Multigrade teaching involves the teaching of children from two or more grade levels in one classroom.Such contexts requires the employment of particular teaching methodologies and classroom administration.Since Multigrade classes are smaller and can be established more cheaply than complete schools, they can be more numerous, therefore more dispersed and thus located closer to the settlements where the children live. This means both that younger children can attend and that the time children spend travelling between school and home can be reduced to an acceptable level. This in turn means that there is sufficient time outside school hours for the children to continue to contribute to the family's economic activity . Attending school is therefore likely to be more acceptable to the families concerned, and thus both increase the number of children receiving education and reduce the failure rate. Multigrade schools, being smaller and more dispersed, would enjoy much closer links with the smaller communities that they would be set up to serve.This would have a very positive effect on local attitudes and access to education.The professional teacher is a key resource person in the Multigrade context. The local content is a significant part of the curriculum, it is particularly important to resolve the issue of appointing well-trained and locally-oriented teachers.
Introduction 1. An average primary school teacher is ill equipped to handle a multigrade classroom situation.2. The nature of the curriculum and textbooks, which are prepared almost entirely in a monograde context create further problems.3. Teacher training programmes have not focused on practical issues and techniques for handling multigrade teaching studies.4. There is no training package for multigrade teachers. The aspects could be; - Time management- Improving teaching skills- Preparation and organisation of the teaching learning materials.- Organisation of art and cultural activities. 5. Timetables are not flexible enough. Teachers of MC should have extra preparation time.Teachers assigned to MC should preferable be those who are most willing to teach.In service and information concerning appropriate groupings, classroom organization, instructional strategies and curriculum modification should be provided to principals and teachers.In a MC there is respect for different learning styles. Teachers structure a positive learning environment where children feel successful, develop positive self-concepts and are helpful and sensitive to others.The student benefit from having the opportunity to stay with the same teacher and classmates and experience the same teaching style and routine over a two-year (ore more) period.In a MC there is time to recognize that a childs social and emotional needs are as important as academic needs.Another advantage of more than one year in a MC is the relationship developed between the teacher and the entire family.Students feel they are successful when they are working at their own level and know that everyone should be able to do the same thing at the same time.Each child is accepted at his or her own place on the developmental learning situation. The teacher takes time to assess evaluates and plan next steps for each child. Separate subjects are replaced by an integrated curriculum, which engages children in meaningful activities that explore concepts and topics relevant and meaningful to the lives of the children.In a classroom where all children are learning at different rates and are not all the same age, there is a little competition.By helping each other, students reinforce their own understanding of knowledge, skills and attitudes.Conversations are encouraged as the children talk through their work in progress. These conversations help them understand just what they have learned.Multigrade classrooms take the focus of meeting the needs of the whole group of learners instead...
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