BATO INSTITUTE OF SCIENCE AND TECHNOLOGY

Dolho, Bato, Leyte

BACHELOR OF ELEMENTARY EDUCATION DEPARTMENT

Module 6: – Functions and Roles

of the Multigrade
Teachin  Appreciate our roles as multigrade
teacher.

g
I. Introduction/Background III. Activity
Directions: Can you find nine teacher
It is obvious that a combined class of roles in the word search?
students differs a lot from the conventional type
of a student class of a single grade. That means
that the way that the students of the multigrade
class should be taught must be different as well. It
is true that the function of the teacher in the
multigrade classroom is multidimensional or to be
more accurate it is much more complicated and
demanding than the role of the teacher in the
monograde school respectively.
This is the main subject of the MUSE
project to assist teacher professionals to be able to
work effectively in the multigrade school
environment and be trained on teaching in the
different ways referring to the multigrade
classroom. For children to learn effectively in
multigrade environments, teachers need to be
well-trained, well-resourced and hold positive
attitudes to multigrade teaching. Multigrade
teaching in many views represents a more
demanding teaching situation and special III. Analysis
attention should be given to it. However, many Based on your response…
teachers in multigrade environments are either
untrained or trained in monograde pedagogy; 1.What did you feel in doing
have few, teaching and learning resources; and the activity?
regard the multigrade classroom as a poor cousin
of the better-resourced monograde urban schools 2.What have you realized after answering
that are staffed by trained teachers. In addition, at the activity?
the majority of the cases, the multigrade teachers
are very young without significant experience, 3. Do you agree with the following
"chosen" by the state to teach at the specific rural teachers’ roles?
areas. These teachers are left alone without
resources and support to handle the demanding
multigrade classes. The former has serious IV. Abstraction
negative impact on teachers' psychology and
attitude towards the multigrade class and affects
in a negative way their teaching performance.
Lesson
11-12 :
II. Learning Outcomes

 Identify the functions and roles of the

multigrade teacher.

ELECTIVE 1 TEACHING MULTIGRADE CLASSES

FIRST SEMESTER A.Y. 2021-2021
 BATO INSTITUTE OF SCIENCE AND TECHNOLOGY
Dolho, Bato, Leyte
BACHELOR OF ELEMENTARY EDUCATION DEPARTMENT
Functions and Roles of the provider of knowledge but should also be a
Multigrade Teacher facilitator of learning both at a group level
and on a one-to-one basis.
The categorization in the different roles
presented here are based on similar former
research activities, training attempts and As a planner
documentation found in the literature so are
more or less well accepted by the wider
educational community. These common Planning is a critical function for the
functions which multigrade teachers must
Multigrade teacher. Appropriate planning by
carry out in their schools are as follows:
the teacher will result in classes which are
As Teacher more productive for the learners and easier for
them to follow. Planning in the multigrade
school classroom is much more important that
in a monograde one. The teaching hour must
be spent productively for student groups in
grades of the class and thus accuracy on time
spending is crucial.

Suggestions for activities of a good planner.

The main function of the multigrade teacher is For each grade level for which you as
to teach students by imparting knowledge not
just follow a curriculum. Teacher must be able
to develop skills and inculcate desirable values
and attitudes among pupils. The teacher is
expected to be versatile and utilize different
strategies to make learning meaningful and
effective for all students in his or her
classroom, no matter what individual
differences may exist among the students. In multigrade teachers are responsible you must
the following section of this web training determine the answers to the following
content you will be able to get informed more questions:
specifically on teaching and learning strategies
referring to the multigrade setting. •Whom do I teach?
•What must I teach?
As Facilitator •How do I teach?
•When do I teach?
• Why do I teach this?
The teacher should be able to understand
differences between pupils, be able to motivate Once you have determined the answers to
these questions, you must then devise an
them to learn and guide them though their
implementation plan in order to achieve the
learning materials. The teacher should be able objectives of the lesson for each grade. Such
to do this for all grade levels in the classroom, implementation strategies include lesson
no matter what curriculum subject is being
studied. The teacher should not only be a

ELECTIVE 1 TEACHING MULTIGRADE CLASSES

FIRST SEMESTER A.Y. 2021-2021
 BATO INSTITUTE OF SCIENCE AND TECHNOLOGY
Dolho, Bato, Leyte
BACHELOR OF ELEMENTARY EDUCATION DEPARTMENT
planning, selection of week activities, time-  designing and making small boards,
tabling. All these must be carried out before flash cards, etc. to save time in the
the actual lesson is given. Try the above in one classroom and to maximize the time
of your teaching hours. Try to determine a which pupils spend on learning tasks
working model for your case based on the  using local materials to develop
above suggestions. Feel free to add or remove instructional materials and to
questions from this list taking into account the encourage students to make their own
special educational conditions of your  designing workbooks which are
professional setting. suitable for student use within the
local context and conditions
As Evaluator  including within these locally
designed materials and workbooks
activities and knowledge which are
Another role which the multigrade teacher relevant to the local culture
must carry out is to monitor the progress of
pupil's learning so as to ensure quality of As Action Researcher
education.
Therefore, assessment should be considering a
continuous and integral part of the teaching
process. 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 each school year.
Therefore, assessment should be considered a
continuous and integral part of the teaching
process.

As Materials Designer

Teachers are not usually trained to be

educational researchers, since their main task
is to teach. However, it is through research
that improvements in teaching take place. In
schools where access to other resources is
easily available, it is not as critical that
individual teachers be researchers since they
can easily seek the advice of more experienced
educators. However, in Multigrade Teaching
Although various curriculum materials are schools this advice and resource is not as
usually prepared by national educational easily and readily available. Therefore, the
authorities, multigrade teachers still need to Multigrade teacher must also be a researcher,
develop their own additional materials. These that is, a person who asks questions in order to
additional materials serve the purpose of
meeting actual and concrete needs of understand better certain phenomenon. Such
Multigrade teaching within the local context. research questions include:
You should also try to make the national owhat makes instructional materials and aids
curriculum more relevant to the local needs of useful in teaching and learning in the local
the community. Examples of such curriculum
materials include the following: context?

ELECTIVE 1 TEACHING MULTIGRADE CLASSES

FIRST SEMESTER A.Y. 2021-2021
 BATO INSTITUTE OF SCIENCE AND TECHNOLOGY
Dolho, Bato, Leyte
BACHELOR OF ELEMENTARY EDUCATION DEPARTMENT
 how can the enrolment rate be assistance of the local community is needed to
increased and the drop-out rate
improve the quality of educational services
reduced?
 what types of games and sports should that Multigrade Teaching schools provide.
be played in the school? This may include community involvement in
 what useful extra-curricular activities such diverse activities as building and
can be arranged and when?
maintaining classrooms, assisting in the
 why certain students are not learning
as well as might be expected? preparation of curriculum teaching aids and
 how to use local resources, including acting as a paraprofessional teacher.
students and monitors, efficiently and
effectively? V. Application
 what classroom strategies and
management enhance learning for Choose the most appropriate
different activities? description of the ROLES and FUNCTIONS of
teachers by completing/providing
It is not an expectation that the multigrade words/phrase for the word T-E-A-C-H-E-R.
teacher become an expert in research methods T-
but, rather, is able to formulate appropriate E-
questions in the classroom setting, seek and A-
C-
obtain the information necessary to answer
H-
these questions and be able to put into action E-
those changes which are necessary - all of R-
which is caught up in the term "Action
Research". In summary, the teacher must
VI. Test Your Understanding
always have an enquiring and evaluating mind.
For questions 1–9 match the teacher
activities with the teacher roles listed A, B,
As Contact with the Community
C and D. WRITE DOWN letter (A, B, C or
D) on your answer sheet. You need to use
some options more than once.

In many situations, multigrade teachers,

Teacher activities
because of their training and position, assume 1. The teacher puts students into groups of
an important position in the local community. three for a role play.
This is the case, not only in the eyes of the
pupils, but also from the parents' perspective. 2. The teacher asks a noisy student to speak
more quietly.
Thus, the multigrade teacher is the critical link
between the school and its community. The 3 The teacher invites students to suggest topics
nature of many situations where a multigrade for course content.
school exists is such that the co-operation and

ELECTIVE 1 TEACHING MULTIGRADE CLASSES

FIRST SEMESTER A.Y. 2021-2021
 BATO INSTITUTE OF SCIENCE AND TECHNOLOGY
Dolho, Bato, Leyte
BACHELOR OF ELEMENTARY EDUCATION DEPARTMENT
4 While students write a story, the teacher
walks round the class helping students who
make mistakes or ask for new words.

5 The teacher wants to identify gaps in

students’ knowledge, so she asks them to
brainstorm crime vocabulary.

6 The teacher introduces the present perfect

continuous.

7 The teacher decides which coursebook

activities will fit into the time available for the
lesson.

8 The teacher finds a video to fit into the topic

of the unit.

9 The teacher gives students a questionnaire in

order to find out more about their learning
styles and preferences.

VII. References
LAC Resources Materials for MG
Teachers, 2020-2021, DepED
Copyright 2020
Department of Education
Bureau of Learning Delivery, Teaching and
Learning Division
All rights reserved.
First printed in August 2020

https://www.cambridgeenglish.org/
images/168903-tkt-module-3-the-roles-of-
the-teacher.pdf

https://www.ea.gr/ep/muse/data/
meth_function.htm

Prepared by:
ERMINA C. MILLOREN, MAEd
PRISCO A. PASCO, JR., DevEdD

ELECTIVE 1 TEACHING MULTIGRADE CLASSES

FIRST SEMESTER A.Y. 2021-2021