e-handbook

A handbook for
Teachers of the
Multigrade Classroom

Practical tips for Effective Instruction

Tatjanna Gordon
@2021

MULTIGRADE CLASSROOM

MULTIGRADE CLASSROOM HANDBOOK 2

Case Study
Tatjanna Gordon

8171712291
Moneague College-St. Mary Campus
Introduction to Multigrade Classrooms

MULTIGRADE CLASSROOM HANDBOOK 3

Introduction to Multi-grade classroom teaching

ASSIGNMENT #2 – Case Study (40 marks) – Individual Work

Due date: May 3, 2021

Instruction: Read the following short case study below carefully and create an e-handbook using the information
from the case. The following areas should be included in your handbook:

• Physical layout of classroom
• Learning centres/interest corners
• Factors to consider when selecting strategies for multi-grade teaching
• Delivery of curriculum
• Timetable approach
• Leadership style
• Effective classroom management in a multi-grade classroom setting

STAFF DEVELOPMENT
The Ministry of Education has become aware of the numerous multi-grade schools that are been operated
with inexperienced teachers who are new to the concept of multi-grade teaching.
In helping to alleviate such issue, the regional director has asked you as an expert in multigrade teaching to

create a 15-20 PAGE e-handbook to help in preparing these teachers to deliver classroom instruction

effectively.

NB. The following should also be included: SCORE
• Introduction 2
• Table of Contents 21
• List of Diagram and Illustrations
• References 4
• Conclusion
3
Recommended Font for Handbook: Times Roman size 12 & 1.5 spacing 4
RUBRIC 2
4
CRITERIA 40

Introduction

Content (clear and precise instruction using areas suggested) 3 marks
each
Organisation (information is relevant and presented logically &
aesthetically )
Use of sources (using sources to support instruction)

Creativity (use of pictures, diagrams etc. and layout)

Reference (APA 7th edition format)

Language

TOTAL

MULTIGRADE CLASSROOM HANDBOOK 4
Table of Contents

Introduction ……………………………………………………………………6
Physical Layout of the classroom……………………………………….………7
Sample Flour Plans ………………………………………………………...……9
Learning centres/Interest Corners……………………………………………….11
Factors to Consider when selecting strategies for multigrade teaching………….14
Delivery of the Curriculum………………………………………….……………15
Timetable Approach……………………………………………………………….16
Leadership Style……………………………………………………………………19
Effective classroom management in multigrade classroom………………….……..20
Conclusion…………………………………………………………………………..21
References……………………………………….………………………………….22

MULTIGRADE CLASSROOM HANDBOOK 5
List of Diagrams and Illustrations

Figures Name of Figures Page
1 Figure 1.1 Self-Contained 9
Classroom – Organized by
2 areas of activity

3 Figure 1.2 Self-Contained 10
4 Classroom – Organized for
5 cooperative learning
6
7 Figure 2.1 Enrichment 11
8 Centre 12
9 Figure 2.2 Skill Centre
10
Figure 2.3 Exploratory 12
Centre

Figure 3.1 Elements of a 15
curriculum

Figure 3.2 Multigrade 16
Classroom

Figure 4. 1 Subject 18

Staggering Approach

Figure 4.2 Common Subject 18

Approach

Figure 5.1 Dimensions of 20

Classroom Management

MULTIGRADE CLASSROOM HANDBOOK 6

Introduction

Teaching can be described as one of the most tedious jobs. It is the job of teachers to ensure that each
and every child that enters into their classroom leaves enriched by education. A multi grade classroom can
be a very big challenge having multiple grade levels, age ranges, learning abilities and disabilities all under
one roof can be a complex, demanding and a daunting task. However there are many successful multi grade
teachers and multi grade classrooms in today’s society that works.

Many multi grade teachers were not formally taught how to organize, structure and create a conducive
learning environment with more than one grade levels. In order to become efficient and effective in this task
teachers must view themselves as researchers opening their minds to new ideas, new structures, new
believes, new styles so as to create an enriched learning environment.

This book provides the reader with many important details and links that will facilitate multi grade
instruction. It entails the physical structure of the classroom, how to teach from the curriculum, different
approaches to making a timetable, different learning styles that can be used in the classroom, strategies for
multi grade instruction and also how to effectively manage a multigrade classroom. The information
presented in this hand book can become a tool for future multi grade teachers are for current multi grade
teachers that are struggling.

MULTIGRADE CLASSROOM HANDBOOK 7
Physical Layout of the Multigrade classroom

Physical layout can be described as an arrangement of materials and equipment in a particular area. It
is always the goal of every teacher to create a safe, comfortable, clean, attractive, student –centred and most
importantly an environment conducive to learning. A multigrade classroom can be tedious to organize being
that the teacher is faced with different grade levels, where multiple activities are likely to occur
simultaneous. Classroom organization is critical to achieve a smooth, productive classroom making sure that
the needs of the students can be met.

In creating a physical layout of a multigrade classroom, the teacher must first answer certain questions;
“Naming the different activities will be done in your classroom? The arrangement of the classroom to
accommodate the activities planned? How will you make students aware of the different activity areas?
Types of activity centres? How do these activities centre relate to one another? Do you have appropriate
furniture for each centre? How do you organize your classroom in regards to noise levels? How will ypu
organise the classroom for single instructions?”(Northwest Regional Educational Laboratory, 1999). It can
be a very daunting task to create and organize a classroom that stimulate learning in your students.
According to teacher vision (2001), there are a few steps to follow:

 Survey your classroom: This step is where the teacher checks for light, temperature and cleanliness
of the classroom.

 The floor Plan: At this step teacher will decide how the class will be arranged, how many learning
centres, the availability of space for each, where each centre will be placed, seating arrangements for
students etc.

 Classroom Décor: This is where the teacher decides how to make the classroom environment
attractive, interactive, colourful, interesting etc. The teacher can make charts, use interactive teaching
aids, placement of different rugs and mats, student work area etc.

 Storage Space: A teacher must ensure that his/her classroom has a lot of storage space. Students
should have access to a personal belongings storage space and also a shared storage space for tools
and materials used in the classroom.
Shalaway(2005) opines that “warm, well-run classrooms begin with the room's physical layout
— the arrangement of desks and working space, the attractiveness and appeal of bulletin boards, the
storage of materials and supplies.” It further went on to say that when arranging space, the teacher
must first decide his/her teaching style. If the teacher wishes to have collaboration desk or tables
should be clustered, for whole-group discussions a circle or a u-shaped desk formation and for
individualized learning then learning stations will be effective.

Environmental preferences are also very important – the temperature, lighting and noise level.

MULTIGRADE CLASSROOM HANDBOOK 8

Shalaway (2005) states that teachers should ensure that the classrooms create are both well –lit and
dimly lit, teachers can use bookshelves, plants and any other furniture of their choice to enhance
presentation. They should create the space in such a way that students can move around freely when
visiting the different centres or area in the classroom, Use movable furniture that can be rearranged
with little effort, such as: soft chairs, pillows, rugs etc., Create the centres in such a way to meet the
different learning needs of the students- headphones for listeners, books for readers, tools for creators
etc. Teacher can also make students become aware of the weather and how to dress accordingly to be
comfortable in their own skin.

In a multigrade classroom, the teacher can design the classroom to meet the needs of his or
her teaching approach. It can be an activity themed classroom, a cooperative learning classroom, a
flexible classroom or an individualized classroom. The figures below shows two different classroom
settings that are both adapted from THE MULTIGRADE CLASSROOM: A RESOURCE
HANDBOOK FOR SMALL, RURAL SCHOOLS.

MULTIGRADE CLASSROOM HANDBOOK 9
Sample Flour Plans

Figure 1.1 Self-Contained Classroom – Organized by areas of activity

MULTIGRADE CLASSROOM HANDBOOK 10

Figure 1.2 Self-Contained Classroom – Organized for cooperative learning

MULTIGRADE CLASSROOM HANDBOOK 11
Learning Centres/ Interest Corners

A learning centre can be defined as an independent section or area of the classroom where students
participate independently with self-directed learning activities. Teacher Vision, 2007 states that “A learning
centre is a space set aside in the classroom that allows easy access to a variety of learning materials in an
interesting and productive manner.” Learning Centres are usually created in an effort to provide materials,
designs and media to students to foster their independence in their learning abilities. These centres are
developed with the goal of allowing students to improve of their skills, structured concepts, topic or themes.
This learning can be structured by the teacher to be done after the presentation of a topic, during the learning
process of the concept or it can be used as the introduction to the new content. (Teacher Vison, 2007)
It is the task of the teacher to make the learning centres as creative and attractive as possible. The different
types of learning centres are listed below:

1. Enrichment centres: They are created to offer students a diversity of learning alternatives as an
addition to the structured curriculum. These centres are used after a topic has been introduced and
its goal is to help students to enhance themselves and boost their appreciation and understanding
of topics through first hand experiences at the learning centre.(Teacher Vision, 2007)

Figure 2.1 Enrichment Centre

2. Skill centres: These centres are somewhat similar to the enrichment centre in which students are
exposed to the centre after first being introduced to the topic. In this centre, the students are
assigned a particular area in the centre. With the knowledge of each student individual skill and
learning styles the teacher would assign him or her to a particular area after teaching for
reinforcement of the content. (Teacher Vision, 2007)

MULTIGRADE CLASSROOM HANDBOOK 12

Figure 2.2 Skill Centre

3. Interest and exploratory centres: These centres are different from the previous two, they focus
instead on the students’ interest. These centres may not follow the curriculum, however they
focus on the students allowing them to capitalize on their own interests and have hands on
experiences. These centres allow students to participate in discoveries that match their individual
interests. (Teacher Vision, 2007)

Figure 2.3 Exploratory Centre

According to Teacher Vision, 2007 there are many different parts of a learning centres. The parts
are listed below:

 Title: This is a label given to each centre.
 Furniture: Necessary furniture for the different centres. Example: chairs, tables etc
 Storage: a safe area to store materials and equipment
 Space: the availability of space within the centre
 Materials: How to accumulate materials needed for the centres. Example: donations,

school etc.
 Location: Where will each centre be located in the classroom
 Responsibility: Issue responsibilities to different students for the care of each centre
 Learning alternatives: Create different task to keeps students interested and proactive

MULTIGRADE CLASSROOM HANDBOOK 13

 Instructions: Let the students know the different rules and steps involved in the different
learning centres

 Sequence of activities: Create the order of activities for each centre to avoid confusion.
 Assignment: Assigning students to the different centres
 Duration of centres: Centres life-span. How long will each centre remain in the

classroom? When is it no longer necessary
 Management system: How will the centres be managed? Allow students to work

cooperatively to arrange centres.
 Time: Time allotted to each activity in the centres. Time allotted to students for visit the

centres
 Assessment: The assessment format that will be used. Formal or informal.

MULTIGRADE CLASSROOM HANDBOOK 14
Factors to consider when selecting strategies for multi-grade teaching

Writer (2020) posits that “The definition of a teaching strategy is the principles and methods of
teaching. Teaching strategies vary according to the grade level and subject being taught.” Teaching

strategies can be defined as methods, techniques that are used in an effort to enhance and facilitate the

teaching and learning process. In a normal classroom and even more so in a multigrade classroom, one must

choose the most effective teaching strategies that will maximize learning, and so there are many factors that

must come into consideration before a choice is made. Some well-known teaching strategies are:

independent study, direct instruction, interactive instruction and indirect instruction. The multigrade teacher

must consider these factors:
1. Class size: This refers to the number of students in the classroom that a single teacher will be
responsible for engaging during the course of the day.
2. Diversity in abilities and intelligences: Marenus, 2020 states that “Gardner introduced eight
different types of intelligences consisting of: Linguistic, Logical/Mathematical, Spatial, Bodily-
Kinesthetic, Musical, Interpersonal, Intrapersonal, and Naturalist.”
3. Socio economic Factors: Jennifer, 2018 opines that “Socioeconomic factors, such as family
income level, parents' level of education, race and gender, all influence the quality and
availability of education as well as the ability of education to improve life circumstances”.
4. Availability or resources: It is very important for classrooms to have adequate resources
especially a multigrade classroom filled with multiple classes. In a multigrade classroom, it is
especially important for teachers to have multiple resources seeing that while a teacher engages a
specific group, the rest of the class will need resources to facilitate independent learning.
5. Multigrade School Education (n.d) believes that in an effort to become effective and efficient
multigrade instructor, one must be an excellent planner using resources available to develop
teaching strategies suitable for the classroom. These teachers must be dedicated hard workers
with the perseverance to overcome the obstacles that will arise within a multigrade classroom.
They will also need to develop flexibity so as to use various teaching methods when the need
arises – peer tutoring, independent study, team teaching etc.
6. It is also important to consider various organizational strategies because they intend to address
different physical, social aesthetic etc needs. Some of these strategies ae: team teaching,
independent self-study, peer instruction etc. (Steffy,1993)

MULTIGRADE CLASSROOM HANDBOOK 15
Delivery of curriculum

According to The Glossary of Education Reform(2015) “curriculum typically refers to the
knowledge and skills students are expected to learn, which includes the learning standards or learning
objectives they are expected to meet; the units and lessons that teachers teach; the assignments and projects
given to students; the books, materials, videos, presentations, and readings used in a course; and the
tests, assessments, and other methods used to evaluate student learning.” Teachers over the years have
developed their own individual curriculum, whereby they generally spend a lot of time studying, discussing
and analysing the curriculum allowing them to create and organize a structure that will facilitate or
accelerate student learning. (Glossary of Education Reform, 2015) Curriculum delivery have a lot to do with
where the emphasis is being placed: in the place of the learner, the nature of what is to be learnt and the
society of the learner and the subject matter. Through this decision, the teaches chooses the pattern of the
teaching and learning; Progressivists- focuses on the learner, student-centered, The Essentialist – Focuses on
what is learnt and the Existentialist – focuses on the society/environment. (Ogunyemi, n.d).

A multigrade teacher is a single teacher who has the accountability for teaching pupils across more
than one curriculum grade within a timetabled period. Ogunyemi (n.d) opines that there are four elements in
a curriculum, illustrated in the figure below.

Figure 3.1 Elements of a curriculum
The different elements of a curriculum are interrelated, this means that they are all connected and as
such should not be addressed in isolation. The multigrade teacher has the task of creating lesson plans for
not one but possibly two or more grade levels and this can be a daunting task. The University of West
Indies, n.d postulates that with proper planning a multigrade teacher can be successful. The teacher must
first design a suitable timetable, prepare the content for teaching and learning and tabulating the common

MULTIGRADE CLASSROOM HANDBOOK 16

competencies within the grade or lessons. The teacher should also has a timetable for teaching activities.
This is shown below:

Student – Teacher teaching activities.

Student – Student teaching activities. (Peer learning)

Student – Learning material activities. (Self- learning)

If a teacher follows this timetable then the students will always be engaged and the class, curriculum,
lesson planning and activities will be better managed. Curriculums are naturally developed for individual
grade levels, however the teacher of a multigrade class will have to use multiple curriculum for his/her
classroom. This teacher will have to become flexible in his/her approach, trying to find similar content to
teach whole group and then deciding which topics to teach in isolation of the grades. A multigrade teacher
must create a conducive learning environment for the students in terms of group learning, self-learning,
teacher guided lessons, students choice based learning, small group learning and peer learning. These
techniques will provide learner with the opportunity for enhancement. (UWI, n.d)

Harrison, 2016 states “A few suggestions that every multigrade teacher must consider in order to
successfully adapt and deliver the curriculum are as follows:

i. Develop a flexible timetable for all the grades.
ii. Choose a theme that is suitable for all the grade levels within the multigrade classroom.
iii. Develop daily lessons guided by references to the curriculum
iv. Select curriculum linked activities to be done within the class
v. Create worksheets for both group and individual practice
vi. Incorporate students real life experiences with concepts in the curriculum
vii. Assess the students to determine students level of mastery of a content
viii. Foster the students’ abilities through extra-curricular activities like music, visual and performing arts, games

and physical or movement education. “

Figure 3.2 Multigrade Classroom

MULTIGRADE CLASSROOM HANDBOOK 17
Timetable approach

A timetable can be defined as “A schedule of events that organizes school activities throughout the
day, week, term or year. For each activity, a timetable generally specifies a starting and an ending time.
Typically the shortest duration on the timetable is called a period” (International Bureau of Education,
2021). Developing a timetable for any class can be very challenging but for a multigrade classroom, it is
essential that the teacher become efficient in materials, resources and instructional time.

University of the West Indies, (n.d) states that “some factors to consider in order to prepare an appropriate
timetable are:

1. The total amount of contact time available
2. The subjects to be incorporated and the weight to be given to each subject
3. The kind of flexibility that should be incorporated in the timetable
4. The arrangement of subjects given students preparedness and levels of concentration at different

times of the day
5. The available resources for example space and facilities and also which subjects can be taught

simultaneously
6. The topics that may be infused
7. Teacher competence and skill for example in the subject of music physical education reading science

as well as teacher availability
8. Attitudes of students teachers and community”
There are a myriad of different approaches that can be used by a multi grade teacher to design a class
timetable for is for her students. Two of these are subject staggering approach and a common subject
approach. In the subject staggering approach, it is arrange whereby each grade start a different subject at a
specific time. This arrangement allows the teacher to work with one grade while the others work on their
own from the prescribed text or from work sheets. For example at 9:00am to 9:30am, one grade will do
mathematics, another grade will do science and a third grade does language arts. In this case each class is
doing a different subject between 9:00am to 9:30am, the teacher will work with one group while the other
groups will do independent work. In the common subject approach is where all the grades being taught by
the teacher are doing the same subject at the same time but each grade will be working on a different topic.
For example the subject is mathematics with three different topics. Grade one will look at the topic fractions,
Grade two will look at even numbers and grade 3 will do measurements.

MULTIGRADE CLASSROOM HANDBOOK 18

Figure 4. 1 Subject Staggering Approach

Figure 4.2 Common Subject Approach

MULTIGRADE CLASSROOM HANDBOOK 19
Leadership style

There are many different leadership styles in education and each have their own effects and the overall
teaching and learning process. It is important to utilize different types of leadership styles in an effort to
improve the quality of teaching, the quality of learning. The rule of all the stakeholders to students is to
create the enhancement and upkeep of teaching-learning relationship. There are many different leadership
styles that can be very effective oh ever it is the chance of the teacher which style he or she uses. (Lalwani,
n.d)There are many different leadership styles that can be found in the classroom, five of which is listed
below:

1. Autocratic Leader: The autocratic leader is one that is seen as stern, unfeeling and dictators. In this
leader, it is seen whereby the teacher knows best. All instructions, activities, guidelines etc. are
dictated by the teacher without student input. Autocratic leaders normally uses discussions, however
these discussions are guided and controlled by the teacher, creating a teacher-centred classroom.
(West, 2011)

2. Democratic Leader: In this style, student’s involvement is fostered. The students themselves and not
just the teacher is responsible for managing learning. This takes a student-centered approach to
learning. (West, 2011)

3. Bureaucratic Leader: This involves a leader that follows the dictations from the school board without
question or variation. All instructional materials are normally provided. For Example: if the board
says one activity per day then this leader will do no more or no less. (West, 2011)

4. Benevolent Leader: This leader is of good feeling and goodwill. This teacher will befriend students
that will allow an easier and simpler flow of communication. In this approach students will be more
receptive to instructions, whereby the teacher is also a friend, a confidant and also a mentor. (West
2011)

5. Transformational Leader: These leaders are built on change. They are passionate in their belief of
future possibilities, growth and development. They attempt to motivate students to change how they
behave, think, how they perceive themselves, future aspirations etc. These persons are highly
enthusiastic in nature and normally have contagious energy. (West, 2011)

MULTIGRADE CLASSROOM HANDBOOK 20

Effective classroom management in a multi-grade classroom setting

Classroom Management is of utmost importance to each and every teacher. A teacher must be able to
effectively manage his/her classroom if the students should become productive, efficient and educationally
enriched. A multigrade classroom filled with numerous grade levels, different age groups, gender, abilities
etc. must be properly organized to reach its full potential. The art of Multigrade teaching is effective
classroom organization, management of student population, and the successful diffusion of grade - specific
curricula to the different grade levels. A multigrade teacher is responsible for the planning and organizing
of his/her classroom in an effort to get the best results possible using the resources and space available.
Management of a multigrade classroom revolves around three dimensions as depicted in Figure 5.1.
(UNESCO, 2015)

As a multigrade teacher, one is responsible for all the planning, designing and management of numerous
activities suitable for the classes that you facilitate. It is very important that one become effective and
efficient in your creation of a conducive learning environment. A multigrade teacher plays an essential role
in the classroom management through:

1. planning the use of the classroom “space”, especially flexible seating arrangements for both you and
your students

2. planning and carrying out multiple lessons at the same time
3. designing activities for students to keep them involved
4. creating, arranging, and using teaching and learning materials
5. establishing norms of behaviour expected of students to keep them learning

(UNESCO, 2015)

Figure 5.1 Dimensions of Classroom Management

MULTIGRADE CLASSROOM HANDBOOK 21

Conclusion

Multigrade teaching consist of learning to become flexible and adaptable to various environments
issues, structures, approaches etc. A classroom filled with different learning levels, different age groups, and
different class levels is one that takes a lot of practice, determination, hard work, researching, planning,
organizing etc. If one should become a multi grade teacher there are many factors that one should remember
and seek to overcome. This teacher must be able to integrate lessons when necessary, differentiate lessons
when necessary, seek to meet the needs of each and every child in his or her classroom while also creating a
student centred classroom.

MULTIGRADE CLASSROOM HANDBOOK 22
References

Glossary of Education Reform, 2015.Curriculum Definition. Retrieved from: Curriculum Definition
(edglossary.org)

Harrison, T.(2016). Handbook for effective multigrade instruction. Retrieved from:
casestudy_multigrade2.

International Bureau of Education, (2021). School Timetable. Retrieved from: School timetable |
International Bureau of Education (unesco.org)

Jennifer, K (2018). Socioeconomic Factors Affecting Education. Retrieved from: Socioeconomic
Factors Affecting Education (synonym.com)

Lalwani, P(n.d) Leadership styles in Education.Retrieved from: Leadership Styles in Education
(visualstories.com)

Marenus, M(2020). Gardeners Theory of Multiple Intelligences. Retrieved from: Gardner's Theory
of Multiple Intelligences | Simply Psychology

Multigrade School Education (n.d). The function and the role of the Multigrade Teacher. Retrieved
from: Multigrade School Education (ea.gr)

Northwest Regional Educational Laboratory (1999). The Mulitigrade Classroom; A Resource for
Small, Rural School Retrieved from: Book 2: Classroom Organization (nmu.edu)

Ogunyemi, B(n.d)Review of best practices in curriculum delivery. Retrieved from: Microsoft Word -
REVIEW OF BEST PRACTICES IN CURRICULUM DELIVERY.doc (wikieducator.org)

Shalaway, L.(2005)Classroom Organization. Retrieved from: Classroom Organization: The Physical
Environment | Scholastic

Steffy, B.E. (1993). The Kentucky educational reform: Lessons for America. Lancaster, PA: Technomic.
Retrieved from: ED391784.pdf
Teacher Vision, (2001). Creating an Effective Physical Classroom Environment. Retrieved from:

Creating an Effective Physical Classroom Environment Page 2 - TeacherVision

Teacher Vision (2007). Learning Centres. Retrieved from: Learning Centers Page 2 - TeacherVision

Writer, S(2020). What are Teaching Strategies? Retrieved from: What Are Teaching Strategies?
(reference.com)

University of the West Indies (n.d).Multigrade Teaching. Retrieved from: Microsoft Word -
Document in Scrap.doc (uwi.edu)

MULTIGRADE CLASSROOM HANDBOOK 23

University of the West Indies (n.d).Module 2: Timetabling. Retrieved from: Teacher Education
Modules for Multi-grade Teaching (uwi.edu)

UNESCO, 2015. Embracing Diversity: Toolkit for Creating Inclusive, Learning-Friendly
Environments Specialized Booklet 4.Retrieved from: Practical tips for teaching multigrade classes; 2013
(eenet.org.uk)

West, B(2011). Leadership styles in the classroom. Retrieved from: Leadership Styles in the
Classroom (ezinearticles.com)