Template - Teaching MG Classes Module 14

LIBON COMMUNITY COLLEGE
Libon, Albay
Elective: Teaching Multi-Grade Classes
Prepared by:
CELESTE S. PANTONILLA
Instructor
Module for:
BEEd III-A
BEEd III-B
Teaching Multi-Grade Classes Module 14: Administrative Strategies: Government and Peer Support
Libon, Albay
Hi! I am Ma’am Celeste. I will be your guide in answering this

self-learning module. This week’s lesson is about the Administrative
Strategies such as Government and Peer Support. Come on! Let’s learn
together!
Learning Outcomes
At the end of the lesson, you are expected to:
 Explain the role of government in support of multi-grade program
 Explain the role of peer-collaboration in the success of multi-grade program
LESSON 11: Administrative Strategies: Government and Peer

Support
Let’s Read and Understand
CONCERNS OF TEACHERS
The concerns of teachers arise from the difficulties they experience in a variety of areas. These
difficulties may be psychological, professional, social or physical. They may derive from the teacher,
community, school/learning environment or the national authority. These difficulties were the following:
 Resentment of teachers at being placed in distant schools, because of the long distances from
roads, transport, shops, clinics, post offices, police stations;
 Children are often less healthy than their counterparts in the big schools;
 Lack of communication with educational support systems and authorities;
 Absence of adequate teaching facilities and support materials;
 Loneliness of the teacher, which can even become critical in an unsympathetic setting, or if the
teacher comes from a different community/background;
 Negative attitude towards multigrade teaching by authorities, as well as the general public;
 Lack of a government policy on multigrade classes;
 Small schools are often located in socio-economically disadvantaged areas;
 Inadequate out-of-school experiences for the pupils, e.g. sport, traditional dancing and music, and
visits to places of interest, which can be used by the teacher as starting points for learning.
It is difficult for multigrade teachers to enjoy regular communication with support systems and
educational authorities, because of their remote location. In some countries, educational authorities visit
small schools only once or twice a year, and only for short periods of time. In many cases the terrain is so
difficult that officials may only visit them once annually. Thus, small school teachers seldom have the
opportunity to discuss problems with educational specialists. They often feel left out, alone, and
discouraged. Public transportation frequently does not service those areas because of very poor road
Libon, Albay
conditions; there is no electricity or telephone service, and no running water. The infrastructure is very
poor and unsatisfactory. Many teachers are not trained to cope with the additional responsibilities, and
obligations, which accompany multigrade teaching in small schools; and they may not have access to any
professional development programs, which tend to be held in the towns and cities.
GOVERNMENT SUPPORT
 Government support is essential for giving multi-grade classes, greater recognition, and for the
multi-grade teaching approach to be given its due status, equal to that of the normal schools.
Government support will do much to prevent small schools from being marginalized.
 One major way in which the government can provide support is to set up a special unit in the
Department of Education, which will assume responsibility for single-teacher schools and/or multi-
grade classes. This Unit should develop strong inter-relationships with those government agencies,
which have responsibility for infrastructural development, e.g. roads, electricity and running water.
 National education policy and planning should also reflect the government’s attitude to, and
planning for, such issues as:
o Improving basic infrastructural arrangements/ facilities, such as roads, telephone
services, electricity, water supply and transportation, with particular reference to
these schools;
o Compulsory attendance and penalties for non-compliance;
o Physical and human resource provisions for the mentally and physically challenged
students;
o Gender equity;
o Upgrading and supporting teachers through the use of Information Communication
Technology (ICT), and extension programs
The Nature of Support
1. Develop a national policy for single-teacher schools and multigrade classes.

2. Special consideration must be given to such schools in National Planning.
3. Facilitate adequate recognition and adequate separate financing.
4. Ensure effective communication with appropriate institutions, teachers in the field, teacher training
colleges and other relevant bodies.
5. Provide control standards through the provision of properly trained personnel, and through the
inclusion of appropriate methodologies in traditional teacher education programs.
6. Ensure the staffing of them with people who have the necessary technical expertise, and are
committed to working in a multigrade situation.
7. Include issues and techniques for multigrade teaching, as part of the regular pre-service teacher
education programs in the relevant training institutions.
8. Provide special attention for the professional development of multi-grade teachers, within
appropriate in-service teacher education programs.
9. Develop a curriculum, or modify the national curriculum, to make it appropriate for multi-grade
teaching.
10. Develop teaching and learning materials.
11. Provide teacher support for multi-grade teachers through officials well versed in its issues and
problems.
Libon, Albay
12. Make efforts to strengthen the support of the community near the school.
PEER COLLABORATION
Multi-grade teachers do not need to wait for support from the authorities; they can start by
supporting each other. This is called Peer Collaboration. Through Peer Collaboration, multi-grade
teachers can:
 Learn from each other’s failures, each other’s problems, solutions and successes;
 Identify the important areas, where support is needed;
 Develop and share relevant materials;
 Lobby for an improved image.
Organizing Peer Collaboration
1. Discuss peer support with the head teacher, and other teachers in the same school.
2. Discuss possibilities for peer support with the education supervisor, if he, or she, visits the school.
3. Visit nearby schools, and see how classes are organized, and discuss peer support among teachers.
4. Together with the leadership of the school, organize monthly meetings with groups of teachers.
5. At these meetings, one may select teachers who will meet at the regional and national levels. At
the national level, one may be able to establish the Multi-grade Teachers’ Peer Organization.
6. The Multi-grade Teachers’ Peer Organization could be responsible for the following:
o Representing the multigrade teachers at Department of Education
o Participating in National Work Groups, to develop materials for multi-grade teachers;
o Forming cluster groups with teachers in schools that are accessible, and arranging
workshops, meetings, and other opportunities for skills development and exchanges;
o Organizing yearly seminars, where national issues regarding multi-grade teaching are
discussed;
o Supporting in-service workshops with regional and grassroots peer groups;
o Promoting the case for single-teacher schools and multi-grade classes, and breaking the
feeling of isolation of those teachers.
Activity
Write your own action plan to illustrate the steps towards obtaining peer group and
government support. Please be guided by the template below.
PERSONS RESOURCES EXPECTED

OBJECTIVES ACTIVITIES TIME FRAME
INVOLVED NEEDED OUTCOME
 To obtain
peer group
support
 To obtain
government
support
Libon, Albay
Congratulations on finishing Module 14! You did great!
Reflection
Answer the following questions honestly.
1. How much did you know about the lesson before we started?
2. What did you learned from the lesson?
3. Below, write everything you know about the topic but wasn’t on the module.

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LIBON COMMUNITY COLLEGE

Elective: Teaching Multi-Grade Classes

Hi! I am Ma’am Celeste. I will be your guide in answering this

LESSON 11: Administrative Strategies: Government and Peer

Let’s Read and Understand

The Nature of Support

1. Develop a national policy for single-teacher schools and multigrade classes.

Organizing Peer Collaboration

PERSONS RESOURCES EXPECTED

Congratulations on finishing Module 14! You did great!

Answer the following questions honestly.

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