FM-AA-CIA-15 Rev.

0 10-July-2020

Study Guide in EL – Teaching Multi-Grade Classes Module No. 4

Module No. 1

STUDY GUIDE FOR MODULE NO. 4

Module 4 – MANAGEMENT STRATEGIES FOR

MULTI-GRADE CLASSROOMS
MODULE OVERVIEW

Creating and implementing classroom procedures is the key to achieving a positive classroom
environment. Procedures are routines that need to be taught so that students know what is expected. In addition
to arranging the room and practicing moving into groups, students can be involved in discussing the rationale
for establishing other procedures to govern their classroom. Remember, the key to effective procedures is
consistency. However, if a procedure doesn’t work, it should be discussed and changed. If a procedure is
necessary, it should be enforced. Effective teachers know what activities need to be done and have worked out
the procedures for each of them. These procedures should be posted or handed out to the students at the
beginning of the school year. Teachers should teach the procedures verbally and post them.

MODULE LEARNING OUTCOMES

In this Module, challenge yourself to attain the following learning outcomes:

➢ Identify effective management strategies for multigrade classrooms.

LEARNING CONTENTS

CLASSROOM ROUTINES
Classroom routines are those rules and procedures, set up by the teacher and understood by the
students, which set the pattern for everyday behaviour and actions. Having clear rules and everyone knowing
what they should be doing is essential in a Multigrade classroom. Because students are required to do different
things at different times, and take responsibility for their learning, routines that are understood by the students
in the classroom are vital. Time at the beginning of the year getting the rules right and routines firmly established
will be time very well spent

TEACHER’S ROUTINES
As well as the students having routines, the teacher should also have some routines which should be
followed daily. · Planning – Apart from being planned well ahead, adequate preparation time should be allowed
either before the students come to school in the morning, or after school. · Preparation – Blackboards should
be prepared with the tasks and various groups listed and all teaching and learning resources should be
organised for the day. · Effective routines allow the students to start work quickly and purposefully in the
morning. They know if the teacher is properly organised. · Try to plan your day’s work so you have some time
for individual help (marking, discussing, reading, etc) to a variety of students in the different groups within the
day.
The main function of the multi-grade teacher is to teach students by imparting knowledge. The teacher
is expected to be versatile and 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. The
teacher should be able to understand and motivate the pupils to learn and guide them through their learning
materials. The teacher 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 also be a facilitator of
learning. Planning is a critical function for multi-grade teachers. If he or she plans well, the teacher will be more
productive and easier for the students to follow.

The Function and the Role of the Multi-Grade Teacher

After cooperative group explorations activities and assessment, learners should be ready for
independent work.
Create the appropriate learning environment.
The teacher is modelling the task.
Circulate the room and encourage each student to work hard.
Ask the children to talk quietly as they complete the work.

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Study Guide in EL – Teaching Multi-Grade Classes Module No. 4

Module No. 1
Once children are trained in working independently, they can go into a small group.
Learners keep their work in a folder.
Assessment is very important in determining learner’s levels as they progress through the activities.

Ex: a week sample

a) The first two-day of the week are used to introduce a concept to all the learners.
b) The next three days are spent exploring and expanding the concept with small groups of learners.
c) Children are grouped together according to their development needs
d) While the teacher works with a small group, the other learners are rotating through activities, working on
their own level.
e) Two of the three activities are related to the concept previously introduced.
f) During the week the small groups extend their knowledge through teacher led instruction while other
learners work on their individual number.

Implementing this program involves a through explanation and modelling of the structure for the children
to become responsible for their work, especially during small group days. His activities and rotation schedule
must be reviewed every day. Learners are required to ask other learners for assistance instead of interrupting
the small group. It takes time to build the structure without which this type of program could not exist.

THE STUDENTS’ ROUTINES

Students need to know how the classroom operates and what they are responsible for doing. Clear
routines assist students in developing responsibility for their learning. · Students should know what work they
should be doing at any one time. The teacher needs to establish the ways in which work will be set. It may be
for the whole class, for a group or for an individual. Blackboards, verbal and / or written instructions, worksheets,
etc can be used. · Students should know how books and other learning materials are distributed, collected and
stored. The individual or group should be responsible for returning teaching and learning materials to their
correct place.
Students should know what to do when they need help but the teacher is unavailable. If a student is
having difficulties with the instructions or the task, they should know who they can ask for help, e.g. the group
leader, their partner, etc, before they approach the teacher. · Students should know how to have work marked
or checked. Teachers should avoid long queues at their desk of students waiting to have their work marked.
They quickly get bored and restless. It is good to have other activities they can carry on with on their own. Many
teachers find it better to actually leave their desk and move around the room to the students. They can sit beside
the student to help them and to check their work. Other ideas include letting students mark their own work, or
make self-check work cards with answer keys. Older students can check the work of younger students. Of
course, the teacher will need to closely monitor this, and students will need to be taught how to mark work. This
leaves the teacher free to collect the books less frequently, perhaps checking at the end of each day. Not all
teaching will be suitable to be marked in this way. · Students should know what to do when they are finished.
When students are working in small groups or individually, they must know what to do when they are finished
so they will not cause disruption to the teacher and the class. The students who finish early should know what
they can carry on with without the teacher’s help. They should know where to go, what to do and why they are
doing it. A list of activities could be put on the board, they might go to the learning centre, finish incomplete
work, play some games prepared by the teacher for such times, read etc. If the students are clear on what to
do they will not bother you and the other students. · Students should be given responsibility. Multigrade teachers
can help themselves and at the same time help their students by giving them real responsibility in the classroom.
They should tell them which tasks and duties are the responsibility of the students. The use of monitors, or
helpers for particular jobs is most useful. These students should be rotated so that different students have an
opportunity to develop responsibility.

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Study Guide in EL – Teaching Multi-Grade Classes Module No. 4

Module No. 1

LEARNING ACTIVITY 1

1. Make five classroom routines that you will implement in multigrade classroom.

LEARNING ACTIVITY 2

1. Watch this video using the attached link together with your groupmates and make a reaction paper on
management strategies for multigrade classroom.
https://youtu.be/5lMEkeKzZh8

PANGASINAN STATE UNIVERSITY 3

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Study Guide in EL – Teaching Multi-Grade Classes Module No. 4

Module No. 1

5-minute non-stop writing

Your 5-minute non-stop writing begins NOW!

From the Module on the overview on Management Strategies for Multi-Grade Classrooms, we
realized that. . .

Evidence/s

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Study Guide in EL – Teaching Multi-Grade Classes Module No. 4

Module No. 1

Group Members

REFERENCES

➢ http://www.eldrbarry.net/clas/ecem/cstm.pdf
➢ http://www.eldrbarry.net/roos/books/hatrsbks.htm
➢ http://www.storyarts.org/classroom/index.html
➢ http://www.storyarts.org/lessonplans/lessonideas/index.html#auto
➢ http://www.storyarts.org/lessonplans/lessonideas/index.html#picture
➢ http://www.slideshare.net/childrensministry/secrets-to-successful-storytellhttps://storiestogrowby.org/
(find by category)
➢ http://www.surlalunefairytales.com
➢ https://teach.com/what/teachers-know/learning-styles/
➢ (Merckx, n.d.)

PANGASINAN STATE UNIVERSITY 5