Chap-2-Organizing-and-Managing-a-Multigrade-Classroom.pdf
- 1. Chap 2: Organizing and Managing a Multigrade Classroom 1 GROUP 1:
- 2. Intended Learning Outcome: 2 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 At the end of the Chapter, you should be able to:
- 3. Intended Learning Outcome: 2 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 create a sample budget of work for a multigrade class
- 6. how do these classrooms differ? which do you think is more likely a multigrade classroom? why do you say so? what can you expect to see in a multigrade classroom? 1. 2. 3.
- 7. the physical environment refers to a given classroom's overall design and layout and learning areas. the organization of the physical environment includes creating floor plan, arranging tables, chairs and other furniture and materials, display of visual materials, and others which are related too designing and arranging classroom. LET'S DIG DEEPER
- 8. The essential areas in a multigrade classrooms 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. b. Individual Work Area. This is where students do independent work. Students stay in this area to get ready for the next subject or activity.
- 9. The essential areas in a multigrade classrooms are as follows: c. Teacher Work Area. This is where the teacher plans and prepares the lesson. Important records and documents are usually placed in this area. d. Additional Areas. Some of these are the reading area, arts and crafts area, resources and materials area and personal hygiene area.
- 10. 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 into different areas based on the activities that will possibly occur. allocate an area for teacher-controlled resources chairs, desks or tables can be grouped together for collaborative work
- 11. make use of low cupboards, cubbyholes or partitions to divide the room into different areas. review your floorplan considering the class traffic patterns be ready to transform your classroom when needed
- 12. Figure 1: Self-Contained Classrooms (Organized by Areas of Activity) Figure 2: Self-Contained Classroom (Organized for Cooperative Learning)
- 13. Figure 4: Self-Contained (Organized for Flexibility) Figure 3: Comprehensive Classroom Classroom Layout
- 14. The actual organization of the physical environment of a multigrade classroom wil depend on the space available, furniture type, the subject or topic being taught and the teaching strategies used. a multigrade classroom should not remain in a fixed position.
- 16. LET'S BEGIN READ THE CLASSROOM SCENARIO BELOW. TEACHER ANNE, A MULTIGRADE TEACHER, CONDUCTED A WHOLE CLASS DISCUSSION WITH HER GRADE 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.
- 17. WE ARE ON OUR WAY WHAT WENT WRONG IN TEACHER ANNE'S CLASS? WHAT ARE THE POSSIBLE CAUSE OF THE LEARNERS' MISBEHAVIOR? WHAT ARE SOME OF THE POSSIBLE PREVENTIVE MEASURES THAT TEACHER ANNE COULD HAVE DONE TO PROMOTE ACCEPTABLE BEHAVIORS? HOW CAN YOU DEAL WITH THIS AND OTHER MISBEHAVIORS WHEN THEY OCCUR? 1. 2. 3. 4.
- 18. LET'S DIG DEEPER Classroom management can be defined as the process of establishing and sustaining appropriate student behavior such that the delivery of lessons is not compromised (Kratochwill, 2010). This means that the purpose of classroom management is not to maintain order for the sake of maintaining order, but to maintain order for the sake of learning.
- 19. THERE ARE THREE (3) DISTINCT PHASES OF CLASSROOM MANAGEMENT: Planning before school begins. Implementing plans Maintaining good discipline 1. 2. 3.
- 20. 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. RESEARCH SHOWS THAT PROVIDING RULES AND PROCEDURES HELPS THINGS RUN SMOOTHLY IN THE CLASSROOM.
- 21. 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? What rules and procedures will the learners be expected to follow when they are in a certain area of the classroom?
- 22. HERE ARE SOME GUIDELINES TO CONSIDER WHEN PLANNING RULES, ROUTINES AND PROCEDURES FOR A MULTIGRADE 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? What rules and procedures are you going to implement for the lining up and going to these areas? How should learners behave in these areas?
- 23. HERE ARE SOME GUIDELINES TO CONSIDER WHEN PLANNING RULES, ROUTINES AND PROCEDURES FOR A MULTIGRADE CLASSROOM: c. During Whole-Class Activities and Seatwork When and how do you want learners to ask and answer questions (e.g. raising hands)? If you want everyone's attention, how will you cue or signal the class (e.g. using bell or hand signal)? What procedures will learners follow when turning in the outputs or materials, especially when you are having a discussion with individuals or small groups?
- 24. HERE ARE SOME GUIDELINES TO CONSIDER WHEN PLANNING RULES, ROUTINES AND PROCEDURES FOR A MULTIGRADE CLASSROOM: What procedures will you use for returning work? What can the learners do when they are done with their tasks?
- 25. HERE ARE SOME GUIDELINES TO CONSIDER WHEN PLANNING RULES, ROUTINES AND PROCEDURES FOR A MULTIGRADE CLASSROOM: d. During Small Groups What procedures, rules, and signals will learners follow regarding the movement to and from groups? When and how can learners ask and answer questions? What are your expectations for learners who are working together in small groups? While you are dealing with a group of learners, what will the rest ofthe class be doing?
- 26. HERE ARE SOME GUIDELINES TO CONSIDER WHEN PLANNING RULES, ROUTINES AND PROCEDURES FOR A MULTIGRADE CLASSROOM: e. Other Procedures that Must be Considered What routines are you planning to establish to start each school day? What routines are the learners going to follow to end each school day? Are you going to use a student helper system? What expectations are you going to set for student helpers to accomplish their roles?
- 27. Classroom behavior management entails more than just following rules and procedures. Rather, it's a proactive and constructive system. Moreover, they should consistently engage and communicate with students and their families to build positive relationships with them (The Iris Center, 2021).
- 28. LESSON 3: ORGANIZING AND MANAGING GROUP
- 30. LET'S DIG DEEPER What were your experiences with group work in the classroom? How were the groups formed? Did working in a group help you learnmore effectively? In what way? 1. 2. 3.
- 31. TYPES OF GROUPINGS WE ARE ON OUR WAY 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. Ability Grouping. Students with the same achievement level or abilities are placed in the same group. Grouping them according to their abilities should be done by the teacher who has a good understanding of their abilities in a particular area.
- 32. TYPES OF GROUPINGS WE ARE ON OUR WAY 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. Friendship Grouping. At times, students are asked to form their own groupings. 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 friendship.
- 33. STRUCTURE DISTINGUISHES PRODUCTIVE GROUP WORK FROM UNPRODUCTIVE GROUP WORK. TO STRUCTURE GROUP WORK, THERE ARE TWO ESSENTIAL COMPONENTS TO CONSIDER: STRUCTURING THE GROUP PROCESS 1. a. Work Roles Role differentiation is the term used to describe this specialization of activites. Work roles can be divided into three categories based on the tasks that they perform. STRUCTURING GROUP WORK
- 34. Task-oriented roles Relations-oriented roles Self-oriented roles b. 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). STRUCTURING GROUP WORK
- 35. c. 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. STRUCTURING GROUP WORK 2. STRUCTURING THE TASK Structuring the group process is not enought to make a cooperative learning activity successful. Task structuring refers to how well the activity is explained to the pupils who will be performing it.
- 37. Effective classroom organization and management include efficient use of instructional time. Setting priorities and structuring the day around the most important tasks is the first step in managing time in the classroom. Setting priorities can assist teachers in completing their daily objectives, even when unexpected events arise. Instructional time refers to the period of time during which students receive instruction from a teacher and the school is accountable for them. In most cases, educational policies or regulations specify the instructional time.
- 38. Below is the time allotment per subject area prescribed by the Department of Education in the Philippines.
- 39. (alloted time) --- (non-instructional time) = (instructional time)
- 40. Determine how much instructional time is available each day. To do this, subtract the non-instructional time (routines, transitions, socializing) from the amount of time students are in school. (alloted time)-(non-instructional time)=(instructional time) It is important to keep in mind, however, that the schedule for a multigrade class may differ from that of a monograde. Therefore, a multigrade teacher needs to be knowledgeable about timetabling. A timetable is a relevant tool to manage time and organize resources. Here are some guidelines to keep in mind when making a timetable:
- 41. Specify the subjects to be taught as well as their competencies for each grade level as set forth by the Department of Education. Determine how much time is required for each subject per week. Identify the available resources and teaching strategies needed for each subject.
- 42. Here are two common timetabling approaches that can be utilize in a multigrade class (Hyry-Beihammer & Hasher,2015): a. Split timetable or Subject stagger approach In a multigrrade class, each grade level studies different subjects simultaneously. The teacher prepares different lessons and teaches the groups in turns Example:
- 43. b. Common Subject Approach The students in each grade level will study the same subject at the same time, but will work on different activites. Example:
- 44. Math and other subjects that need more concentration should be taught in the morning Consider the student's maturity and attention span. Allow adequate time to teach and supervise all the grade levels may it be in whole class or small group activities. The timetable should be posted clearly and be made familiar to the students Tips for timetabling in multigrade class:
- 46. ONE OF THE MOST IMPORTANT RESOURCE MATERIALS IN EDUCATION IS THE CURRICULUM. FOR ALL EDUCATORS, THE CURRICULUM IS THE KEY GUIDE IN DETERMINING WHAT IS ESSENTIAL FOR TEACHING AND LEARNING, SO THAT EACH LEARNER HAS ACCESS TO RELEVANT ACADEMIC EXPERIENCES. IN MANY CASES, CURRICULA ARE USUALLY STRUCTURED FOR A MONOGRADE SYSTEM. IN THIS CASE, THE CURRICULA STILL NEED TO BE REVISED AND REDESIGNED TO SUIT THE MULTIGRADE CLASSES. IT'S A BREATHER THAT THE DEPARTMENT OF EDUCATION (DEPED) HAS PROVIDED A BUDGET OF WORK (BOW), A RESOURCE MATERIAL FOR TEACHING MULTIGRADE CLASSES, WHICH SERVES AS A GUIDE FOR TEACHERS IN PREPARING DAILY AND/OR WEEKLY LESSON DESIGNS.
- 48. First, thoroughly review the national curriculum to see what is relevant and required for each grade level Then, look for common themes or topics that are depicted from one grade to the next in each subject area, and identify the general themes. After identifying the general themes, work on the objectives and content for your theme or unit of work Once you have decided what objectives and contents to be included, it is then possible to look at differentiating the activities for the different groups in your classroom Multigrade teachers may use the following strategies to be more effective in curriculum planning (Ministry of Basic & Secondary Education in Collaboration with the Learning Initiative for Rural Education, 2008):
- 49. THANK YOU