MANAGEMENT

STRATEGIES
IN
MULTI-GRADE SETTINGS
REPORTED BY: BERLYN P. JOVITO
What is multigrade teaching?
Is a situation in which one
teacher has to teach many
grades, all at the same time
Multigrade teaching offers
several challenges in terms
of teaching & organizing
learning experiences for
students
 The multi-grade teachers
have to deal with a class of
students that often has a
very wide range of ages
A variety of teaching &
learning strategies is
needed to be effective
 Teaching & organizing
learning experiences in single-
teacher schools & multigrade
classes calls for ingenuity &
organization skills
 And consequently of
learning abilities, all
together in one room
As multigrade teachers, we
should not use just the
usual style of teaching
In order to be effective
multigrade teachers we
must do the following
• Utilized good planning & develop
Teaching & learning Strategies

• Dedicated & willing to work hard

• Flexible & can use various teaching

method
 There are several
techniques & strategies that
multi-grade teachers used
to enhance the learners’
abilities & skills
Effective teaching involves many
variables. These include:
• Student learning styles
• Teacher’s training/ teaching style
• Classroom environment
• Availability & types of resources for
teaching/learning process
 Effective teaching involves many
variables. These include:
• School administration
• Community and its scope & the nature
of it’s involvement in the teaching
learning process
What is teaching strategies?
refer to the methods, techniques, procedures, and
processes that a teacher uses during instruction. It is
generally recognized that teaching strategies are
multidimensional and their effectiveness depends on
the context in which they are applied
 There is a wide variety of teaching
strategies for teaching a multigrade class
1. Teacher-Centered Instruction
2. Group work
3. Peer tutoring
 There is a wide variety of teaching
strategies for teaching a multigrade class
4. Self-directed learning
5. Activity Centers Approach
6. Expository Guided Discovery Approach
TEACHER CENTERED APPROACH
Sometimes called the “Sage on the Stage”
style, the teacher-centered model positions
the teacher as the expert in charge of
imparting knowledge to his or her students
via lectures or direct instruction.
1. RECITATION

is a practice
where one
student recites a
lesson to the
teacher.
1. DISCUSSION/
LECTURE
where the teacher is
still prominent but it
is responsible for
stimulating &
maintaining
discussion
3. INDIVIDUALIZED
INSTRUCTION
is a method of instruction in
which there is one-to-one
teaching and self-paced learning
based on an outline of
progressive goals leading to the
course/curriculum objectives.
 GROUPING STRATEGIES
This entails physically placing groups of
students in different areas of the classroom
for particular purposes
Tend to be very useful in managing
students who vary in their ability range.
 GROUPING STRATEGIES

It may represent mixed ability in the whole

class or smaller groups according to their
ability
 Groups can be taught by using one of the
three approaches
1. Maintaining separate discrete classes as in the two group
approach
2. Teaching the whole class the same concept
3. Mixed approach whereby there is a combination of having a
discrete group for some subject or content & using a whole group
approach for a less difficult concept
 Factors to be considered in determining
approach
1. Subject being taught
2. Concept & content of the subject
3. Competence levels of the student in a particular area
4. Nature of the skills being taught
Whole class mixed ability is usually the
most effective when there are activities
that the entire group can enjoy

Example: problem-solving game, dramatic presentation

TEACHING COMBINATION CLASSES
1. Two-group approach- teach according to
the grade level, ability
2. Whole class approach- thematically
teaching regardless of what grade level
3. Mixed approach –use a lot of grouping
strategies
 GROUP WORK
Is very useful when you want the rest of the
class to do their own work while the teacher
are attending to the others
 There are four major approaches to
grouping
1. Between-class ability
2. within-class ability
3. Cooperative learning
4. Individualized instruction
 Components of Cooperative Learning

1. Positive Interdependence
A sense of working
together for a
common goal
 Components of Cooperative Learning

2. Individual Accountability
Every team feels in
charge of their own &
their teammate’s
learning
 Components of Cooperative Learning

3. Face to face interaction

Learners explain, argue,
elaborate & link current
materials
 Components of Cooperative Learning
4. Collaborative skills
Sufficient, interpersonal, and
social skills involving explicit
teaching of appropriate
leadership communication
trust & conflict resolution
skills
 Components of Cooperative Learning
5. Group processing
Team reflection, whereby the
teams periodically assess
what they have learned, how
well they are working
together & how they might do
better as a learning team
EXAMPLES OF GROUP ACTIVITIES
1. GAMES
EXAMPLES OF GROUP ACTIVITIES
2. ACTIVITY CENTERS
A. Process of creating the center or experiential learning
EXAMPLES OF GROUP ACTIVITIES
2. ACTIVITY CENTERS
B. Exposure to the center
EXAMPLES OF GROUP ACTIVITIES
3. Project work
Cooperative learning is
the best suited in project
work
Revolves around a series
of activities related to a
particular idea, theme, &
concept
EXAMPLES OF GROUP ACTIVITIES

4. Role Playing

It helps the student to

reflect what they have
learn
 PEER TUTORING

is a method by which one student instructs

another student in materials on which the first is
an expert & the second was a novice.
 PEER TUTORING
Four forms of Peer Tutoring
1. Older pupils teach younger pupils
2. Faster pupils teach slower pupils
3. Two friends study a topic together through discussion
4. Slower pupils may also tutor faster pupils in areas in which
they are strong
 Seek &
share
information

Components of Thinks
Communication
critically &
Peer creatively
with teammate

Teaching/Tutoring

Get along Attends to

in the team teamwork
 SELF-DIRECTED LEARNING

is a process where individuals take primary charge

of planning, continuing, and evaluating their
learning experiences 
 TEACHING AIDES
are tools that facilitate the process of teaching and
learning.
 CLASS
MANAGEMENT
CLASSROOM MANAGEMENT
is defined as the methods & strategies an
educator uses to maintain a classroom
environment that is conducive to student success
& learning.
 KEY ELEMENT OF CLASSROOM
MANAGEMENT

1. CLASSROOM DESIGN
it includes the
positioning of desks,
displays, storage &
equipment to create a
warm and welcoming
room
 KEY ELEMENT OF CLASSROOM
MANAGEMENT

2. RULES
Development of rules
that foster respect,
caring & community
in the classroom
 KEY ELEMENT OF CLASSROOM
MANAGEMENT

3. DISCIPLINE
Classroom rules must
have concrete
consequences.
Students will test the
limitation of each
teacher.
 KEY ELEMENT OF CLASSROOM
MANAGEMENT

4. SCHEDULING

The class can be kept

in order by staying on
time and on task.
 KEY ELEMENT OF CLASSROOM
MANAGEMENT

5. ORGANIZATION

The teacher should

organize inside and
out. A teacher must
keep student files,
lesson plans, and
paperwork in order
 KEY ELEMENT OF CLASSROOM
MANAGEMENT
6. INSTRUCTIONAL TECHNIQUE

Teachers are able to

convey information as
they see fit. Tailoring
the instruction to the
grade level, subject,
and student is very
important
 KEY ELEMENT OF CLASSROOM
MANAGEMENT
7. COMMUNICATION

This is the most

important aspect of
classroom
management. It is
essential to have
clear & consistent
lines of
 FACTORS AFFECTING
CLASSROOM MANAGEMENT
PHYSICAL ENVIRONMENT
For students to participate in,
& be receptive to the learning
process, they must be able to
recognize clearly delineated
areas of activity within the
classroom.
 FACTORS AFFECTING
CLASSROOM MANAGEMENT
PHYSICAL ENVIRONMENT

A welcoming well-lit
classroom which is sound
proof , neat & clean
 FACTORS AFFECTING
CLASSROOM MANAGEMENT
ACTIVITIES

Learning experiences
designed by teachers to
engage students
 FACTORS AFFECTING
CLASSROOM MANAGEMENT
PHYSICAL ENVIRONMENT
• Arranging classroom
*physical comfort
*chalkboard/ bulletin board
*activity centers
*storages
* Learning environment
 FACTORS AFFECTING
CLASSROOM MANAGEMENT
ACTIVITIES
• Games
• Seatwork
• Discussion
• Evaluation
 FACTORS AFFECTING
CLASSROOM MANAGEMENT
MATERIALS

The type of texts, teaching

method, learning aides
and resources used.
 FACTORS AFFECTING
CLASSROOM MANAGEMENT
EXPECTATIONS

Refer to the quality of

work expected from
students & their behavior
in the class
 FACTORS AFFECTING
CLASSROOM MANAGEMENT
EXPECTATIONS
• They will understand the
topic
• They can share their own
idea on the topic
 FACTORS AFFECTING
CLASSROOM MANAGEMENT
BEHAVIORAL RULES

Student feel more

comfortable & will
respond easily when there
are clear behavioral rules
 FACTORS AFFECTING
CLASSROOM MANAGEMENT
BEHAVIOR
• Pupils must know what
behavior is acceptable

• Design with pupils a set of

rules they can understand
THANK YOU!!!!