Students in one-room schools came in a variety of ages and skill levels.

The class as a whole

learned together. Multigrade classes were actually the first kind of government school in North
America and Europe (Brunswic and Valerian, 2004, as cited in “Quality Indicators of Multigrade
Instruction in Southeast Asia”, 2012). In order to categorize and arrange the growing number of
students, the practice of graded schools was established with the start of the industrial revolution
and the rapid growth of the urban population. It has just become the standard since its
emergence. (Miller, 1989) and has evolved into the school's organizational unit. Multigrade
classes are still a necessary part of the educational system, particularly in rural areas. Multigrade
teaching is the teaching of classes of students who are not only from different grade levels but
also from diverse age groups, cultures, and ability levels, according to UNESCO (2015, as cited
in a review of the current and situation and practices of multigrade schools in the Philippines,
2020). Up to 35 students in two or more grades taught by a single teacher make up a multigrade
class. According to "Quality Indicators of Multigrade Instruction in Southeast Asia", (2012),
Villalino (2010) was cited.

Phajane (2014) also found that experiences of mult-igrade teachers vary from one place to another
because in many developing countries, multi-grade schools often lack educational materials,
appropriately trained teachers, and efficient supervision. On the other hand, in some countries,
multigrade instruction has high regards where teachers receive training in how to deal with multi-
grade class and were given incentives and support.:

The range of emotions experienced by teachers in managing multi-grade classes is diverse. While
many teachers initially feel uncertain and negative about teaching in such a setting due to the
challenges involved, some find joy in witnessing their students learn and engage with the
tasks,states by Cerilo Espinosa(2019) . Patience is crucial in multi-grade teaching, and teachers
must adapt, be inventive, and patient in handling their classes to create a positive learning
atmosphere for students of varying grade levels.
The challenge of managing education in multigrade classes for principals is the main topic of this
study. It explores the subject through semi-structured interviews and critical pragmatic approaches.
They spoke with five principals from South African schools in the Limpopo location. The study's
objective was to determine the difficulties associated with adopting instructional leadership in
teaching situations that involve multiple grade levels, as stated by Kgomotlokoa Linda (2020). Four
main issues surfaced: the inadequate support for leadership development, the lack of resources, the
principals' dual responsibility in overseeing both multigrade and mono-grade classrooms, and the
teachers' low pedagogical topic understanding.
Joel D. Potane states that (2024). In multigrade classrooms, teachers encounter a multitude of
challenges as they strive to deliver effective instruction and meet the diverse learning needs of
students across different grade levels. The complexities of managing such heterogeneous groups
require teachers to employ innovative teaching strategies to ensure all students receive quality
education. This study systematically reviewed teachers' challenges and practices in handling
multigrade classes.
This study of Eddie Manzano (2023), aimed to understand the attitudes and qualifications of
students studying to teach multiple grades (BEED students). It found that teacher training programs
should focus on providing more hands-on training and updating their curriculum to help future
teachers become more skilled. The research also suggested that training programs should consider
the age and experience of prospective teachers, as these factors may affect their needs and how
best to meet them.

A study conducted by Mariyam Shareefa (2021) states that, examined how teachers used
Differentiated Instruction (DI) in classes with students of multiple grade levels. Results showed that
DI was widely used in these classes, with positive impacts on students' academic performance and
social-emotional growth. However, teachers also reported facing challenges such as limited training,
heavy workload, and difficulties assessing student learning, which hindered their ability to use DI
effectively. The paper provides practical suggestions for teachers, teacher trainers, and school
administrators to overcome these challenges.