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Instructional Management Practices of Multigrade Teachers in

This study examined the instructional practices of 144 multigrade teachers in Plan Philippines partner schools. It found that the majority of teachers are young females without specialized training in multigrade teaching. They utilize basic instructional strategies and resources like blackboards and textbooks. On-the-spot remediation practices include asking questions and providing additional examples to adjust to student levels. Advantages of multigrade classes include strong social interactions, while disadvantages include lack of standard activities. Recommendations include providing more training, materials, and curriculum tailored for multigrade environments.

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756 views

Instructional Management Practices of Multigrade Teachers in

This study examined the instructional practices of 144 multigrade teachers in Plan Philippines partner schools. It found that the majority of teachers are young females without specialized training in multigrade teaching. They utilize basic instructional strategies and resources like blackboards and textbooks. On-the-spot remediation practices include asking questions and providing additional examples to adjust to student levels. Advantages of multigrade classes include strong social interactions, while disadvantages include lack of standard activities. Recommendations include providing more training, materials, and curriculum tailored for multigrade environments.

Uploaded by

Anonymous yIlaBBQQ
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPT, PDF, TXT or read online on Scribd
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INSTRUCTIONAL

MANAGEMENT PRACTICES
OF MULTIGRADE
TEACHERS IN
PLAN PHILIPPINES
PARTNER SCHOOLS
IN SCHOOL YEAR 2011-2012
Conducted by Plan Philippines
and the
Department of Education

Executive Summary

This study was undertaken to


determine the instructional
management practices of 144
multigrade teachers in Plan
Philippines partner-schools in the
Divisions of Samar, Masbate,
Northern Samar, and Occidental
Mindoro, and to seek the teachers'
recommendations to improve the
quality of education in multigrade
(MG) schools.

The number of schools with MG


classes in Samar, Northern Samar,
Occidental Mindoro and Masbate is
high. Available data revealed that
in the two Samar provinces, 80% of
the public elementary schools
have multigrade classes, in
Occidental Mindoro, 65%, and in
Masbate, 21%.

Considered to be the most


important concern in the effective
implementation is the difficulty of
handling multigrade classes.
Although there are many initiatives
employed during the
implementation of handling MG
classes, the need to look into the
instructional management
practices of these teachers is
necessary.

It requires especially trained


teachers to handle the variety
of interventions. It also requires
extra ordinary dedication and
willingness to be assigned to
far-flung areas.

Using an exploratory approach


and survey technique in
gathering information, the data
were analyzed using
descriptive statistics.

The study attempted to examine


the instructional management
practices used by multigrade
teachers in Plan Philippines
partner schools. Specifically,
the study addressed the
following questions:

1.

What is the profile of teachers


in multigrade schools in Plan
Philippines partner schools in
terms of :
Age
Gender ,
Sex,
Highest educational
attainment,

Teaching experience,
Teaching Position,
Trainings on MG teaching,
Residence and frequency of
going home,
Preference and type of class
assignment, and

Inclusion of MG teaching in the


curriculum?

2. What are the instructional


management practices of the
multigrade teachers in terms
of:
Instructional strategies,
Instructional resources,
Classroom management, and
Time management?

3. What are the remediation

practices employed by MG
teachers in terms of :
On-the-spot remediation,
and
Systematic remediation?

4. What are the advantages and


disadvantages in handling
multigrade classes as perceived
by the respondents?

5. How can multigrade teaching


be improved as perceived by the
respondents as to:
- Classroom Organization,
- Classroom management and
discipline,
- Merits, awards and incentives,
and Curriculum?

Findings

1. Respondents Profile
1.1 One hundred thirteen (113) of
the respondents are females while
31 are males.
1.2 The mean age of the teachers is
36 years old. The bulk of the
teachers belong to 25-29 and 30-34
age brackets.

1. Respondents Profile
1.3 The mean years of teaching
experience is 6.32 years. A total of
98 or 68.06 % have been teaching
for not more than 6 years.
1.4 One hundred fifteen (115 or
79.86%) are Teachers occupying
Teacher I position.

1. Respondents Profile
1.5 Fifty-nine percent have attended
trainings on multigrade teaching.
1.6 One hundred four or 72.22 %
are not residents of the
community where the school is
situated.

1. Respondents Profile
1.7 Of the 144 teachers, 87 or
60.42% go home daily after class
hours.
1.8 The majority of the MG teachers
prefer to teach monograde classes.
1.9 One hundred twenty-three or
85.42 per cent did not have any
college experience on MG teaching.

2. Instructional Management
Practices

2.1 Instructional Strategies

Majority of the MG teachers


oftentimes preferred to conduct
remediation, reinforcement, and
enrichment (RRE) activities but
use self-study modules the least.

2.2 Instructional Resources

MG teachers use instructional


resources that are basic and
traditional ones: blackboards,
textbooks, and pieces of chalk.
Prototype lessons are sometimes
used only while computer-aided
instruction is rarely used.

2.3 Classroom Management


MG teachers often utilize praises
and rewards for good deeds.
They sometimes isolate
misbehaving pupils and rarely
deduct grades or points for
misbehavior. They do not practice
corporal punishment at all.

2.4 Time Management


MG teachers often give clear
instructions to pupils before
the conduct of every activity to
avoid waste of times. They
also often follow or observe
their class programs strictly.

3. On-the-Spot Remediation
Practices
3.1. MG teachers always ask pupils
questions and allow their pupils to
ask them also to ensure
understanding and diagnose
remediation needs.

3. On-the-Spot Remediation
Practices
3.2. MG Teachers always use
simple vocabulary to explain
concepts and often give more
examples. The MG teachers
often adjust to the level of the
pupils.

3. On-the-Spot Remediation
Practices
3.3 While in school, MG teachers
often employ additional time after
class for remedial instruction, use
of differentiated learning activities,
and use little teachers to tutor
after class. They seldom employ
computer-assisted instructional
materials for remedial teaching.

3. On-the-Spot Remediation
Practices
3.4-a When off-school, MG
teachers often tap parents to
follow-up home works and
coordinate with them for
supportive home environment.

3. On-the-Spot Remediation
Practices
3.4-b They also ask parents, big
brothers/sisters as well as peervolunteers to help with off-school
tasks often.

4. Advantages and
Disadvantages of Handling
Multigrade Classes

4.1 Advantages Handling


Multigrade Classes
On top of the reported advantages is
the maximum social interaction
between and among peers.
Ranked the least is attainment for
higher achievement levels.

4.1 Disadvantages of Handling


Multigrade Classes

There is a tendency of the


pupil to misbehave.
There is no standard activity
for the entire class. The
activities heavily depend on
the teacher.

5. Suggestions on Improving
Multigrade Teaching

5.1
Classroom
Topping
the list Organization
are:
Provision of textbooks and
budget of work and learning
competencies.
Provision of adequate physical
facilities and equipment.

5.2 Classroom Management


and Discipline
The provision of technical and
instructional support, and the
training on classroom
management ranked the most.

5.3 Merits, Awards and


Incentives
Suggestions heavily pertained to
incentives like hazard pay, special
hardship allowance and other
material rewards.

5.4 Curriculum
The curriculum should focus on
the core subjects areas for
Grades I and II only, and the
localization of the curriculum.

Conclusions
1. MG teachers in Plan Philippines
partner schools are in their early
adulthood stage. Majority are
females, still occupying the basic
entry position Teacher I, young in
the service, non-residents, without
pre-service training on multigrade
teaching, and prefer to be
assigned in a monograde class.

2. MG teachers are subject to particular


deprivation in terms of personal and
professional status.
3. MG teaching as a method has
placed responsibility on teachers for
innovative approaches to meeting
the needs of pupils, especially those
with learning problems.

4. MG teachers utilize common


learning activities to motivate
learners to participate in the
teaching-learning process.

5. MG teachers use the traditional


techniques in classroom
management, and employ
positive disciplinary measures in
cases of pupils' misbehavior.

6. In MG classes, stronger social


interaction between and among
peers is developed.
7. MG schools lack appropriate
learning materials such as text
books, workbooks and ready
made lesson exemplars.

8. Technical assistance,
instructional support and training
of MG teachers, school heads
and district supervisors are found
wanting in MG schools.
9. MG teachers find the curriculum
not relevant to rural setting.

Recommendations
1. When untrained MG teachers or

where teachers trained for singlegrade teaching is concerned, there


should be more sustained effort in
giving them in-service training.

Recommendations
2. To encourage teachers to be
assigned to MG schools their
personal needs should be
considered by providing the nonresident teachers in the
community with special housing
allowance or travel expenses.

Recommendations
3. To prepare the new teachers for
MG teaching, include multigrade
teaching subject in the Teacher
Education Curricula for BEEd.

Recommendations
4. During their practice teaching,
deploy student-teachers to have
their internship in multigrade
schools in their own communities.

Recommendations
5. Encourage MG teachers to
continue the commendable
practices in the classrooms.

Recommendations
6. Provide adequate number of
appropriate learning materials, such
as text books, workbooks and
ready-made lesson exemplars to
MG schools.

Recommendations
7. Provide regular technical
assistance, instructional support
and monitoring of MG schools.

Recommendations
8. Prepare instructional plans for

teachers where various activities


are proposed for use with an
emphasis on problem solving,
acquisition of skills, and
community development.

Recommendations
9. Prepare supportive instructional
materials that are congruent with
the instructional plan.

Recommendations
10. Analyze minimum competency
requirements for each grade so
as to identify skills which should
be taught directly and those that
may evolve from self-instruction.

Thank You

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