Characteristics of Successful Multi-Grade Teaching Methods
Characteristics of Successful Multi-Grade Teaching Methods
Key Terms:
· Classroom
A classroom is a place where students learn social behavior’s, values,
learn to communicate and gain knowledge according to their age and learning
ability. This prepares them to deal with real life situations in a better and
competent manner.
· Class room Management
Classroom management
is a process and a skill which plays a vital role for effective teaching and
learning. A well-managed classroom results in active learning.
· Cooperative Learning
Cooperation is working
together to accomplish shared goals. Within cooperative activities individuals
seek outcomes that are beneficial to themselves and beneficial to all other
group members. Cooperative learning is the instructional use of small groups so
that students work together to maximize their own and each other’s learning.
The idea is simple. Class members are organized
into small groups after receiving instruction from the teacher. They then work
through the assignment until group members successfully understand and complete
it.
· STAD (Students Teams Achievement Division) Models
In this model, after a
teacher presentation, students work in teams to learn the taught material and
then take individual quizzes and finally receive the team awards.
· Background Information of Multi- Grade Teaching:
Multi- Grade teaching involves the
teaching of children from two or more grade levels in one classroom. Normally
the problem is faced in rural, sparsely populated areas, where the number of
students enrolled doesn’t warrant posting of one teacher for each class.
Sometimes, due to financial constraints, the posting of more teacher isn’t
possible. Multiple class teaching may be practiced in large schools sometimes,
when a teacher is absent for one reason or another and a substitute isn’t
available.
Multi-Grade teaching implies
the school situations where the number of pupils in different grades is so
small that the pupils of several grades together add up to a normal or slightly
larger than normal class. It connotes combination class groupings in a school
with one two to three classrooms. Multi-grade teaching is generally seen in one
teacher schools, two teacher schools, sometimes even in three teacher schools,
multi-level classes in larger establishments, ungraded early childhood
education units and special multilevel aggregation of pupils. The enrollment of
such schools usually varies between 10 to 100 Multi- grade teaching isn’t an
answer to meeting teacher shortages in the educational systems but is a
strategy to improve the quality of education in rural communities.
· Challenges of Multi- Grade Teaching
1.
An average primary school
teacher is ill equipped to handle a multi-grade classroom situation.
2.
The nature of the curriculum
and textbooks, which are prepared almost entirely in a mono-grade context create
further problems.
3.
Teacher training programs
haven’t focused on practical issues and techniques for handling multi-grade
teaching studies.
4.
There isn’t raining package
for multi-grade teachers. The aspects could be:
o Time management
o Improving teaching skills
o Preparation and organization of the teaching
learning materials.
o Organization of art and cultural activities.
5.
Timetables aren’t flexible
enough…..
· What is the head Teacher’s Role in Multi-Grade School?
A.
The head teacher plays a
key-role in increasing supportive school culture.
B.
The head teacher must ensure
that all teachers feel supported.
C.
The head must provide
teachers with opportunities to learn multi-grade teaching methods monitor the
progress of implementation and give the teachers praise, feedback and
suggestion.
· Characteristics of Successful Multi-grade Teachers, which should be considered in teacher selection
A.
Well-organized
B.
Creative and flexible
C.
Willing to work hard
D.
Resourceful
E.
Self-directed
F.
Willing to work closely with
the community
G.
Strong belief in the
importance of cooperation and personal responsibility in the classroom with the
ability to develop these characteristics in pupils.
H.
Prior successful experience
at the grade levels to be taught.
· General Types of Activities found in most Multi-grade classrooms
A.
Quiet or individual study
B.
Testing
C.
Whole class instruction
D.
Partner work
E.
Group discussion
F.
Reference work
G.
Teacher tutoring or small
group instructions
·
Facts
1.
Multi-grade teachers must be
trained to give different lesson sat at the same time to pupils at different
grade levels.
2.
Children sit in grade-groups
facing their own writing board(WB)
3.
If there are two grade groups
in the class the WB are placed either end of the classroom with children facing
opposite directions.
4.
During the lesson the teacher
moves frequently between the different groups.
5.
Give reading instructions to
one grade; give dictation to the other grade.
6.
One grade is copying
handwriting math exercises from the WB; the other grade will be instructed on a
new math item.
7.
The extra work involved in
multi-grade teaching must be recognized by giving teacher some incentives.
8.
Teacher in multi-grade
classrooms must receive a lot of support and must meet regularly with teachers
from other multi-grade schools.
9.
In the multi-grade classroom
there may be many different kinds of might be working on a group art project
while two students may be peer tutoring in math. Two first grades may meet with
the teacher, and several students might be completing independent assignments
requiring the use of a tape recorder and the computer. The teacher’s task is to
arrange the classroom so that all these activities can take place at the same
time with a minimum of disruption and of teacher direction and supervision.
·
Three step
designing your multi-grade classroom
Step 1
Describe the way it is now.
Draw a floor plan of the room
you will be teaching in. this may be the classroom you taught in last year or a
new one.
Step 2
Deciding on the types of
activities that will occur
Identify the specific
learning activities that will take place in your room and write them on the
lines below. It may be helpful to write down the types of behavior you expect
for each activity.
Step 3
Drawing the final plan
Review your drawing of the
classroom in which you will be teaching in terms of the activities you have
listed in step 2. Now lay out your classroom to promote the learning activities
you desire, noting the placement of furnishings materials and storage area.
· General Guidelines
1.
Room to move:
Bear in mind that children and you also need to be able to move freely
between the groups of desks with a minimum of disturbance to others. Try to
avoid jamming children’s desks and chairs against the wall.
2.
Light:
Arrange the desk as far as possible so that the children don’t have to
work facing into direct sunlight. The light should come from the side of the
child.
3.
Writing Board:
Two WB, one at either end of the classroom, are very useful for
multiclass teaching. Portable WB that can be moved for group work can be very
handy too.
4.
The teachers table:
This should be carefully placed to give you
the teacher an unobstructed view of the whole classroom. Of course the
effective teacher spends very little time sitting at his or her desk.
5.
The reading corner:
The
children come to this area for quiet, personal reading or to receive reading
instruction. Be kept there, along with books, flashcards, reading games, etc.
6.
The science & nature corner:
Children at primary school have an enormous curiosity about natural
world around them. In this corner they can collect things that interest them. They
may grow seeds here, collect fruits and nuts, or display their leaf rubbings.
They may keep insects, reptiles, small mammals or fish in transparent
containers.
7.
Teaching – Learning strategies:
Grouping is one of the strategies in multi-grade teaching situation
which can play an important role in the teaching –learning situation. In
multi-grade teaching a teacher teaches more than one class in the same time or
period.
o Oral quiz competition among all grades.
o Small group instruction
o Cooperative learning models
1.
Learning Together (LT)
2.
Students Teams Achievement
Division (STAD)
o Project work among all grades.
o Work on scrapbook of different grade level
students.
o Brainstorming
o Discussion
o Group work
o Pair work
o Demonstration
Instruction should be in written form for
students by teachers for implementing different tasks.
· Assessing, Evaluating and Marking:
One of the roles which a
multi-grade teacher must carry out is to monitor the progress of pupi9ls
learning so as ensure quality of education. Usually, this requires teachers to
determine the educational levels of pupils when they first enter schooling,
during the school year and at the end of the school year.
Therefore assessment should
be considered a continuous and integral part of the teaching process.
Teachers have an
understanding of what students need to learn and are expected to learn at
various stages. Children are learning all the time and this learning isn’t
dependent upon what other do over a period of time enabling them to see a
student’s development.
The multi-grade classroom
allows teachers to assess what a student can do and then extend them from
there.
· Observation:
1.
Teachers of Multi-Grade (MG)
should have extra preparation time.
2.
Teachers assigned to MG
should preferable be those who are most willing to teach.
3.
In service and information
concerning appropriate groupings, classroom organization, instructional
strategies and curriculum modification should be provided to principals and
teachers.
4.
In a MG 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.
5.
The students benefits from
having the opportunity to stay with the same teacher and classmates and
experience the same teaching style and routine over a two –year or more period.
6.
In a MG there is time to
recognize that child’s social and emotional needs are as important as academic
needs.
7.
Another advantage of more
than one year in a MG is the relationship developed between the teacher and the
entire family.
8.
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.
9.
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.
10.
In a classroom where all
children are learning at different rates and aren’t the same age, there is a
little competition
11.
By helping each other, students
reinforce their own understanding of knowledge, skills and attitudes.
12.
Conversation is encouraged as
the children talk through their work in progress. These conversations help them
understand just what they have learned.
13.
Multi-grade classroom take
the focus of meeting the needs of the whole group of learners instead meet the
needs of each individual student.
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