Pambayang Kolehiyo ng Mauban

Mauban, Quezon

Sureta, Jonielle C.

4A- BEEd

What are the educational policies in multi-grade teaching?

Based on the Republic of the Philippines, Department of Education November 14, 1997
DO, s 1997 Policies and Guidelines in the organization and Operation of Multi-grade Classes
stated that in assigning teacher items, priority should be given to schools with multi-grade
classes having an enrollment of more than 35 class and classes with more than 3 grades to a
class.

1. Pursuant to the provisions of the Constitution that the State shall protect and promote the
rights of all citizens to quality education at all levels and take appropriate steps to make
education accessible to all, it is a declared policy of the DECS to a school in school-less barangays
where enrolment and population growth trends warrant the establishment of new schools and
to organize multi-grade classes to offer the complete six (6) grade levels to children in the
remote barangays.
2. In support of this program, the following policies and guidelines in the organization and
operation of Multi-grade Classes in the country are being issued:
1. Definition. A multi-grade class is defined as a class of 2 or more grades under one
teacher in a complete or incomplete elementary school.
2. Organization of Multi-grade Classes
Regional Directors and Schools Division Superintendents shall organize Multi-grade
classes to provide access to schools for children in far-flung barangays and to complete
incomplete schools. The minimum enrolment of 8 pupils and the maximum of 35 pupils
per class shall be observed. Whenever possible and when teachers and other facilities
warrant, MG classes composed of more than three (3) grades per class should be
converted to at most 3 grades to a class.
3. School Plant, Facilities, and Furniture of Multi-grade Classes
Regional Directors and Schools Division Superintendents give priority to multi-grade
classes in:
 Allocating 3-room school building to MG classes without standard building
or where the existing building is in need of total rehabilitation. The existing
standards for school buildings shall apply to MG schools.
The classroom layout as well as furniture should facilitate multi-grade
teaching and learning. It should allow for: grouping/regrouping of school
children according to age, grade level, ability level or interest; the creation
of learning center or comers; and easy circulation of both teachers and
students. Suggested classroom layout of MG classroom is found in Enclosure
 1 while features of an effective MG classroom/environment arc found in
Enclosure 2.
 the provision of textbooks and other support instructional materials as follows:
1. Minimum Multi-grade Instructional Package (MIP) for teachers which
shall consist of: 1) Minimum Learning Competencies for MG Classes
(MLC-MG), 2) Budget of Work for MG Classes (BW-MG). 3) Lesson Plan
for MG Classes (LP- MG), and 4) Multi-grade Teachers Handbook (MG-
HB).
2. Minimum Learning Package (MU) for multi-grade pupils consisting of: 1)
textbooks in all learning areas on at least 1:2 textbook-pupil ratio or as
much as possible on a 1:1 ratio, 2) the Multilevel Materials (MLMs) on
at least 1 set to 3 pupils ratio.
 Allocating teacher items and/or assigning teachers
in assigning teacher items, priority should be given to schools with multi-grade
classes having an enrolment of more than 35 per class and classes with more
than 3 grades to a class.
4. The Multi-grade Curriculum and Program
Multi-grade schools/classes shall offer the New Elementary Schools Curriculum (NESC)
and adopt any of the suggested class program. Divisions may use any of the suggested
program options found in Enclosure 3 on a tryout basis and report on the findings of the
experiment after one school year. Full implementation or use of a program should be
based on results of the tryout.
5. Support, Welfare and Incentive Program for Multi Grade Teachers
To attract and retain effective teachers in multi-grade schools the following measures
should be implemented:
 Regular monitoring of MG classes to sustain training gains and to provide them
with technical as well as instructional support. In consideration, of the difficulty
in reaching these schools due to distance and poor and/or irregular
transportation facilities, principals or supervisors are authorized to collect actual
transportation expenses incurred during monitoring and/or supervisory visits.
 Regular training of MG teachers on multi-grade teaching in the district, division
and /or regional level should be given priority share from the 5% INSET funds.
 Whenever resources/situations permit, at least one (l) classroom should be
designated as lodging place of teachers/school administrators whose residences
are considerably far from the school.
 Granting of the Special Hardship Allowance tor MG Teachers (SHA-MG). All MG
teachers qualified to avail of the “Hardship Allowance to Eligible Public School
Teachers” provided for in DECS Order No. 73. s. 1996, shall receive said
incentive under the said scheme. However, MG teachers who shall not meet the
requirements stipulated in the same scheme shall be granted the “Special
Hardship Allowance for MG Teachers” for handling multi-grade classes. Criteria
for the availment of the Hardship Allowance for multi-grade teachers shall be
issued in separate DECS Order on a year to year basis.
3. Provisions of DECS Order 38, s. 1993 not superseded in this Order are deemed still in effect.
4. This Order shall take effect immediately.
5. Immediate dissemination of and compliance with this Order is directed.
What are the implications for teaching multi-grade classes?

Multi-grade teaching occurs within a graded system of education when a single class contains two or
more student grade levels. It is contrasted with the usual pattern of classroom organization in graded
systems where a single classroom contains students of only one grade level. In many graded systems,
age and grade are congruent, so a grade level is also equivalent to a particular age group of students.
However, this may not be the case in systems where grade level repetition and acceleration are
common. There are three important reasons why multi-grade teaching may occur in both developed and
developing countries.

First, multi-grading is often associated with 'small' schools in remote and sparsely populated areas.
In such schools, there may be only one, two or three teachers, yet they offer a complete cycle of primary
education. If that cycle consists of eight grade levels, then each of these teachers must deal with multi-
grade classes. These 'small' schools are also sometimes referred to as 'multi-grade' schools. Multi-grade
schools have attracted attention in the developing country context because of their potential to increase
primary school participation rates. By bringing the school closer to the community, they encourage
more children, especially girls, into school.

Second, multi-grade teaching is also common in larger urban and suburban schools. In some
countries, it is a response to uneven student enrollment. For example, a school with a two and a half
grade entry may have to combine two grade levels to make up class sizes. Also, in countries where
teacher absenteeism is high, and there is no 'cover', grades may be combined to avoid having a class
with no teacher present. A single teacher then has to deal with two grade level groups together. While
the latter problem is not well-documented in the literature, it is probably a regular occurrence in
countries in both Africa and the Caribbean.

Third, multi-grade teaching may be a deliberate response to educational problems. In developed

countries, this is linked to the multiage perspective. Proponents of mixed age grouping argue that there
are sound pedagogical reasons for placing students of different ages together in the same classroom.
Mixed age classes, it is argued, stimulate children's social development and encourage greater
classroom cooperation. These arguments are seldom raised in the developing country literature,
although several commentators take the view that multi-grade organized classes are potentially a cost
effective means of providing quality education in difficult to reach areas.

What are the problems encountered in teaching multi-grade classes?

Many problems encountered in teaching multi-grade classes. These challenges involved

unpreparedness in teaching multi-grade, low multi-grade allowances, the experience of stress, language
barrier, classroom management struggles, lack of resources, danger in going to stations, workload,
absenteeism, lack of stakeholders' support, and lack of trainings