Rheia Q.

Tangonan
BEED-III
Multigrade Teaching

Reflection:
Reflect on how you can overcome challenges in multigrade teaching .
Answer: As a mulltigrade teacher, you have to be flexible and use various teaching methods,
according to their specific teaching need at the time. This not only supports the educational
worth of the teacher and serves the national curriculum goals, but also represent flexible
methods that encourage children to be independent and develop their personalities. It is very
important that you focus on the learning outcomes you want learners to achieve besides their
individual background. I believe to have a diversity of learners within a class is a wonderful
opportunity to share knowledge and enrich the classroom and learning experience through
different expertise. The 21st century skills aim that learners experience learning across
curriculum, which means that the same topic can be analyzed from different perspectives.
I will recommend different options:
Try to flip the classroom, grouping the learners by different type of topics of interest and level
of expertise, integrate some gratification elements to foster the discussion and knowledge
sharing, peer-learning, include problem solving, inquiry teaching method. And remember
although different type of teaching strategies you are implementing for your class, is very
important that you keep on mind the learning objectives.
Unit Test:
1. For teachers, what are some effects of isolation caused by geographical location?
Answer: Geographic location represents a unique challenge to schools with implications
for school funding, staffing, resource acquisition, consolidation, transportation, and
school choice among others. Teachers need to spend more time, effort and money to
collect educational materials from education office like modules especially now
pandemic transportation is very expensive.

2. Why might learning not occur in a multigrade class?

Answer: Students who have behavioral problems or who are less competent in learning
may make the task of multigrade teaching more difficult. This may suggest that extra
effort and guidance in the early grades is warranted or that a multigrade approach
should be delayed until a time when most students are ready to engage fully in the
process. Lack of attention to the students such as individual characteristics. Teachers
believe that the differences between the students and their needs are ignored in
multigrade classrooms. Lack of educational facilities; according to the teachers,
educational atmosphere in multigrade classrooms and schools is too inappropriate.
3. Identify three signs of teacher frustration?
Answer: If teachers are stressed to the hilt, overworked and frustrated then students
won’t receive the best or the most positive experience. Getting burnt out is a steady
process and doesn’t just happen overnight. If we can recognize our own personal
stressors and start to address the things that are in our control then we can smother the
flames before they take hold and grow into a blazing fire.

4. How can you encourage cooperation in multigrade teaching?

Answer: Cooperation learning involves students working together to accomplish
shared goals, and it is this sense of interdependence that motivate group members to
help and support each other. When students work cooperatively they learn to listen to
what others have to say, give and receive help, reconcile differences, and resolve
problems democratically. However, placing students in small groups and telling them to
work together does not guarantee that they will work cooperatively. Groups need to be
structured to ensure that members will work interdependently if they are to reap the
academic and social benefits widely attributed to this approach to learning. Instructors
should optimize the space in their classroom so that students/groups can interact and
move about the room easily. It is essential that a group’s seats face one another. Part of
cooperation is learning how to overcome challenges together.  Help children learn how
to identify a problem, think about different ways to solve that problem, and then
encourage them to try out solutions.  This process will take patience and practice, but
the benefits of social problem solving extend into adulthood. When you observe
children cooperating, praise them for working together. Try to be as specific as possible
as you explain how your child demonstrated cooperation.

5. Outline in simple point form how you would develop effective multigrade schools.

Answer: The main function of the Multigrade teacher is to teach students by imparting
knowledge.

• Utilize different strategies to make learning meaningful and effective for all students in
his or her classroom, no matter what individual differences may exist among the
students.

• Should be able to understand differences between pupils.

• Be able to motivate them to learn and guide them through their learning material.
• Should be able to do this for all grade levels in the classroom, no matter what
curriculum subject is being studied.
• The teacher should not only be a provider of knowledge but should also be a facilitator
of learning.
• Appropriate planning by the teacher will result in classes which are more productive
for the learners and easier for them to follow.
Rheia Q. Tangonan
BEED-III
Content and Pedagogy for the Mother Tongue

What is MTB-MLE?
Is a theoretically and well-planned educational program that provides a strong foundation
for literacy using the learners developing cognitive skills and comprehension of academic
content.
Apply: For your final task in this lesson, form a group of five and discuss the following:
1. Who is learning another language at the moment?
Answer: Those who are from cities that transfer to provinces, teachers that came from
another town or region, transfers students that the only language they know is English
and Tagalog and lastly those who are working abroad. The overseas people because
they need to speak languages in the place where they were assign to.

2. Who has tried to study another language out of passion or curiosity, or out of
obligation to fulfill a duty?
Answer: Well I did, when I was working abroad and tried to study their language to have
a good conversation and communication. I need it because some of my fellow co-
workers doesn’t know how to speak English. I worked in Taiwan a couple of years so
basically language is my number problem out there. I practice everyday little by little,
tried to speak word by word a day then after a year I became fluent in speaking
Mandarin. It was really hard at first but eventually you can overcome the struggles of
talking to the Chinese nationals but if you really want to succeed you will try harder to
have a better outcome.

3. If a second language was learned, how was the experience?

Answer: At first it was really hard but then if you learn the language and eager to learn
the language it will become easy and I’m so happy that I learned another language. It
was very satisfying and self-fulfillment at the same time.

4. Is there someone in the group who can read books or newspapers and listens to
radio/TV in another language apart from English and Tagalog? Each group must
prepare for presentation of their key discussion points.
Answer: Yes we do have, most of my classmates are Ilocano but there are also visaya.
They talk sometimes in visaya language and they listen to their native song as well.
There are also people who know other languages such as kampangan, panggalatok and
ibanag. But when we all come together the language we use is Ilocano so that everyone
can understand.
Lesson Synthesis:
Think of how you acquired and learned the language that you have right now. How
will you rate your level of proficiency for each of the language (10points if you consider
yourself highly proficient)? What language did you acquired first? Second? Or, did you
acquire it simultaneously? Do you think it would make a difference if your L1 proficiency
was well-established before you were exposed to your L2?

Answer:

First language that I have learned was Tagalog then next was Ilocano and English.
Tagalog because at home the conversation is Tagalog so I don't really know deep words
of Ilocano then English was almost the same time. In Tagalog I immediately learned the
word and writing along with Ilocano the English when my parents were talking to me
then. I will rate myself or consider myself highly proficient for my L1 because I know to
speak and write fluently before. We often converse in Tagalog because my cousins live
in Manila and the others are from different provinces so our main language is Tagalog.
Maybe if Ilocano was the first thing I’ve learned it would be harder for me to
communicate with my cousins then of course it would be hard for me to understand
them. It’s better for me that I first learned Tagalog than Ilocano before so that I don't
have a hard time talking to other people, especially to my uncles and aunties.