gram is the fundamental leamers? vortunity to Managing a Multigrade Classroom "A multigrade class is composed of learners with different grade levels inside a single classroom handled by one teacher. That being the.case, there can; be varied activities going on simultaneously in a multigrade classroom. Some leamers might be-working on a group: project, some might be Having a discussion with the teacher, and others might be doing independent work, Thé task of the teacher is to organize and manage the ¢lassréom such that, with minimal interruption, these varied activities can happen. This can be a challenging task; however, the outcome is worthwhile for it can help achieve favorable results and minimize the occurrence of classroom problems. In this chapter, we’ will discuss how to organize and manage a multigrade classroom. This includes a discussion on organizing ‘the physical environment, ‘managing students’ behavior, managing instructional time, organizing and. managing groups, and preparing the curriculum for teaching multigrade classes. tthe end of the Chapter, you should be able to: + discuss how to organize and manage a multigrade classroom + identify ways in organizing the physical environment of a multigrade classroom design a plan that illustrates an efficient use of space in a multigrade classroom + discuss ways to manage the behavior of students in a multigrade classroom * establish clear routines, procedures and rules for a multigrade class + determine ways of grouping students in a multigrade classroom * organize groups suitable for multigrade class activities * prepare a timetable to properly manage instructional time in a multigrade class {i create a sample budget of work for a multigrade class 2 LIneRAYOrganizing the Physical PUNT o ue 1, How do these classrooms differ? 2, Which do you think is more likely a multigrade classroom? Why do you say so? _3. What can you expect to see in a multigrade classroom? The physical environment tofers to the overall design and'layout of a given classroom and its learning areas, Its preparation requires organizing the space, furniture, and resources in order to maximizé' learning opportunities and students’ involvement, The organization of the physical environment includes creating a floor plan, arranging the tables, chairs and other furniture and materials, displaying of visual materials; and others which are related to designing and arranging’ the classroom. . In a monograde classroom, the desks are usually lined up facing the blackboard, However, this setup may not work well in a multigrade classroom. The teacher may find difficulty to conduct differentiated activities if the classroom is setup like this. Therefore, there is a need to organize the space and arrange the furniture ~ and materials in order to'establish areas suitable for the activities the teacher plans to conduct. S The essential areas in a multigrade classroom are as follows: a. Group Instruction Area. This is where the class discussion and group work happen. The teacher works with a group or groups of students to fine tune their learning. 2 Individual Work Area, This is. wh¢ Students stay in this area to get ready for the next subject or Teacher Work Area, This ig where the: teacher plans and prepares the lesson. Important records and documents are: usually placed in this area. Additional Areas. You may find that, in addition fo the areas we consider 7 students. Some required, othet areas are necessary to cater the needs of the st of these. are the reading area; arts and crafts area, resources and materials area and personal hygiene area. ere students do independent work. activity. s a Although there is no single “best” way to set up.a classroom, there are some general guidelines that may be applied to most multigrade classrooms (Hill, L., 2002): © Divide your classroom space to different. areas based on the activities that will possibly occur, When doing this, consider leamers’ age and size differences. 3 ‘Allocate an area for teacher-controlled resources. Chairs, desks of tables can be grouped together for collaborative work. Make use of low cupboards, cubbyholes'or partitions to divide the room into different areas. Be sure that'if,you do this, you can see all the learners in the classroom: ; Review your floor plan considering the class traffic pattems. With minimal disturbance, learners must be able to move from one location to another. Be ready fo transform your classroom when needed.= 0 _E!/"TT7 77s Here are some examples of classroom floor plans: FIGURE 1: Self-Contained Classroom FIGURE 2: Self-Contained Classroom (Organized for Cooperative Learning) (Organized by Areas of Activity) FIGURE 3:-Comprehensive Classroom _ | FIGURE 4: Self-Contained a Classroom. Layout: "Organized for Flexibility) Source: Adapted from a figure published by the Northwest Régional Educational } Laboratory (1999), The Multigrade Classroom: A Resource Handbook for Small, Rural Schools. Portland; USA.. retrieved from http /educationnorthwest orghwebfin_Read the classroom scenario below. Teacher Anne, a multigrade teacher, conducted a whole class discussion with her Grades 1, 2 and 3 learners. The class was harmonious until she told the second and third graders to go and work in groups while she’s dealing with the first graders, The learners were neglectful of what to do.’ Most of them were just playing around and not helping in accomplishing the given task. Only a few members in each group were doing all the work. Teacher Anne wasn’t able to keep every group under control. 1 4 : 1. What went wrong in Teacher Anne's class? 2. What are the possible causes of the learners’ misbehavior? 3. What are some of the possible preventive measures that Teacher Anne could have done to promote acceptable behaviors? 4, How can-you deal with this and other misbebaviors when they occur? 1 For both new and seasoned teachers, managing disruptive behaviors is a challenge. One of its underlying causes is that teachers are rarely given training on how to successfully manage undesired classroom behaviors, preferring instead to focus on how to effectively employ teaching strategies to provide quality instruction. However, we must keep in mind that instructional quality is greatly affected by how we manage our students’ behavior. If we are not equipped with effective classroom management skills, we will end up spending the majority of our time dealing with the students’ behavior instead of delivering the lesson. | ® ‘Teaching Multigrade Ctas:Jassroom management can be defined as set and oie appropriate student behavior such Gai hes ee not compromised (Kratochwill, 2010), This means that the purpose of cicctout management is not to maintain order for the sake of maintaining order, but to maintain order for the sake of leaming. Having @ system in Place that specifies )_ slassroom behavior standards can help in managing the classroom environment, | ensuring that students are held accountable for their behavior. There are three (3) distinct phases of classroom management: 1) Planning before school begins. Before the school year starts, the teacher Visualizes life in the classroom: how leamers are going to behave in the classroom, how they will interact with one andthet, how materials will be arranged, and other essential classroom considerations. , 2) Implementing plans. The teacher executes the plans that were developed before the beginning of school. In this phase, expectations are formed, The learners create a vision as to what will happen in their class. Maintaining good discipline. The teacher maintains the positive academic and social norms that have been established. The role of the teacher shifts towards maintaining a high level of student engagement and minimizing disturbances in the learning enyironment, : 3 In a multigrade classroom, a teacher works .with students of diverse ages and ability levels. As a result, he/she is likely to confront some behavioral problems, According to Wong and Wong (2009), the root cause of behavior problems in classrooms appears to be the absence of established rules’ and procedures rather than poor student discipline, Reseach’ shows that providing rules and procedures helps things run:smoothly in the classroom, Because different grade levels exist in a multigrade classroom, establishment of comprehensive and consistent rules and procedures becomes even more:necessary. Here are some guidelines to consider when planning’ rules, routines and procedures for a Multigrade Classroom: a. _ Inside the Classroom What rules and procedures are you going to establish for the use and care * of the different materials and equipment in the classroom? W What rules and procedures will the leamers be expected to follow when they are in a certain area of the classroom? b. Other School Areas such as in the comfort room, office, playground, etc. When and how are learners going to have access to these areas? » t ‘ 4 Q oatFTN et ah HN Re FTES Teste, OES What rules and procedures are you going to implement for lining up a going to these areas? V How should learners behave During Whole-Class Activities and Seatwork : . whin end how do you want Jeamers,t0 ask and enswer questions (¢.8- in these areas? c. raising hands)? If you want everyone’s attention, how will you cue oF signal the class (e-g., using bell or hand signal)? What rules and procedures are you going to set UP for leamers working together? How and when are you going to give instructions for activities or v assignments? V How are you going to monitor progress ‘on tasks or assignments? : ~ How and when will the learners ‘obtain the materials they need for the activities, tasks, or assignments? s 7 What procedures will learners follow when turing in the outputs or muterials, especially when you are having @ discussion with individuals or small groups? : How and when will the leamers’ outputs or assignments get corrected? ‘edures will you use for returning work? v are done with their tasks? VY What proc V. What can the leamers do when they A d. During Small Groups and signals will learners follow regarding the What procedures, rules, movement to and from. groups? WV When and how can learners ask and answer questions? cpectations for learners who are working together in small What are your ex groups? V- While you are dealing with a group of leamers, what will the rest of the class be doing? Other Procedures that Must Be Considered What routines are you planning to establish to start each school day? V What routines are the learners going to follow to end each school day? helper system? What expectations are you W Are you going to use a student going to set for student helpers to accomplish their roles? Source: Adapted and revised from The Multigrade Classroom: A Resource Handbook for Small, Rural Schools ~ G) werre sspthan just following rules Classroom behavior management entails more This means that and procedures. Rather, it’s a proactive and constructive system. teachers should establish an organized, consistent ‘and culturally-relevant classroom environment that fosters student leaming and effective ins should consistently engage and communicate wit positive relationships with them (The Iris Center, 2021). ruction. Moreover, they fh students and their families to build stablish a routine for small Jags, teacher Belle wants to ¢ fil guide Teacher Belle in e tips that Wi ‘A. In her multigrade group activities. Describe at least thre implementing this routine successfully. nee nc Sai ge ee your own multigrade classroom rileS- ape Tasson 2: wanea a } hack (3) :e Ra a Let's play 4 Pics 1 Word. 1 i with the theme ofthese pita ok at the four pictures below. What. word fits res, 1. What were your experiences with group work in the classroom? 2. How were the groups formed? 3. Did working in a group help you lear more effectively? In what way? & Teaching Meigenreas eu stecennsanantyetom tig tine sneoten ce WE NOUR WAY i Hn, Part of organizing and managing the Multigrade classroom is to set up the classroom for activities that encourage learners to work together with minimal isruptions and with adequate guidance and supervision. As mentioned earlier, a coultigrade classroom consists of learners with different grade levels. To manage shese leamers and their variety of abilities, grouping strategies have been commonly utilized, Thus, teachers must be able to organize students into groups that are appropriate for their activities and promote optimal learning. Types of Groupings Random grouping. Students of varying ability levels and ages can work rogether through random grouping. This grouping method is good for sharing ideas and accomplishing tasks that are appropriate for the whole group. Interest grouping. When groups have to work on different topics within a theme, students can be given the opportunity to choose the one of most interest to them, In this case, interest-based grouping techniques can be utilized. If many of the students have chosen the same topic, you may ask them to make a second choice. Ability. grouping. Students with the same achievement level or abilities are placed in the same group. This allows them to focus on tasks best suited to their learning needs. Grouping them according to their abilities should be done by the teacher who has a good understanding of their abilities in a particular arca, Observations, analysis of work samples, and outcomes of previous assessments can be used as a basis in assigning the students to a group. Grade grouping. In this grouping situation, students are grouped according to their grade levels. For example, if the’ class consists of grades 1, 2 and 3, there could be three groups. This method can be used when there are specific objectives for each grade. Cross-age grouping. In the multigrade classroom, the varying age of students can serve as an advantage. Older students can assist or tutor the younger ones in accomplishing a task, However, the teachers should set guidelines so that the tutors won't just be doing all the work or give all the answers to their tutees. CChaptor 2: Organizing and Managing # Multigrade Classroom Tesson 3: Organizing and Managing Groups >in gen 4time Friendship grouping. At times, students are asked to form their own groups. Friendship groupings can help students develop the skills they need to interact appropriately with their peer group and to practice the skills in’ forming healthy friendships. Structuring group work Structure distinguishes Productive group work from unproductive group work. To structure group work, there are two essential components to consider: 1, Structuring the group process ® Tweching Migr Clnses Work Roles A group must differentiate its members’ work activities in order to complete the task successfully. Role differentiation is the term used to describe this specialization of activities. Work roles can be divided into three categories based on the tasks that they perform. “© Task-oriented roles. These roles are responsible for task-related activities that contribute to the achievement of a group’s goal. ‘These include the coordinator, information-giver, information- seeker, elaborator, recorder, and evaluator. © Relations-oriented roles. These roles emphasize the development of interpersonal relationships and the maintenance of harmony within the group. These include the encourager, compromiser, gatekeeper, harmonies and SPER, lees ® Self-oriented roles. These roles prioritize the individual needs and, frequently at the expense of the group. These include the aggressor, dominator, blocker, help-seeker, loafer, self-confessor and special interest advocate. . Work Group Size Group size dynamics is a key aspect of group work. For most activities, it is preferred that groups of three or four people be used (Burke, 2011). This ensures a diverse spectrum of viewpoints and experiences, as well as ample time for everyone to participate. If the class has plenty of students, this may need to be divided into smaller groups with a larger number of members. But, if there is a limited amount of time available for the activity, the group should be smaller. Work Group Norms The accepted standards of behavior within a group that are shared by the members are known as norms. Every group has its own set of practices, values, and expectations about how things should be done.AR ge Te gente RT ane a a ete ‘These patterns and expectations, often known as group norms, guide the way team members interact with one another. Norms can aid or hinder a group’s achievement of its objectives.” 2. Structuring the task Structuring the group process is not enough to make a cooperative learning activity successful. It is vital to structure the task. Task structuring refers to how well the activity is explained to the pupils who will be performing it. The group needs shared knowledge, @ challenging task, and a clear idea of the final output required. The importance of these three criteria will vary depending on the activity. Read the given activities and determine which type of groupings would be most appropriate. Write a brief and concise explanation about your choice. [1. Problem solving in Mathematics 2. Experiment in Science 3. Artactivity 4. Role play a story + ‘Vocabulary-building activity Pa ie ae ee ee chapter 2: Organizing and Managing « Mulorae Classroom TLeason 3; Organizing and Managing Groups a