Wednesday, 24 April 2013 15:21
Michael Q. Tuayon
Teacher – II
Lugakit Elementary School, Putik District
Many teachers, administrators, and parents continue to wonder whether or not multigrade classes have negative effects on student performance.
Research evidence indicates that being a pupil in a multigrade classroom does not negatively affect academic performance, social relationships, or attitudes.
The multigrade classroom can be more of a challenge than the single-grade classroom. Skills and behavior required of the teacher may be different, and coordinating activities can be more difficult.
It is important to cultivate among pupils the habits of responsibility for their own learning, but also their willingness to help one another learn. Here are six key instructional dimensions affecting successful multigrade teaching have been identified from multigrade classroom (Miller, 1991).
1. Classroom organization: Instructional resources and the physical environment to facilitate learning.
2. Classroom management and discipline: Classroom schedules and routines that promote clear, predictable instructional patterns, especially those that enhance student responsibility for their own learning.
3. Instructional organization and curriculum: Instructional strategies and routines for a maximum of cooperative and self-directed student learning based on diagnosed student needs. Also includes the effective use of time.
4. Instructional delivery and grouping: Methods that improve the quality of instruction, including strategies for organizing group learning activities across and within grade levels.
5. Self-directed learning: Students’ skills and strategies for a high level of independence and efficiency in learning individually or in combination with other students.
6. Peer tutoring: Classroom routines and students’ skills in serving as “teachers” to other students within and across differing grade levels.
The following are five (5) suggested best practices in successful multi-grade teaching.
1. Develop pupils’ good study habits and provide the real life situation in teaching-learning activities.
2. Improve pupils reading comprehension level by means of conducting remedial reading, peer teaching and other reading programmes provided by DepEd.
3. Teachers should update their professional development such attending seminar-workshops, trainings, etc. in the district, division and national level.
4. Staff development should effort to improve student learning which need to focus on the content that teachers teach and the methods to be used to teach that content and sufficiently sustain and link to daily classroom practice and activities to take effect student learning.
5. Always observe and apply the Code of Ethics of the education profession.
- 27/04/2013 13:11 - Vaya con Dios means “Go with God” and “Trust in the Lord”
- 25/04/2013 13:18 - KAKAMPI MO ANG BATAS
- 25/04/2013 13:16 - NEWS FEATURE: Disturbing events
- 23/04/2013 00:00 - ADVOCACY MINDANOW By Jess G. Dureza
- 24/04/2013 15:26 - KAKAMPI KO ANG BATAS By Atty. Batas Mauricio
- 20/04/2013 13:39 - Inanities, rather than substance, in Comelec
- 20/04/2013 13:38 - Empowered youth: Rabia Salapuddin
- 20/04/2013 13:33 - The more intimate we become with God the more we are able to trust Him
- 18/04/2013 00:00 - SC urged to postpone party list polls
- 18/04/2013 00:00 - Peace is so near and yet so far