 73
Report: Untitled
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550
491
526 8. The Provisions of DECS Order 38, s. _____ not superseded in this Order are
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deemed still in effect.
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A. 1963
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492 B. 1993
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C. 1933
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520 423
9. _________________ is where students of one-grade level participate in all of
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546 their classes in the same classroom under the direction of one teacher.
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486 A. Single-grade classroom
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487 B. Multigrade classroom
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C. Solitary grade classroom
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10. On_______________, DECS declared a policy to push forth with multigrade
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classes in the form of the DepEd Order No. 96, series of 1997.
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A. November 24, 1997
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B. November 4, 1997
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C. November 14, 1997
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534
501
541 424 424
11. These DepEd Order enables the establishment of schools in school-less
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528 424
512 barangays to offer a complete six (6) grade levels to children in the remote
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515
556 barangays.
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A. DepEd Order No. 96, series of 1997
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B. DepEd Order No. 86, series of 1997
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C. DepEd Order No. 76, series of 1997
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549
Report: Untitled
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484
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550 12. Priority would be given to schools with multigrade classes having an
491 425
526 enrolment of more than ___ per class and classes with more than 3 grades to a
497
class.
519
A. 45
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485
492 B. 55
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C. 35
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13. Multigrade schools/classes shall offer the _________________________
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546 and adopt any of the suggested class programs.
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486 A. Minimum Multigrade Instructional Package (MIP)
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487 B. New Elementary Schools Curriculum (NESC)
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500
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14. It is a declared policy of the _____ to build a school in school-less
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533
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barangays where enrolment and population growth trends warrant the
495
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529
establishment of new schools and to organize multigrade classes to offer the
511
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complete six (6) grade levels to children in the remote barangays.
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A. NESC
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489
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534 B. DECS
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541
C. DEPED
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512
547
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556 15. Multigrade classes composed of more than _____ grades per class should
506 426
be converted to, at most, 3 grades in a class.
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A. three (3)
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B. four (4)
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C. five (5)
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Report: Untitled
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550 16 - 17. Multigrade classes to provide access to schools for children in far-
491 427
526 flung barangays and to complete incomplete schools, the minimum enrolment
428
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of __ pupils and the maximum of __ pupils per class shall be observed.
519
A. Minimum enrolment of 4 pupils and the maximum of 40 pupils
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485
492 B. Minimum enrolment of 10 pupils and the maximum of 65 pupils
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C. Minimum enrolment of 8 pupils and the maximum of 35 pupils
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18. Allocating _________ school building to MG classes without standard
555 429
546 building or where the existing building is in need of total rehabilitation.
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486 A. 4-room
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487 B. 3-room
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C. 6-room
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19. It should allow for: ____________ of school children according to age, grade
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level, ability level, or interest; the creation of learning centers or comers; and
495
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529
easy circulation of both teachers and students.
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A. individually
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B. grouping/regrouping
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489
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534 C. socially
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541
545
528
512 20. Whenever resources/situations permit, at least ______ classroom should be
547
515 430
556 designated as a lodging place for teachers/school administrators whose
506 431
residences are considerably far from the school.
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A. One (l)
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B. Two (2)
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C. Three (3)
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Report: Untitled
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550 BASIC PRINCIPLES IN TEACHING MULTIGRADE CLASS
491 432
526 It’s the teacher that makes a difference, not the classroom. – Michael
497
Morpurgo
519
Education is the key to success; it transforms and shapes an individual to
523
485
492 become a better version of themselves. In the Philippines, elementary schools,
507
538
543
558 433,434 434
particularly in rural and remote areas, lack, in terms of training of teachers,
498
535
540
554 433
insufficient resources and funding, which makes them incompetent in many
520 435
ways. Unfortunately, schools like multigrade schools are the ones that really
555
546 need support and assistance for their alarming situation, but at the end of the
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499
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532
486 day, these schools are the ones that are highly neglected and ignored. However,
508
493
487 despite all the limitations, difficulties, and challenges that the school,
525
teachers, and pupils encountered in this multigrade school, they strived hard
500
488 and tried their best to be meaningful and productive. Educators and teachers
494
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527
are the ones who strive the most to find ways to serve their students better
510
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539
through educating themselves and by simply knowing the basic knowledge
495
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529
about multigrade classes, the best techniques, strategies, approaches, and the
511
521
basic principles in teaching multigrade classes. In this report, the discussant
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522 436
will thoroughly discuss what are the basic principles of teaching multigrade
544
489
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536 437
534 classes that can be used as a guide for pre-service teachers to further know
501
541
the proper way to handle and facilitate an actual multigrade class.
545
528
512
547
515
556 A. MULTIGRADE CLASS
506
A Multigrade classroom refers to a class that has two or more grade levels of
502
516
530
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548 438,439
children in one classroom. Accordance to Mascarenas (2014), Multigrade
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517 439
classes are also called a “multi-age group,” which is a term commonly used
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531
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today to describe mixed-age groups in a class. The meaning of multi-age is
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Report: Untitled
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550 “Use multi-age to mean two or more grade levels that have been intentionally
491 440,441
526 blended together to improve learning." (Mascarenas, 2014)
497
Furthermore, according to Hinaut (2014), multigrade classes are smaller and
519
can be established more cheaply than complete schools; they can be more
523
485 442
492 numerous, therefore more dispersed and thus located closer to the settlements
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where the children live.
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520 443
B. BASIC PRINCIPLES IN TEACHING MULTIGRADE CLASS (Valena, 2015)
555
546 1. Each child is unique.
552
499
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532 444
486 Children are individuals that possess differences in terms of their physical
508
493 445
487 appearance, their intellectual capacity, and how they deal with things or
525
situations emotionally and socially. Each child is a unique individual. They have
500
488 a variety of life experiences and routes in life; they have different likes and
494
509
527 446 447
dislikes, interests and needs. That’s why we have to be understanding and as
510
533
539 447
sensitive always as possible.
495
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529
2. Children learn best from experience.
511
521 448 449 449
Children learn best by using their senses, and by exploring their environment
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522 450 450
of people, things, events, and places. As an educator, we have to be creative
544
489
514
536 450,451
534 and seek the best activities that will enhance the learning of a child.
501
541
3. Children can and do learn well from one another.
545
528
512 Collaboration and socialization are some of the best ways to create a bond
547
515 452 453
556 within the class. Most children learn concretely as they work in groups or in
506
pairs when different people have different points of view. Children can be more
502
516
530
542
548 454,456 456 455
honest with one another, especially children from ages 7 and above who
490
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are more comfortable with peers.
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531
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4. The role of the teacher in a classroom
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Report: Untitled
553
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550 The role of a teacher in a multigrade class involves setting up and managing a
491 457 1
526 learning environment that is conducive to learning and teaching. Teachers
497
should be mindful that they are dealing with a different range of ages in one
519
classroom. The classroom should always promote a child-friendly environment
523
485 458
492 in order to create an encouraging or conducive class.
507
538
543
558
5. The implementation of the school curriculum
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540
554 459
The school curriculum must take into consideration the varied abilities, levels,
520 460
and interests of a particular group. One of the guides that an educator can use
555
546 in teaching multi-grade classes is the school curriculum. These will serve as a
552
499
524
532 462 461,462
486 guide in order to know the lessons, and then, there, they can be able to choose
508
493
487 appropriate approaches, strategies, and instructional materials that a teacher
525
can use.
500
488 6. The educational program
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The value of the educational program will be judged according to how well it is
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539 464
able to achieve the goals of the program-whether the children actually learn,
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529 465
what they are expected to learn, and how well they have learned. These can
511
521 1 466
serve as a track for how effective the teaching is, based on the achieved goals
505
522 466
of the children, whether they attain the objectives or not.
544
489
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536 467
534 7. The advantage of being in a heterogenous group like a multigrade class In
501
541 468 46
multigrade classes, no child should be left behind. Children who have a certain
545
528 471
512 strengths and weaknesses can be helped rather than punished for their
547
515 472 473
556 weaknesses. Their individual strength should be built on rather than wasted.
506
502
516
530
542
548
In addition, according to Konstantinos (n.d), combined classes of students
490
513
517 474
differ a lot from the conventional type of student class of a single grade. That
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518
531
537
557 476 47
means that the way that the students of the multigrade class should be taught
549 476
must be different as well. It is true that the function of the teacher in the
Report: Untitled
553
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550 multigrade classroom is multidimensional, or to be more accurate, it is much
491
526 more complicated and demanding than the role of the teacher in the
497
monograde school, respectively.
519
Therefore, through the basic principles of teaching multigrade classes
523
485 477
492 mentioned above, the teacher can be able to understand the differences
507
538
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558 478
between pupils, and through that, he/she can motivate them to learn and guide
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559
them through their learning process. The teacher should not only be a provider
520 479
of knowledge but should also be a facilitator of learning both at a group level
555
546 and on a one-to-one basis (Kostantinos, n.d).
552
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532
486
508
493
487 1. ASSESSMENT
525
500
488 1. A ___________classroom refers to a class that has two or more grade levels
494
509
527
of children in one classroom.
510
533
539
a. Mono-grade Classes
495
504
529
b. Multigrade Classes
511
521
c. Public and Private Classes
505
522
544
489
514
536
534 1. Multigrade classes are also called?
501
541
a. Incomplete Group
545
528
512 b. Diverse Group
547
515
556 c. Multi-age Group
506
502
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530
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548
1. “Each child is unique.” The statement is________.
490
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517
a. False
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531
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b. True
549
c. True and False
Report: Untitled
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550
491 480
526 1. The following are the advantage of heterogenous groups like multigrade
497
classes, except one.
519
a. No child is left behind
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485
492 b. The child’s weakness is invalid
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558
c. Individual strength should be built on rather than wasted
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540
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559
520
1. Principle is derived from the Latin word _________, which means the
555
546 beginning or the end of things.
552
499
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532
486 a. Princeps
508
493
487 b. Principles
525 481
c. Princee
500
488
494
509
527 482 482
1. Multigrade classes are bigger and can be established more costly than
510
533
539
complete schools. The statement is______.
495
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529
a. True
511
521
b. False
505
522
c. True and False
544
489
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536
534
501
541
1. Through the basic principles in teaching multigrade classes, the teacher can
545
528
512 be able to:
547
515
556 a. Do whatever he/she wants
506
b. Misunderstood the attitudes and differences between the learners
502
516
530
542
548
c. Motivate the learners to learn and guide them to learn
490
513
517
496
503
518
531
537
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1. The teacher should not only be a provider of knowledge but should also be a
549
__________.
Report: Untitled
553
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550 a. Giver of knowledge
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526 b. Facilitator of knowledge
497
c. Dispenser of Knowledge
519
523
485
492 1. Children learn best from ______.
507
538
543
558
a. Experience
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535
540
554
559
b. Home
520
c. Peers
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546
552
499
524
532
486 1. ___________of students differ a lot from the conventional type of a student
508
493
487 class of a single grade.
525
a. Combined Classes
500
488 b. Single Classes
494
509
527
c. Separate Classes
510
533
539
495
504
529 483
1. The following are the basic principles in teaching multigrade classes, except
511
521
one.
505
522
a. Each child is unique
544
489
514
536
534 b. Children learn best from experience
501
541
c. Children can and do learn well when they are alone
545
528
512
547
515
556 12. The role of a teacher in a multigrade class involves setting up and managing
506 1
a _______________ that is conducive to learning and teaching.
502
516
530
542
548
a. Green environment
490
513
517
b. Learning environment
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503
518
531
537
557
c. Teaching environment
549
Report: Untitled
553
484
551
550 1. ______________ are some of the best ways to create a bond within the class.
491
526 a. Collaboration and Socialization
497
b. Individual task
519
c. Home works
523
485
492
507
538
543
558
1. The classroom should always promote a __________ in order to create an
498
535
540
554
559
encouraging or conducive class.
520
a. Unsafe environment
555
546 b. Insensitive environment
552
499
524
532
486 c. Child-friendly environment
508
493
487
525
500
488
494
509
527
510
533
539
495
504
529
511
521
505
522
544
489
514
536
534
501
541
545
528
512
547
515
556
506
502
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548
490
513
517
496
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531
537
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549
Report: Untitled
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550
1. teaching; Teaching Text inconsistencies Correctness
491
526
2. rights → right Incorrect noun number Correctness
497
519 3. basic → primary Word choice Engagement

523
485
492
4. you Inappropriate colloquialisms Delivery
507
538
543
558

498
535
540
554
559
520 6. all → All Confused words Correctness

555
546
7. was established Passive voice misuse Clarity
552
499
524
532
486
508
493
8. basic → primary Word choice Engagement
487
525 9. education, Punctuation in Correctness

compound/complex sentences
500
488
49410.
509
527 The common problems such as not Ungrammatical sentence Correctness
enough number of enrollees,
510
533
539 distance of the house from the
nearest schools, lack of teachers and
495
504
529
classrooms shouldn’t stop the
511
521 learners in completing their basic
education.
505
522
11. shouldn’t → should not Inappropriate colloquialisms Delivery

544
489
514
536
534
50112.
541 basic → primary Word choice Engagement
545
528
512
13. The common problems such as not Unclear sentences Clarity
547
515
556 enough number of enrollees,
distance of the house from the
506 nearest schools, lack of teachers and
classrooms shouldn’t stop the
502
516
530
542
548
learners in completing their basic
490
513
517
education.
49614.
503
518
531
537
557 the multi-grade Determiner use (a/an/the/this, Correctness
etc.)
549
15. As a result, DepEd implemented the Unclear sentences Clarity
Report: Untitled
553
484
551
550
multi-grade classes, which helps in
reducing the different issues when it
491 comes to education.
526
497
16. Multi-grade classes allow learners of Ungrammatical sentence Correctness
519 different grade levels to learn
together with the same topic and
523
485
492 with the same classroom.
507
538
543
558
17. Multi-grade classes allow learners of Unclear sentences Clarity
498
535
540
554
559 different grade levels to learn
together with the same topic and
520
with the same classroom.
555
546
18. don’t → do not Inappropriate colloquialisms Delivery
552
499
524
532
486
508
493
487
19. , but it → . Still, it Hard-to-read text Clarity
525
20. Moreover, multi-grade classes don’t Ungrammatical sentence Correctness
500 only solve the issues in education,
488
but it also gives better opportunity to
494
509
527 both teachers and learners to hone
their skills and attitudes that are
510
533
539 vital and will contribute to
themselves as an individual.
495
504
529
51121.
521 classroom → classrooms Incorrect noun number Correctness
505
522
22. How about if the school is far from Unclear sentences Clarity
544
489
514
536
534
home or there needs to be more
teachers and classroom?
501
541
23.
545
528
you Inappropriate colloquialisms Delivery
512
55624.
547
515 One of these ways is the holding of Incorrect phrasing Correctness
multigrade classes.
506
50225.
516
530
542
548 Hence, multigrade Teaching is a Unclear sentences Clarity
situation in which one teacher has to
490
513
517 teach many grades simultaneously.
496
503
518
531
537
557
26. Teachers may teach six or seven Unclear sentences Clarity
549 stages simultaneously under one
roof in tiny schools.
Report: Untitled
55327.
484
551 Tone suggestions Delivery
550
491
526
28. be made Passive voice misuse Clarity
497
29. is sometimes called Passive voice misuse Clarity
519
49230.
523
485 you Inappropriate colloquialisms Delivery
507
538
543
558
498
535
540
554
559
32.
520
syllabus driven → syllabus-driven Misspelled words Correctness
54633.
555 curriculum, Punctuation in Correctness
552
499
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532
486
48734.
508
493 In the traditional type of multiage Unclear sentences Clarity
classes, all students will be working
525 on the grade curriculum, despite
their age differences.
500
488
49435.
509
527 is integrated Passive voice misuse Clarity
510
533
539
36. are combined Passive voice misuse Clarity
495
504
529
37. And secondly Conjunction use Correctness

511
521
50538.
522 And → Moreover,, Furthermore, Inappropriate colloquialisms Delivery
544
489
514
536
534
39. The student's needs determine the Incorrect phrasing Correctness
501
541 Teaching and learning; thus,
knowledge is student-driven.
545
528
512
547
51540. being catered Passive voice misuse Clarity
556
50641.
for Inappropriate colloquialisms Delivery
502
516
530
542
548
42. In this sense, Multigrade teachers Incorrect phrasing Correctness
490
513
517 plan one program for their class but
use various strategies to ensure
496
503
518
531
537
557
individual students' learning is being
549
catered for.
43. being taught Passive voice misuse Clarity
Report: Untitled
553
484
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550
44. ME Inappropriate colloquialisms Delivery
491
526
45.
497
your Inappropriate colloquialisms Delivery
519
46. 2) How multigrade Teaching differs Ungrammatical sentence Correctness
523
485
from composite and multiage
492
classes?
507
538
543
558
47. is implemented Passive voice misuse Clarity

498
535
540
554
559
52048. etc Inappropriate colloquialisms Delivery

555
546
49. Not all learners have the chance to Incorrect phrasing Correctness
552
499
524
532
486
have primary education because of
different factors such as challenges
508
493
487 in financial aspects, place where the
learners live, shortage of school
525
facilities, etc.
500
488
50. To solve the existing problems in Incorrect phrasing Correctness
494
509
527 education, the government adopts
and applies the Multigrade system.
510
533
539
49551.
504
529 There's → There is Inappropriate colloquialisms Delivery
511
521
52. couldn't → could not Inappropriate colloquialisms Delivery
505
522
53. couldn't → could not Inappropriate colloquialisms Delivery
544
489
514
536
534
50154.
545
528
512
55. o Incorrect phrasing Correctness
547
515
556
56. o Incorrect phrasing Correctness
506
50257.
516
530
542
548 be observed Passive voice misuse Clarity
490
513
517
58. o A common problem of learners from Ungrammatical sentence Correctness
496
503
518
531
537
557 remote areas is the distance of their
houses from the nearest schools,
549 thus, sometimes leading to dropping
out of the learners.
Report: Untitled
55359.
484
551 of the Wordy sentences Clarity
550
491
52660. such as indigenous Incorrect phrasing Correctness
497
61. is often implemented Passive voice misuse Clarity
519
49262.
523
485 o Most common problems of schools Ungrammatical sentence Correctness
are the need for more funds, few
507
538
543
558
number of teachers, and more school
498
535
540
554
559
facilities and buildings to cater to all
the learners and give quality
520 education.
555
54663. number of Wordy sentences Clarity
552
499
524
532
486
64. I Inappropriate colloquialisms Delivery
508
493
487
52565. Multigrade Teaching Ineffective or missing emphasis Clarity
500
48866. Multigrade Teaching is a situation in Unclear sentences Clarity
494
509
527
which one teacher has to teach many
grades simultaneously.
510
533
539
67. Teachers may teach six or seven Unclear sentences Clarity

495
504
529
stages simultaneously under one
511
521 roof in tiny schools.
50568.
522
is sometimes called Passive voice misuse Clarity
544
489
514
536
534
69. were observed Passive voice misuse Clarity
501
541
545
52870. Tone suggestions Delivery
512
547
515
55671. , these Punctuation in Correctness
506
50272.
516
530
542
548 The majority of → Most Wordy sentences Clarity
490
513
517
73. be influenced Passive voice misuse Clarity
496
503
518
531
537
557
74. This Intricate text Clarity

549
75. being attracted Passive voice misuse Clarity
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550
76. And → Moreover,, Furthermore, Inappropriate colloquialisms Delivery
491
526
77. And the fourth factor is the Incorrect phrasing Correctness
497
socioeconomic factors.
519
78. It is challenging to hire a teacher for Unclear sentences Clarity

523
485
492
a grade level when the enrolment is
507
538
543
558 lower than the government-
stipulated teacher/pupil ratio.
498
535
540
554
559
79.
520
Tone suggestions Delivery
54680.
552
499
524
532
486
508
493
487
82.
525
48883.
500 This Intricate text Clarity
494
509
527
510
533
539
85.
495
504
529
I Inappropriate colloquialisms Delivery
51186.
505
522
87. is reduced Passive voice misuse Clarity
544
489
514
536
534
88.
501
541
Reduced Competition & Off-task Incorrect phrasing Correctness
Behaviour: Academic, physical, and
545
528
512
social competition between peers is
reduced, as is the anxiety and
547
515
556 preoccupation of having to compete
and compare one's self to their
506
peers.
502
516
530
542
548
89. are celebrated Passive voice misuse Clarity
490
513
517
55790.
496
503
518
531
537 Celebrated Individuality: Ineffective or missing emphasis Clarity
54991.
Children who are academically Unclear sentences Clarity
advanced or lagging in any particular
subject area can easily participate in
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553
484
551
550
higher or lower-level skills,
showcasing their strengths and
491 working on their challenges, all while
526
maintaining interactions with their
497
peers.
519
92. Re-Teaching & Pre-Teaching: Ineffective or missing emphasis Clarity
523
485
492
55893.
507
538
543 are continuously exposed Passive voice misuse Clarity
498
535
540
554
559
94. are also exposed Passive voice misuse Clarity
520
95. Role Modelling & Mentorship: Ineffective or missing emphasis Clarity
555
546
48696.
552
499
524
532 to help younger students learn Inappropriate colloquialisms Delivery
genuinely
508
493
487
52597. Increased Learning Time: Ineffective or missing emphasis Clarity
500
48898. Increased Learning Time: Students Incorrect phrasing Correctness
494
509
527
and Teachers can pick up where they
left off rather than starting fresh
510
533
539 with new routines and expectations.
495
504
529
99. I Inappropriate colloquialisms Delivery
511
521
100. Here is the link of the online Kahiot Ungrammatical sentence Correctness
505
522 game.
544
489
514
536
534
101. UNDERSTANDING MULTI-GRADE Ineffective or missing emphasis Clarity
501
541 TEACHING:
545
528
512
102. Diversity Ineffective or missing emphasis Clarity
547
515
556
103. be defined Passive voice misuse Clarity
506
104.
502
516
530
542
490
513
517
105. To be a better teacher, especially in Misplaced words or phrases Correctness
496
503
518
531
537
557 multigrade courses
549
106. , teachers Punctuation in Correctness
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553
484
551
107.
550 be considered Passive voice misuse Clarity
491
526
108. To avoid multitasking, applying time Unclear sentences Clarity
497 management tips to balance time
effectively is advisable.
519
109.
523
485
492 teaching–learning Misspelled words Correctness
507
538
543
558
110. difficult → tricky Word choice Engagement
498
535
540
554
559
111. learning, Punctuation in Correctness

520
555
546
112. useful → helpful to, helpful Word choice Engagement
552
499
524
532
486
113.
508
493
487 Diversity Ineffective or missing emphasis Clarity
525
114. be defined Passive voice misuse Clarity
500
488
494
509
527
116.
510
533
539 Diversity Ineffective or missing emphasis Clarity
495
504
529
117. is shown Passive voice misuse Clarity
511
521
118. etc Inappropriate colloquialisms Delivery
505
522
119.
544
489
514
536
534 An environment where Diversity is Ungrammatical sentence Correctness
respected is one where individuals
501
541 and united as members of teams,
and we can effectively apply all our
545
528
512 out talents, skills, and experiences in
547
515
pursuit of business objectives to our
556
competitive advantage.
506
120. , and we → . We Hard-to-read text Clarity

502
516
530
542
548
121.
490
513
517 Demographic characteristics Ineffective or missing emphasis Clarity
496
503
518
531
537
557
122. Diversity- it is the combination of our Unclear sentences Clarity
549 differences that shape our view of
the world, our perspective, and our
approach.
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484
551
550
491
526
124. However, to accurately talk about Incorrect phrasing Correctness
497
Diversity, especially in the
519 classroom, you must consider race,
ethnicity, gender, sexual orientation,
523
485
492 religion, socioeconomic status, being
able-bodied, and various learning
507
538
543
558
styles.
498
535
540
554
559
125. important → essential Word choice Engagement
520
126.
555
546
individual Wordy sentences Clarity
552
499
524
532
127.
486 important → essential, crucial, vital Word choice Engagement
508
493
487
128. students need to be Wordy sentences Clarity
525
129.
500
488
Having teachers and staff members Unclear sentences Clarity
of diverse backgrounds affirms
494
509
527 student cultural identities and
enhances the learning environment.
510
533
539
130.
495
504
529 Child Development Confused words Correctness
511
521
131. deeper → more profound Word choice Engagement
505
522
132. reduce prejudice Confused words Correctness
544
489
514
536
534
133.
501
541 Students → Student Incorrect noun number Correctness
545
528
134.
512 stronger → Word choice Engagement
547
515 more vital, more substantial
556
506
135. classroom Wordy sentences Clarity
502
516
530
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548
136. important → essential Word choice Engagement
490
513
517
137.
557
496
503
518
531
549
138. the people Determiner use (a/an/the/this, Correctness
etc.)
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139.
491
526
140. ... Misuse of semicolons, quotation Correctness
497 marks, etc.
519
141. a certain Determiner use (a/an/the/this, Correctness
523
485
492 etc.)
507
538
543
558
142. certain → specific, particular Word choice Engagement
498
535
540
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520
144.
555
546 can't → cannot Inappropriate colloquialisms Delivery
552
499
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532
486
145. properly → correctly Word choice Engagement
508
493
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146. mistreating someone, Word choice Engagement
525
maltreating someone
500
488
147. your Inappropriate colloquialisms Delivery
494
509
527
148.
539
510
495
504
529
149. a variety of → various Wordy sentences Clarity
511
521
150. To provide activities that will address Unclear sentences Clarity
505
522 the different learning needs of
groups and individual students,
544
489
514
536
534 teachers are often multitasking.
501
541
151. at the same time → Wordy sentences Clarity
545
528
512 simultaneously
547
515
556
152. as Wordy sentences Clarity
506
153.
502
516
530
542
548
is described Passive voice misuse Clarity
154.
490
513
517 is expected Passive voice misuse Clarity
496
503
518
531
537
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155. simulated → faced Incorrect verb forms Correctness
549
156. variety of → various Wordy sentences Clarity
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157.
550 to jump between tasks quickly Inappropriate colloquialisms Delivery
491
526
158. and are honing → hone Incorrect verb forms Correctness
497
159.
519 to navigate an inundation of Inappropriate colloquialisms Delivery
information and ideas successfully
523
485
492
160.
507
538
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558
practice opportunities Wordy sentences Clarity
161.
498
535
540
554
559 fully → entirely Word choice Engagement
520
162. obvious → apparent Word choice Engagement
555
546
163.
552
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be performed Passive voice misuse Clarity
486
164.
508
493
487 serious → severe Word choice Engagement
525
500
488
166.
494
509
527
But → However,, Nevertheless, Inappropriate colloquialisms Delivery
167.
510
533
539 you're → you are Inappropriate colloquialisms Delivery
495
504
529
168. You Inappropriate colloquialisms Delivery
511
521
169.
505
522
rest and relaxation → Wordy sentences Clarity
rest, relaxation
544
489
514
536
534
170. don't → do not Inappropriate colloquialisms Delivery
501
541
171.
545
528
512 anyway Inappropriate colloquialisms Delivery
547
515
556
172. But → However,, Nevertheless, Inappropriate colloquialisms Delivery
506
173. here's → here is Inappropriate colloquialisms Delivery

502
516
530
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548
174.
490
513
517 It's → It is Inappropriate colloquialisms Delivery
496
503
518
531
537
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175. are met Passive voice misuse Clarity
549
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177.
553
484
551
550 Multitasking may seem to be Unclear sentences Clarity
efficient at the surface, but in reality,
491
526 it costs more and also affects the
quality while increasing error.
497
519
178. actually Wordy sentences Clarity
523
485
492
179. of teachers Wordy sentences Clarity
507
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558
180.
559
498
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181. multitasking teachers Wordy sentences Clarity
555
546
182. fact of Incorrect phrasing Correctness
552
499
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532
486
183.
508
493 still Wordy sentences Clarity
487
525
184. However, due to the fact of Unclear sentences Clarity
insufficiency of teachers in the
500
488
hinterlands and remote areas, this
494
509
527 practice still continues to evolve.
510
533
539
495
504
529
186. workplace, Punctuation in Correctness
511
521 compound/complex sentences
505
522
187. task → tasks Incorrect noun number Correctness
544
489
514
536
534
188.
501
541
189.
545
528
512 be explained Passive voice misuse Clarity
547
515
556
190. dislikes → dislike Faulty subject-verb agreement Correctness
506
191.
502
516
530
542
548
be instituted Passive voice misuse Clarity
192.
490
513
517 difficult → complex Word choice Engagement
496
503
518
531
537
557
193. directly Misplaced words or phrases Correctness
549
194. The effect of multitasking on Unclear sentences Clarity

teachers in a classroom setting on
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553
484
551
550
the school organization's
productivity is somehow difficult to
491 determine directly since it is a result
526
of factors such as the management
497
and leadership of school
519 administrators in dealing with
teachers' needs and responsibilities
523
485
492 (Nar…
507
538
543
558
498
535
540
554
559
196. was supported Passive voice misuse Clarity
520
197.
555
546 the opinion Incorrect phrasing Correctness
552
499
524
532
486
198. that the Inappropriate colloquialisms Delivery
508
493
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199. greater → Word choice Engagement
525
more incredible, more outstanding,
500
more significant
488
200.
494
509
527 Moreover, the low academic Incorrect phrasing Correctness
performance of students is another
510
533
539
characteristic associated with
495
504
529 multitasking of teachers in the
workplace, where teachers have
511
521 greater tasks assigned to them
compared to teachers who do not
505
522 multitask in the workplace.
544
489
514
536
534
501
541
202.
545
528
be performed Passive voice misuse Clarity
512
203.
547
515
556 they can't have Wordy sentences Clarity
506
204. students → student Incorrect noun number Correctness
502
516
530
542
548
205.
490
513
517
206.
496
503
518
531
537
557 involve → involves Faulty subject-verb agreement Correctness
549
207. However, (Baillien et al., 2009) Unclear sentences Clarity
argued that teachers multitasking in
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553
484
551
550
the workplace involve inappropriate
coping with teachers' heavy tasks,
491 which can lead to teachers' low
526
performance and low students'
497
achievements.
519
523
485
492
209.
558
507
538
543 are expected Passive voice misuse Clarity
498
535
540
554
559
520
555
546
212.
552
499
524
532
486 normal → Word choice Engagement
standard, regular, everyday
508
493
487
213.
525 Multitasking Ineffective or missing emphasis Clarity
500
214.
488 There is a tremendous amount of Unclear sentences Clarity
494
509
527
work involved in teaching, and trying
to balance professional tasks with
510
533
539 personal life is extremely difficult if a
teacher's time is not managed
495
504
529 effectively and harmoniously.
511
521
215. is not managed Passive voice misuse Clarity
505
522
216. Learning to manage time effectively Unclear sentences Clarity

544
489
514
536
534 and harmoniously is a critical skill
501
541 needed to balance the demands of
professional and personal life, Meyer
545
528
512 (2012).
547
515
556
217. As a future educators, there might be Ungrammatical sentence Correctness
506 instances wherein if we are already
in the academe, there might be
502
516
530
542
548 responsibilities that may require us
to multi–task.
490
513
517
218.
557
496
503
518
531
537 But → However,, Nevertheless, Inappropriate colloquialisms Delivery
549
219. multi–tasking → multi–tasking Misspelled words Correctness
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220.
553
484
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550
important → critical Word choice Engagement
491
221.
526 occurs, Punctuation in Correctness
519
222. a set number of → several Wordy sentences Clarity
523
485
492
507
538
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558
224.
559
498
535
540
554 are graded Passive voice misuse Clarity
520
225. According to Pinell, teachers find it Unclear sentences Clarity
555 more efficient to break up grading
546
materials into small groups that are
552
499
524
532
486 graded each day than to work on
grading the work of the entire class
508
493
487 on the same day.
525
226. loads of Wordy sentences Clarity
500
488
227. to evaluate the assignment and offer Inappropriate colloquialisms Delivery
494
509
527
feedback to students properly
510
533
539
228. that relates → related Wordy sentences Clarity
495
504
529
229.
511
521 important → essential Word choice Engagement
505
522
230. Although it is tempting to put more Unclear sentences Clarity
544
489
514
536
534
time into grading, feedback, and
managing student needs, it is also
501
541 important to set aside personal time
to keep the priorities in proper
545
528
512 perspective.
547
515
556
231. the classroom may become Wordy sentences Clarity
506
232.
502
516
530
542
548 only Misplaced words or phrases Correctness
233.
490
513
517 I Inappropriate colloquialisms Delivery
496
503
518
531
537
557
234. at the same time → Wordy sentences Clarity
549 simultaneously
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235.
553
484
551
550
491
236.
526 YOUR Inappropriate colloquialisms Delivery
497
237. Learning and teaching are not Unclear sentences Clarity
519
spectator sports, nor is learning a
523
485 spectator sport.
492
507
538
543
558
238. in Wordy sentences Clarity
498
535
540
554
559
239. As a result, not all teachers are Unclear sentences Clarity
520 successful in keeping their pupils
interested in their course or in the
555
546 classroom.
552
499
524
532
486
240. Therefore, simply sitting in the Unclear sentences Clarity
508
493
487 classroom and listening to their
teachers, as well as spitting out
525
prepared answers or memorizing
500 pre-defined assignments, would
488
never provide pupils with any
494
509
527 meaningful learning opportunities.
510
533
539
241. important → critical, essential Word choice Engagement
495
504
529
242. This involvement takes place on Incorrect phrasing Correctness
511
521
multiple levels: emotionally,
cognitively, and behaviorally — all of
505
522
which have a favorable impact on the
544
489
514
536
534
learning and understanding of pupils.
501
541
243. This involvement takes place on Unclear sentences Clarity
545
528
multiple levels: emotionally,
512
cognitively, and behaviorally — all of
547
515
556
which have a favorable impact on the
learning and understanding of pupils.
506
244.
502
516
530
542
548 they've → they have Inappropriate colloquialisms Delivery
245.
490
513
517 they've → they have Inappropriate colloquialisms Delivery
496
503
518
531
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246. what they've learned → Wordy sentences Clarity
549 it
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247.
553
484
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550
Academic performance and conduct Unclear sentences Clarity
are impacted by student
491 involvement, according to some
526
studies, while others characterize it
497
as "energy in action."
519
523
485
492
249.
558
507
538
543 that are → who are Pronoun use Correctness
498
535
540
554
559
250. that are Wordy sentences Clarity
520
251. motivation, Punctuation in Correctness
555
552
499
524
532
486
508
493
487
253.
525 assigned Wordy sentences Clarity
500
254.
494
509
527
255. is employed Passive voice misuse Clarity
510
533
539
256.
529
495
504 Adult or expert modeling can also Unclear sentences Clarity
show why an activity is worthwhile,
511
521 as well as when and how it is
employed in real life.
505
522
257.
544
489
514
536
534
is likely to → will likely Wordy sentences Clarity
501
541
258. include: Incorrect punctuation Correctness
545
528
512
259. . Allowing → and allowing, , allowing Incomplete sentences Delivery
547
515
556
260.
506 great → excellent Word choice Engagement
502
516
530
542
548
261. be increased Passive voice misuse Clarity
490
513
517
262. mostly → mainly Word choice Engagement
496
503
518
531
537
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263.
549 Students' involvement may be Unclear sentences Clarity
increased when they collaborate well
with others (Wentzel, 2009), mostly
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553
484
551
550
because they feel connected to
others (Deci & Ryan, 2000).
491
526
264.
497 more productive Incomplete sentences Delivery
519
265. To make group work more productive, Unclear sentences Clarity
523
485 students need to know how to
492
communicate and act in such
507
538
543
558 situations.
498
535
540
554
559
266. both Wordy sentences Clarity
520
267. difficult → challenging Word choice Engagement
555
546
268.
552
499
524
532
486 are fulfilling → fulfill Wordy sentences Clarity
508
493
487
269. by: Incorrect punctuation Correctness
525
270. more likely → likelier Wordy sentences Clarity
500
488
271.
494
509
510
533
539
272. Competence Ineffective or missing emphasis Clarity
495
504
529
273. is defined Passive voice misuse Clarity
511
521
274.
522
505 successfully Wordy sentences Clarity
544
489
514
536
534
275. to present information to students Inappropriate colloquialisms Delivery
501
541 efficiently
545
528
276.
512 suffer → suffers Faulty subject-verb agreement Correctness
547
515
556
277. be discussed Passive voice misuse Clarity
506
278.
548
502
516
530
542 be asked Passive voice misuse Clarity
490
513
517
279. a variety of → various Wordy sentences Clarity
496
503
518
531
537
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280. positive → cheerful Word choice Engagement
549
281. inquiries → inquires Incorrect phrasing Correctness
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282.
550 personal Wordy sentences Clarity
491
526
283. more learning-friendly Incomplete sentences Delivery
497
284.
519 It's → It is Inappropriate colloquialisms Delivery
523
485
492
507
538
543
558
286. also Wordy sentences Clarity
498
535
540
554
559
287.
520 of students Wordy sentences Clarity
555
546
288. difficult → challenging Word choice Engagement
552
499
524
532
486
508
493
487
290.
525 them in Pronoun use Correctness
500
488
494
509
527
292. The tactics to increase student's Unclear sentences Clarity
510
533
539
engagement in learning are not
495
504
529
difficult to implement; however, you
may need to devote some time to
511
521 preparing in order for them to be
effective.
505
522
293.
544
489
514
536
strong → solid Word choice Engagement
534
294.
501
541 useful → helpful Word choice Engagement
545
528
512
547
515
556
296.
506
difficult → challenging Word choice Engagement
297.
502
516
530
542
548 being asked Passive voice misuse Clarity
490
513
517
298. The main function teaches students Ungrammatical sentence Correctness
496
503
518
531
537
557 by imparting knowledge, not just
following a curriculum.
549
299. are asked Passive voice misuse Clarity
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553
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300.
550 be used Passive voice misuse Clarity
491
526
301. discussed → discussion Incorrect phrasing Correctness
497
302.
519 be used Passive voice misuse Clarity
523
485
492
507
538
543
558
304. and means Wordy sentences Clarity

498
535
540
554
559
305.
520 interesting → exciting Word choice Engagement
555
546
306. effective → compelling Word choice Engagement
552
499
524
532
486
307. But → However,, Nevertheless, Inappropriate colloquialisms Delivery
508
493
487
308.
525 it’s → it is Inappropriate colloquialisms Delivery
500
488
309. really Wordy sentences Clarity
494
509
527
310. But it cannot be denied that it’s Unclear sentences Clarity

510
533
539
really a sacrifice for a multigrade
495
504
529 classroom teacher since she does
the work of two to three teachers.
511
521

505
522
312.
544
489
514
536
534 through she has → Wordy sentences Clarity
by having
501
541
313.
545
528
512 she has → having Incorrect verb forms Correctness
547
515
556
314. inappropriate Wordy sentences Clarity
506
315. was enacted Passive voice misuse Clarity
502
516
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542
548
316.
490
513
517 There are also laws here in our Incorrect phrasing Correctness
country which was enacted in
496
503
518
531
537
557 connection with Education that will
enable every child to be not left
549
behind.
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317.
553
484
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550
There are also laws here in our Unclear sentences Clarity
526
497
behind.
519
318. are lacking → lack Wordy sentences Clarity
523
485
492
319.
558
507
538
498
535
540
554
559
320. is manifested Passive voice misuse Clarity
520
321. that their Wordy sentences Clarity
555
546
322.
552
499
524
532
486 was enacted Passive voice misuse Clarity
508
493
487
323. There are also laws here in our Incorrect phrasing Correctness
525 country which was enacted in
connection with Education that will
500
488 enable every child to be not left
behind.
494
509
527
324.
539
510
533 There are also laws here in our Unclear sentences Clarity
495
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behind.
505
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325. are lacking of → lack Wordy sentences Clarity
544
489
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541
545
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512 common → shared, expected Word choice Engagement
547
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328. at least Wordy sentences Clarity
506
329.
548
502
516
530
542 Known originally as the “no more Unclear sentences Clarity
schools” concept, it proposed to
490
513
517 replace schools, textbooks, teachers,
and grades with learning centers,
496
503
518
531
537
557 self-instructional materials, peer
tutors and community support, and
549
instructors responsible for the
Report: Untitled
553
484
551
550
management of learning among
groups as large as 150-200 stud…
491
526
330.
497 Over time the concept became better Ungrammatical sentence Correctness
known as Instructional Management
519 by Parents, Community and Teachers
(IMPACT).
523
485
492
331.
558
507
538
543 was formalized Passive voice misuse Clarity
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559
332. The MPPE aims to improve quality by Unclear sentences Clarity
520 increasing teachers’ abilities to work
with more than one grade
555
546 simultaneously through training and
instructional materials.
552
499
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532
486
333.
508
493
487
and Wordy sentences Clarity
525
334. be used Passive voice misuse Clarity
500
488
335. pre-school → preschool Confused words Correctness
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509
527
336.
539
510
533 is continued Passive voice misuse Clarity
495
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529
337. of the Wordy sentences Clarity
511
521
338. experiment's findings Wordy sentences Clarity
505
522
339.
544
489
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536
534
be based Passive voice misuse Clarity
501
541
340. 1. regular monitoring of MG classes Incorrect phrasing Correctness
545
528
to sustain training gains and to
512
provide them with technical as well
547
515
556 as instructional support.
506
341. 1. regular monitoring of MG classes Unclear sentences Clarity
502
516
530
542
548 to sustain training gains and to
provide them with technical as well
490
513
517 as instructional support.
496
503
518
531
537
557
342. and/or → and, or Inappropriate colloquialisms Delivery
549
343. are authorized Passive voice misuse Clarity
Report: Untitled
344.
553
484
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550 and/or → and, or Inappropriate colloquialisms Delivery
491
526
345. and /or → and, or Inappropriate colloquialisms Delivery
497
346. of Wordy sentences Clarity
519
347.
523
485
492 shall → do Incorrect verb forms Correctness
507
538
543
558
348. However, MG teachers who shall not Unclear sentences Clarity
498
535
540
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559 meet the requirements stipulated in
the same scheme shall be granted
520 the “Special Hardship Allowance for
MG Teachers” for handling
555
546 multigrade classes.
552
499
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532
486
349. availment Unknown words Correctness
508
493
487
350.
525 be issued Passive voice misuse Clarity
500
351.
488 Order → orders Incorrect noun number Correctness
494
509
527
352. 1. Multigrade Education is one of the Incorrect phrasing Correctness
510
533
539 Department’s strategies to provide
access to quality education for all
495
504
529
school-age children in remote
511
521 communities where enrolment does
not warrant the organization of
505
522 monograde classes.
544
489
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536
534
353. implementing Wordy sentences Clarity
501
541
354. Classes, Punctuation in Correctness
545
528
547
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355. pupils → pupils', pupil's Incorrect noun number Correctness
506
356.
548
502
516
530
542 implementing Wordy sentences Clarity
490
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357. Managing → Management Incorrect phrasing Correctness
496
503
518
531
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358. a school Determiner use (a/an/the/this, Correctness
549 etc.)
Report: Untitled
359.
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is proposed Passive voice misuse Clarity
491
360.
526 and Conjunction use Correctness
497
361. 3. It is proposed to replace schools, Unclear sentences Clarity
519
textbooks, teachers, and grades with
523
485 learning centers, self-instructional
492
materials, peer tutors, and
507
538
543
558 community support, and instructors
responsible for the management of
498
535
540
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559 learning among groups as large as
150-200 students.
520
362.
555
546 the Philippine Determiner use (a/an/the/this, Correctness
etc.)
552
499
524
532
486
363.
508
493
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the Philippine Determiner use (a/an/the/this, Correctness
etc.)
525
364.
500
9. What percentage of INSET funds Ungrammatical sentence Correctness
488
does a multigrade teacher can get in
494
509
527 their regular seminars?
510
533
539
365. 9. What percentage of INSET funds Unclear sentences Clarity
495
504
529 does a multigrade teacher can get in
their regular seminars?
511
521

505
522
367.
544
489
514
536
534 and shall → . It shall Hard-to-read text Clarity
501
541
368. shall take on → take Wordy sentences Clarity
545
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512
369. on Wrong or missing prepositions Correctness
547
515
556
370.
506 This policy of the State reaffirms to Ungrammatical sentence Correctness
protect and promote the rights of all
502
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548
Filipinos by providing free and
490
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517
compulsory basic education; thus,
the Department of Education (DepEd)
496
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518
531
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557 continues to operate multigrade
classes in order to ensure that
549 Filipino students, even those located
in remote areas com…
Report: Untitled
371.
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550 basic → primary Word choice Engagement
491
526
372. basic → primary Word choice Engagement
497
373. Additionally, DECS declared the Unclear sentences Clarity
519
policy to build a school in school-less
523
485 barangays where enrolment and
492
population growth trends warrant
507
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558 the establishment of new schools
and to organize multigrade classes to
498
535
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559 offer the complete six (6) grade levels
to children in the remote barangays.
520
374.
555
546 in the country Wordy sentences Clarity
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499
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532
486
375. being issued Passive voice misuse Clarity
508
493
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376. outcomes. Closing punctuation Correctness
525
377.
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488 Pursuant to → Under, according to Wordy sentences Clarity
494
509
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378. multigrade class Ineffective or missing emphasis Clarity
510
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379. defined as Wordy sentences Clarity

495
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529
380.
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381. be converted Passive voice misuse Clarity
544
489
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382. 3 → three Improper formatting Correctness
501
541
383.
545
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512 is in need of → needs, requires Wordy sentences Clarity
547
515
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384. the furniture Determiner use (a/an/the/this, Correctness
506 etc.)
502
516
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548
385. It should allow for the Unclear sentences Clarity
490
513
517 grouping/regrouping of school
children according to age, grade
496
503
518
531
537
557 level, ability level, or interest; the
creation of learning centers or
549 comers; and easy circulation of both
teachers and students.
Report: Untitled
386.
553
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550 o Minimum Multigrade Instructional Incorrect phrasing Correctness
Package (MIP) for teachers which
491
526 shall consist of: 1) Minimum Learning
Competencies for MG Classes (MLC-
497
MG), 2) Budget of Work for MG
519 Classes (BW-MG).
523
485
387.
492 o Minimum Learning Package (MU) Ungrammatical sentence Correctness
507
538
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558 for multigrade pupils consisting of: 1)
textbooks in all learning areas on at
498
535
540
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559 least 1:2 textbook-pupil ratio or as
much as possible on a 1:1 ratio, 2)
520 the Multilevel Materials (MLMs) on at
least 1 set to 3 pupils’ ratio.
555
546
388.
552
499
524
532
508
493
487
525
500
488
391.
494
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527 experiment's findings Wordy sentences Clarity
510
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539
392. be based Passive voice misuse Clarity
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393. be implemented Passive voice misuse Clarity
511
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394.
505
522 ● Regular monitoring of MG classes Incorrect phrasing Correctness
544
489
514
536
534 provide them with technical as well
as instructional support.
501
541
395.
545
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512 ● Regular monitoring of MG classes Unclear sentences Clarity
547
515
556 provide them with technical as well
506
as instructional support.
396.
502
516
530
542
490
513
517
397. are authorized Passive voice misuse Clarity
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503
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531
537
557
398.
549
and/or → and, or Inappropriate colloquialisms Delivery
399. , and Comma misuse within clauses Correctness
Report: Untitled
553
484
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550
400. and /or → and, or Inappropriate colloquialisms Delivery
491
526
401.
497
shall → do Incorrect verb forms Correctness
519
402. However, MG teachers who shall not Unclear sentences Clarity
523
485
meet the requirements stipulated in
492
the same scheme shall be granted
507
538
543
558 the “Special Hardship Allowance for
MG Teachers” for handling
498
535
540
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559 multigrade classes.
520
403. a for Determiner use (a/an/the/this, Correctness
555
546
etc.)
552
499
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404.
486 be issued Passive voice misuse Clarity
508
493
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405. on a year-to-year basis → Wordy sentences Clarity
525 yearly
500
488
406. To further elaborate on the definition, Passive voice misuse Clarity
494
509
527 a multigrade class refers to a
situation in which students of more
510
533
539
than one grade level are taught by
495
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one teacher.
407.
511
521 While → Incomplete sentences Correctness
At the same time,, In contrast,,
505
522
In comparison,
544
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408. While a single-grade classroom is Ungrammatical sentence Correctness
501
541 where students of one-grade level
participate in all of their classes in
545
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512 the same classroom under the
547
515 direction of one teacher.
556
506
409. wide → vast Word choice Engagement
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516
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548
410. far → away Misuse of modifiers Correctness
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411.
557
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531
537 far; → far. Incorrect punctuation Correctness
549
412. the furniture Determiner use (a/an/the/this, Correctness
etc.)
Report: Untitled
553
484
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413.
550 It should allow for the Unclear sentences Clarity
grouping/regrouping of school
491
526 children according to age, grade
497
level, ability level, or interest; the
creation of learning centers or
519 comers; and easy circulation of both
teachers and students.
523
485
492
414.
558
507
538
543 3 → three Improper formatting Correctness
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540
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559
520
416. There will be regular monitoring of Unclear sentences Clarity
555
546 MG classes to sustain training gains
and to provide them with technical as
552
499
524
532
486 well as instructional support.
508
493
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417. , and Comma misuse within clauses Correctness
525
418.
500
488 and /or → and, or Inappropriate colloquialisms Delivery
494
509
527
419. of: Misuse of semicolons, quotation Correctness
510
533
539 marks, etc.
495
504
529
420. and/or → and, or Inappropriate colloquialisms Delivery
511
521
505
522
422.
544
489
514
536 and /or → and, or Inappropriate colloquialisms Delivery
534
501
541
423. one-grade → one grade Confused words Correctness
545
528
512
424. 11. These DepEd Order enables the Incorrect phrasing Correctness
547
515
556 establishment of schools in school-
less barangays to offer a complete
506
six (6) grade levels to children in the
502
516
530
542
548
remote barangays.
425.
490
513
517 3 → three Improper formatting Correctness
496
503
518
531
537
557
549
427. and to → . To Hard-to-read text Clarity
Report: Untitled
553
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428.
491
526
429. is in need of → needs, requires Wordy sentences Clarity
497
430.
519 be designated Passive voice misuse Clarity
523
485
431.
492 considerably Wordy sentences Clarity
507
538
543
558
432. It’s → It is Inappropriate colloquialisms Delivery
498
535
540
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433.
555
434.
546 In the Philippines, elementary Incorrect phrasing Correctness
552
499
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532
schools, particularly in rural and
486
remote areas, lack, in terms of
508
493
487
training of teachers, insufficient
resources and funding, which makes
525 them incompetent in many ways.
500
488
435. really Wordy sentences Clarity
494
509
527
436. what are Wordy sentences Clarity

510
533
539
437.
495
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529 to further know → to know further Inappropriate colloquialisms Delivery
511
521
438. Accordance → According Incorrect phrasing Correctness
505
522
439. Accordance to Mascarenas (2014), Unclear sentences Clarity

544
489
514
536
534 Multigrade classes are also called a
501
541 “multi-age group,” which is a term
commonly used today to describe
545
528
512 mixed-age groups in a class.
547
515
556
440. been intentionally blended together Passive voice misuse Clarity
506
441. together Wordy sentences Clarity
502
516
530
542
548
442.
490
513
517 , and Comma misuse within clauses Correctness
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503
518
531
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443. Valena → Valencia Misspelled words Correctness
549
444. that possess → who possess Pronoun use Correctness
Report: Untitled
445.
553
484
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550 Children are individuals that possess Unclear sentences Clarity
differences in terms of their physical
491
526 appearance, their intellectual
capacity, and how they deal with
497
things or situations emotionally and
519 socially.
523
485
446.
492 That’s → That is Inappropriate colloquialisms Delivery
507
538
543
558
447. That’s why we have to be Unclear sentences Clarity
498
535
540
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559 understanding and as sensitive
always as possible.
520
448.
555
546 senses, Punctuation in Correctness
552
499
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532
486
449.
508
493
487 Children learn best by using their Unclear sentences Clarity
senses, and by exploring their
525 environment of people, things,
events, and places.
500
488
450.
494
509
527 As an educator, we have to be Incorrect phrasing Correctness
creative and seek the best activities
510
533
539 that will enhance the learning of a
child.
495
504
529
451.
511
521 As an educator, we have to be Unclear sentences Clarity
creative and seek the best activities
505
522
that will enhance the learning of a
544
489
514
536
child.
534
452.
501
541 concretely Misplaced words or phrases Correctness
545
528
512
453. in Wordy sentences Clarity
547
515
556
454.
506
from Wordy sentences Clarity
455.
502
516
530
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548 7 → seven Improper formatting Correctness
490
513
517
456. Children can be more honest with Incorrect phrasing Correctness
496
503
518
531
537
557 one another, especially children from
ages 7 and above who are more
549 comfortable with peers.
Report: Untitled
457.
553
484
551
550
that is Wordy sentences Clarity
491
458.
526 in order to → to Wordy sentences Clarity
497
459. consider Wordy sentences Clarity
519
460.
523
485
492 that an Wordy sentences Clarity
507
538
543
558
461. be able to Incorrect phrasing Correctness
498
535
540
554
559
462. These will serve as a guide in order to Unclear sentences Clarity

520
know the lessons, and then, there,
555 they can be able to choose
546
appropriate approaches, strategies,
552
499
524
532
486 and instructional materials that a
teacher can use.
508
493
487
463.
525 be judged Passive voice misuse Clarity
500
464.
488 is able to → can Wordy sentences Clarity
494
509
527
465. are expected Passive voice misuse Clarity
510
533
539
466.
529
495
504 These can serve as a track for how Incorrect phrasing Correctness
effective the teaching is, based on
511
521 the achieved goals of the children,
whether they attain the objectives or
505
522 not.
544
489
514
536
534
467. heterogenous → heterogeneous Incorrect phrasing Correctness
501
541
468.
545
528
who have a → with Wordy sentences Clarity
512
469.
547
515
556 a certain Determiner use (a/an/the/this, Correctness
etc.)
506
470.
502
516
530
542
548 certain → specific, particular Word choice Engagement
490
513
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471. be helped Passive voice misuse Clarity
496
503
518
531
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472. individual Wordy sentences Clarity

549
473. be built Passive voice misuse Clarity
Report: Untitled
553
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550
474. a lot → greatly Wordy sentences Clarity
491
526
475. be taught Passive voice misuse Clarity
497
476.
519 That means that the way that the Unclear sentences Clarity
students of the multigrade class
523
485
492 should be taught must be different
507
538
543
558 as well.
498
535
540
554
559
477. be able to Incorrect phrasing Correctness
520
478. , and through → . Through Hard-to-read text Clarity
555
546
479.
552
499
524
532 should also be → also Wordy sentences Clarity
486
508
493
480.
487 advantage → advantages Incorrect noun number Correctness
525
481. Princee → Prince Misspelled words Correctness
500
488
482.
527
494
509 1. Multigrade classes are bigger and Incorrect phrasing Correctness
can be established more costly than
510
533
539 complete schools.
495
504
529
483. are the Wordy sentences Clarity
511
521
484. Multigrade Teaching is a situation in What is brain based teaching? – Originality
505
522
which one teacher has to teach many Shakuhachi.net
544
489
514
536
grades https://www.shakuhachi.net/what
534
-is-brain-based-teaching/
501
541
485. simply means that there is more than Multigrade Teaching Originality
545
528
512 one grade in the room, working http://www.viavitaacademy.ca/mu
547
515 independently or together, with each ltigrade-teaching.html
556
student working towards their
506 curriculum goals for their grade level.
They are learning simultaneously,
502
516
530
542
548 both together and apart. It sounds
trickier than it
490
513
517
486.
496
503
518
531
537
557 to advanced skills to take form easily. Multigrade Teaching Originality
In other areas of the curriculum, the http://www.viavitaacademy.ca/mu
549 topics differ. However, each ltigrade-teaching.html
Report: Untitled
487.
553
484
551
550
in itself is relative under an Multigrade Teaching Originality
overarching theme. Our integration of http://www.viavitaacademy.ca/mu
491 theme-styled learning helps to blend ltigrade-teaching.html
526
these differences and find
497
similarities and purpose
519
488. learning them. The teacher's role is Multigrade Teaching Originality
523
485
492 to guide and engage each student in http://www.viavitaacademy.ca/mu
507
538
543
558
the area of their grade level ltigrade-teaching.html
curriculum while encouraging them
498
535
540
554
559 to share information and work
together. Questioning, critical
520 thinking, creativity, collaboration,
and listening are
555
546
489.
552
499
524
532
486 Reduced Competition & Off-task Multigrade Teaching Originality
Behaviour: Academic, physical, and http://www.viavitaacademy.ca/mu
508
493
487 social competition between peers is ltigrade-teaching.html
reduced, as is the anxiety and
525
preoccupation of having to compete
500
and compare one's self to their
488
peers. Consequently, discipline
494
509
527 measures are needed less frequently,
and individual differences ar…
510
533
539
490.
495
504
529 diminish as self-discipline and onus Multigrade Teaching Originality
increase. Celebrated Individuality: http://www.viavitaacademy.ca/mu
511
521 Multigrade classrooms are less ltigrade-teaching.html
homogenous than single-grade
505
522 classrooms. Therefore, differences
are the norm and more
544
489
514
536
534
491.
501
541 accepted -celebrated even. Children Multigrade Teaching Originality
who are academically advanced or http://www.viavitaacademy.ca/mu
545
528
512 lagging in any particular subject area ltigrade-teaching.html
can easily
547
515
556
492.
506 maintaining interactions with their Multigrade Teaching Originality
peers. Re-Teaching & Pre-Teaching: http://www.viavitaacademy.ca/mu
502
516
530
542
548 Students are continuously exposed ltigrade-teaching.html
to re-teaching as they listen in on
490
513
517
and benefit from lessons given to
496
503
518
531
537
557 younger students. This review of the
basics reinforces and clarifies a
549 child's understanding, even when
they may be working …
Report: Untitled
493.
553
484
551
550
lessons and discussions with older Multigrade Teaching Originality
students). It both prepares and http://www.viavitaacademy.ca/mu
491 stimulates the younger child's ltigrade-teaching.html
526
thinking and reduces pressures
497
associated with moving onto higher
519 grades. Role Modelling &
Mentorship: The teacher plays a
523
485
492
494. in modeling and intentionally Benefits of a Multi-Grade Originality
507
538
543
558
teaching these skills, but in a Classroom – Holy Trinity Ev.
498
535
540
554
559 multigrade classroom, many models Lutheran Church and School, West
are available for younger students. Columbia, SC
520 Older students https://www.lexingtonlutheran.or
g/htlc/school/benefits-of-a-
555
546 multi-grade-classroom/
552
499
524
532
486
495. and expectations. They have Multigrade Teaching Originality
508
493
487 opportunities to genuinely help http://www.viavitaacademy.ca/mu
younger students learn. Their ltigrade-teaching.html
525
Teaching helps them clarify their
500
learning. The cognitive development
488
and self-esteem of both younger and
494
509
527 older students are improved. Strong
Teacher-Student Relationship:
510
533
539 Lengthier time with the same
teache…
495
504
529
496.
511
521 years can increase a student's Multigrade Teaching Originality
emotional security and trust in http://www.viavitaacademy.ca/mu
505
522 adults. Increased Learning Time: ltigrade-teaching.html
Students and Teachers can pick up
544
489
514
536
534 where they left off rather than
501
541
starting fresh with new routines and
expectations.
545
528
512
497. understanding that each individual is Fiesta in Hutchinson celebrates Originality
547
515
556 unique and recognizing our individual Hispanic Heritage month
506
differences.
498.
502
516
530
542
548 teaching diversity prepares students Does University of Oregon require Originality
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490
513
517
them to people from different https://www.sweatlodgeradio.com
496
503
518
531
537
557 cultures and social groups. /does-university-of-oregon-
require-essay/
549
499. Teaching Diversity prepares students Does University of Oregon require Originality
to be global citizens by exposing essay? – Sweatlodgeradio.com
Report: Untitled
553
484
551
550
them to people from different https://www.sweatlodgeradio.com
cultures and social groups. /does-university-of-oregon-
491 require-essay/
526
497
500. This Diversity also includes teaching Does University of Oregon require Originality
519 staff. Having teachers and staff essay? – Sweatlodgeradio.com
members of diverse backgrounds https://www.sweatlodgeradio.com
523
485
492 affirms /does-university-of-oregon-
507
538
543
558
require-essay/
501.
498
535
540
554
559 groups and comfortable with Unity in diversity Originality
themselves, leading to a deeper https://www.trainerslibrary.org/un
520
sense of safety and self-confidence. ity-in-diversity/
555
546
502. Being educated about Diversity can Unity in diversity Originality
552
499
524
532
486 counter discriminatory stereotypes. https://www.trainerslibrary.org/un
Through understanding various ity-in-diversity/
508
493
487
cultures and social groups,
525
503. from their own lives to the lives of Multicultural Festival | World of Originality
500
488 their peers. Teaching Diversity Wellesley
494
509
527
increases cultural competence, https://worldofwellesley.org/progr
which in turn allows students to be ams/multicultural-festival
510
533
539 empathetic to the experiences of
others.
495
504
529
504.
511
521
bring various perspectives that Unity in diversity Originality
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CONCEPT OF MULTI-GRADE TEACHING

● Discuss the factors contributing to the establishment of multi-grade teaching

________2) Multigrade Teaching involves students of different ages and

________3) Multigrade teaching is student-driven, while composite classes are

WHY IS MULTIGRADE TEACHING EXISTS?

Education (DepEd) continues to hold multigrade classes to ensure that Filipino

rates and repetition.

● Overcome the shortage of teachers.

● Achieve Universal Primary Education.

● Increase participation and literacy rates.

a) Universal Primary Education

THE ADVANTAGES OF MULTIGRADE TEACHING

484 138 139

484 166 167

NO MORE SCHOOLS / IMPACT

519 3. basic → primary Word choice Engagement

5. you Inappropriate colloquialisms Delivery

520 6. all → All Confused words Correctness

525 9. education, Punctuation in Correctness

11. shouldn’t → should not Inappropriate colloquialisms Delivery

15. As a result, DepEd implemented the Unclear sentences Clarity

37. And secondly Conjunction use Correctness

43. being taught Passive voice misuse Clarity

47. is implemented Passive voice misuse Clarity

52048. etc Inappropriate colloquialisms Delivery

52565. Multigrade Teaching Ineffective or missing emphasis Clarity

67. Teachers may teach six or seven Unclear sentences Clarity

74. This Intricate text Clarity

75. being attracted Passive voice misuse Clarity

78. It is challenging to hire a teacher for Unclear sentences Clarity

52597. Increased Learning Time: Ineffective or missing emphasis Clarity

111. learning, Punctuation in Correctness

120. , and we → . We Hard-to-read text Clarity

156. variety of → various Wordy sentences Clarity

173. here's → here is Inappropriate colloquialisms Delivery

176. your Inappropriate colloquialisms Delivery

194. The effect of multitasking on Unclear sentences Clarity

216. Learning to manage time effectively Unclear sentences Clarity

281. inquiries → inquires Incorrect phrasing Correctness

299. are asked Passive voice misuse Clarity

304. and means Wordy sentences Clarity

310. But it cannot be denied that it’s Unclear sentences Clarity

311. Tone suggestions Delivery

366. Tone suggestions Delivery

379. defined as Wordy sentences Clarity

399. , and Comma misuse within clauses Correctness

427. and to → . To Hard-to-read text Clarity

436. what are Wordy sentences Clarity

439. Accordance to Mascarenas (2014), Unclear sentences Clarity

462. These will serve as a guide in order to Unclear sentences Clarity

472. individual Wordy sentences Clarity

473. be built Passive voice misuse Clarity

519. Multitasking involves engaging in two Myth of Multitasking | HuffPost Originality

547. aims to improve quality by increasing Combating Discrimination Originality

548. works in five areas: curriculum and Combating Discrimination Originality

552. Policies and Guidelines in the An assessment of education and Originality