GROUP 1:

Chap 2: Organizing
and Managing a
Multigrade
Classroom
1
 Intended Learning
Outcome:
At the 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
2
 Intended Learning
Outcome:
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
2
 Lesson 1:
ORGANIZING THE
PHYSICAL
ENVIRONMENT
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?
LET'S DIG DEEPER
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.
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.
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.
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
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
Figure 1: Self-Contained Classrooms Figure 2: Self-Contained Classroom
(Organized by Areas of Activity) (Organized for Cooperative Learning)
Figure 3: Comprehensive Classroom
Classroom Layout

Figure 4: Self-Contained
(Organized for Flexibility)
 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.
MANAGING
STUDENT'S
BEHAVIOR
LESSON 2
 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.
 WE ARE ON OUR WAY
1. WHAT WENT WRONG IN TEACHER ANNE'S
CLASS?
2. WHAT ARE THE POSSIBLE CAUSE 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
MISBEHAVIORS WHEN THEY OCCUR?
 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.
 THERE ARE THREE (3) DISTINCT
PHASES OF CLASSROOM
MANAGEMENT:

1. Planning before school

begins.
2. Implementing plans
3. Maintaining good
discipline
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.
 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?
 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?
 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?
 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?
 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?
 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?
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).
LESSON 3:
ORGANIZING AND
MANAGING GROUP
 LET'S DIG DEEPER
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 learnmore
effectively? In what way?
 WE ARE ON OUR WAY
TYPES OF GROUPINGS

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.
 WE ARE ON OUR WAY
TYPES OF GROUPINGS

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.
 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

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
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
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.

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.
 LESSON 4:
MANAGING
INSTRUCTIONAL
TIME
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.
Below is the time allotment per subject area prescribed by the
Department of Education in the Philippines.
(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:
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)
 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.
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:
 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:
 Tips for timetabling in multigrade class:

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
 LESSON 5:
PREPARING
THE
CURRICULUM
 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.
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):
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
THANK YOU