Managing students behavior

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.

3 distinct phases of Classroom management:

1. Planning before school begin- Before the school year starts, the teacher visualizes life
in the classroom.
2. Implementing Plans- The teacher executes the plans that were developed before the
beginning of school.
3. Maintaining good discipline- The teacher maintains the positive academic and social
norms that have been established.

In a multigrade classroom, a teacher works with students of diverse ages and ability levels. As a
result, he/she is likely to confront some behavioral problems. According to Wong and Wong
(2009), the root cause of behavior problems in classroom appears to be the absence of
established rules and procedures helps things run smoothly in the classroom.

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?
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 are rules and procedures
are you going to implement for lining up and going to these areas? How should learners
behave in these areas?
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 rules and procedures are
you going to set up for learners working together? How and when are you going to give
instructions for activities or assignments? How are you going to monitor progress on tasks
or assignments? How and when will the learners obtain the materials they need for the
activities, tasks, or assignments? What procedures will learners follow when turning in the
outputs or materials, especially when you are having a discussion with individuals or small
groups? How and when will the learners’ outputs or assignments get corrected? What
procedures will you use for returning work? What can the learners do when they are done
with their tasks?
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 learner who are working together in small
groups? While you are dealing with a group of learners, What will the rest of the class be
doing?
E. Other procedures 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?

Managing student behavior is more than enforcing rules—it’s about creating a positive,
organized, and respectful classroom where learning can flourish. In multigrade settings,
clear routines and consistent expectations are essential. By planning ahead, engaging students,
and building strong relationships, teachers can foster a supportive environment that promotes
both academic success and personal growth.

Organizing the Physical Environment

The physical environment refers to the overall design and layout of a given classroom
and its learning areas. Its preparation requires organizing the space, furniture, and resources
in order to maximize learning opportunities and student involvement. The organization of the
physical environment includes creating a floor plan, arranging the tables, chairs and other
furniture and materials, displaying of visual materials, and others which are related to designing
and arranging the classroom. In a monograde classroom, the desks are usually lined up facing
the blackboard. However, this setup may not work well in a multigrade classroom. The teacher
may find difficulty to conduct differentiated activities if the classroom is set up like this.
Therefore, there is a need to organize the space and arrange the furniture and materials in order
to establish areas suitable for the activities the teacher plans to conduct.

The essential areas in a multigrade classroom are as follows:

1. Group Instruction Areas. 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.
2. Individual Work Areas. This is where students do independent work. Students stay
in this area to get ready for the next subject or activity.
3. Teacher Work Areas. This is where the teacher plans and prepares the lesson.
Important records and documents are usually placed in this area.
4. Additional Areas. You may find that, in addition to the areas we consider required, other
areas are necessary to cater the needs of the students. Some of these are the reading
area, arts and crafts area, resources and materials area and personal hygiene
area.

Make a floor plan consisting of a group discussion area that is located at the center of the
room, individual work area located at the corner of the room, teachers area at the back
space of the room and add reading area, arts and crafts area, resources and materials area,
personal hygiene area and science area.

Draw it with a measurement that is based on the Philippines Multigrade Classroom

Although there is no single “best” way to set up a classroom, there are some general guidelines
that may by be applied to most multigrade classrooms (Hill, L. 2002):

● Divide your classroom space to different areas based on the activities that will possibly
occur.

● When doing this, consider learners’ age and size differences.

● 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. Be sure that if you do this, you can see all the learners in the classroom.

● Review your floor plan considering the class traffic patterns. With munnal disturbance,
learners must be able to move from one location to one another.

● Be ready to transform your classroom when needed.

Organizing a Multigrade Classroom: A Guide for Teachers

This lesson focuses on creating a multigrade classroom that supports learning for students of
different ages.

Key Areas:

● Group Instruction Areas: These areas are designed for class discussions, group
projects, and small group instruction. The teacher can work directly with students to tailor their
learning.

● Individual Work Areas: Students work independently in these areas, completing

assignments or preparing for the next activity.

● Teacher Work Areas: This area is dedicated to the teacher’s planning, preparation, and
storage of important documents and materials.

● Additional Areas: These areas can be tailored to specific needs, such as:

Reading Area: A quiet space for students to read independently.

Arts and Crafts Area: A dedicated space for creative activities.

Resources and Materials Area: A central location for learning materials.

Personal Hygiene Area: An area for washing hands and maintaining hygiene.

Each of these areas plays a unique role in supporting the diverse learning experiences within a
multigrade classroom, ensuring students of varying ages and abilities can thrive. Thoughtful
design and organization of these spaces are key to creating a productive and inclusive learning
environment.

Setting Up Your Classroom:

● Divide the Space: Separate your classroom into distinct areas based on the activities
that will take place.

● Consider Age Differences: When arranging furniture and materials, be mindful of the
different heights and sizes of your students.

● Teacher-Controlled Resources: Designate a space for resources that require teacher

supervision.

● Collaborative Work: Group desks, chairs, or tables together to encourage collaboration.

● Dividers: Use low cupboards, cubbyholes, or partitions to create clear boundaries

between areas. Ensure you have a clear view of all students.

● Traffic Flow: Review your floor plan to ensure smooth traffic flow between learning areas,
minimizing disruptions.
● Adaptability: Be prepared to rearrange your classroom as needed to accommodate
different activities and learning styles.

By thoughtfully organizing your classroom, you can create a space that promotes engagement,
collaboration, and individual learning for all students

A. Differentiated Instruction

Differentiated instruction involves learners in tasks that require them to participate and
cooperate with one another while also providing them with a learning experience that maximizes
the potential of being in a multi-grade class. (Tomlinson, 2013)

Content (What)

The information and ideas that the students need to learn to reach the learning goals.

Explanation: Differentiating content. The essential principles that all students must
understand and adjust the complexity of the information as needed.

Differentiated Instruction Process (How)

How do students take in and make sense of the content?

Explanation: Differentiating process. The activities that students engage to understand or

master the topic.

Differentiated Instruction Product (Assessment)

How students show what they know, understand, and apply the content learned.

Explanation: Differentiating the product. It may take the form of exams, activities, projects,
written work, and or oral presentations.

Differentiated Instruction Learning Environment

Where students learn the various concepts.

B. Strategies of Multigrade Teaching

a. WHOLE CLASS TEACHING – Whole Class Teaching is a typical and convenient method of
teaching in a multigrade since the teacher displays to the students as a group.

The teacher may consider the subject integration, provide materials, and the mechanics of how
students will be evaluated while developing and implementing full-class activities (Konstantinos,
2002)

Benefits of Whole Class teaching

1. Consistency and Structure

2. Efficiency
3. Classroom Management
4. Shared Learning Experience
5. Teacher-Led Guidance
6. Assessment Opportunities
7. Inclusion
b. GROUP TEACHING – Group teaching involves dividing students into smaller groups for
instruction based on specific criteria. This approach is valuable in a multigrade setting
 because it allows the teacher to address diverse learning needs, developmental levels,
and curriculum requirements effectively.

Types of Group Teaching

 Same-Grade Level

In a multigrade setup, “same-grade level” refers to students from the same grade who are
grouped together within a class that includes multiple grades. This allows the teacher to
provide grade-specific instruction and activities tailored to each group’s learning level.

 Ability Group

In a multigrade setup, ability grouping means organizing students based on their skill level
or learning pace, regardless of their grade. This helps the teacher address individual
learning needs by providing appropriate tasks and support for each group.

 Mixed Ability Group

In a multigrade setup, students of different skill levels or grades are grouped together.
Advantages are that it encourages peer learning and support, higher-achieving students can
reinforce their learning by helping others, and it promotes collaboration and social skills.

 Mutual Compatibility Grouping

In a multigrade setup, students are grouped based on similar interests, working styles,
or interpersonal compatibility. The advantages are that, reduces conflict and enhances
cooperation. Creates a positive learning environment and can increase motivation and
engagement.

c. COOPERATIVE LEARNING – Cooperative learning is a teaching strategy where students

work together in small groups to achieve shared learning goals. This approach fosters a
positive classroom environment, enhances social interaction, and promotes mutual
respect among students.

Types of Cooperative Learning

 Think-Pair-Share: Students contemplate a question individually, discuss their thoughts

with a partner, and then share insights with the larger group.

 Jigsaw Method: The lesson is divided into segments; each student learns a segment and
then teaches it to their group, ensuring comprehensive understanding.

 Small Mixed Group Activities: Groups composed of students with varying abilities
collaborate on tasks, encouraging peer learning and support.

d. PEER TUTORING – Peer tutoring in a multigrade classroom is a teaching strategy where

students from different grade levels work together, with one student (usually older or
more advanced) taking on the role of the tutor to support the learning of another student
(usually younger or less experienced). This method promotes cooperative learning and
helps address the diverse academic needs within a single classroom by allowing students
to learn from and teach each other under the guidance of the teacher.

Importance of Peer Tutoring in a Multigrade Classroom:

 1. Enhances Learning for All Students -Tutors reinforce their own understanding by
teaching, while tutees receive individualized support.
2. Supports Differentiated Instruction – Helps the teacher manage varied learning
levels by allowing students to work at their own pace with peer guidance.
3. Builds Leadership and Responsibility – Older or more advanced students
develop confidence, leadership, and communication skills.
4. Encourages Cooperation and Social Interaction – Promotes positive
relationships across age groups, fostering a supportive classroom community.
5. Improves Classroom Management – Keeps students engaged in meaningful
tasks, freeing the teacher to focus on small groups or individual instruction.
6. Boosts Confidence and Motivation – Tutees feel more comfortable asking
questions, and tutors gain a sense of pride in helping others.

Examples of Peer Tutoring in a Multigrade Classroom:

1. Reading Buddies – Older students read with or to younger students to build reading
skills.
2. Math Partners – Advanced students help peers with solving math problems or drills.
3. Homework Help – Students assist each other with assignments or review work.
4. Group Projects – Mixed-grade students collaborate, with older ones guiding tasks.
5. Writing Assistance – Older students help edit or improve younger students’ writing.

e. SELF-DIRECTED LEARNING – Self-directed learning in multi-grade classrooms is an

approach where students take responsibility for their own learning by setting goals,
selecting resources, and evaluating their progress. In a multi-grade setting, where
students of different ages and grade levels learn together, self-directed learning becomes
essential for fostering independence, adaptability, and personalized education.

Strategies for Implementing Self-Directed Learning

 Teacher as Facilitator: Instead of solely delivering instruction, teachers guide students

toward resources and offer support as needed, according to the University of Waterloo.

 Choice and Flexibility: Provide students with choices in topics, activities, and resources
to allow them to pursue their interests.

 Clear Goals and Expectations: Establish clear learning objectives and expectations for
students to guide their self-directed learning.

 Collaboration and Peer Support: Encourage students to work together, share ideas,
and learn from each other.

 Regular Assessment and Reflection: Provide opportunities for students to reflect on

their learning, evaluate their progress, and make adjustments as needed.

f. CENTER-BASED LEARNING AND MULTIPLE INTELLIGENCES – It is a learner-centered

educational environment that focuses on providing and expanding possibilities for various
learning styles and teaching techniques. It recognizes that an individual has multiple
intelligences; thus, there is a need to build comprehensive learning centers/environments
that will allow learners to improve their parallel thinking capabilities, relate each concept
to one another, and develop real-life skills such as time management, cooperation,
responsibility, and flexibility.
Gardner’s Multiple Intelligences

 Verbal-Linguistic (language proficiency)

 Logical-Mathematical (problem-solving)

 Spatial-Visual (visual recognition)

 Bodily-Kinesthetic (physical engagement)

 Musical (sound and rhythm)

 Interpersonal (social interaction)

 Intrapersonal (self-awareness)

 Naturalist (nature-based learning)

 Existential (philosophical thinking)

Learners can work individually, in pairs, in small groups, and as a class. It emphasizes both
teamwork and individual work.

The MG classroom provides a variety of topics and activities that can be arranged for concept-
based or theme-based teaching.

Guidelines for Center-based Learning Activity:

1. Consider a theme of interest

2. After deciding, ask the following questions:

Linguistic – How can I use the spoken word?

Logical/mathematical – How can I bring numbers?

Spatial – How can I use visual aids?

Bodily-kinesthetic – How can I use the whole body?

Musical – How can I bring music?

Interpersonal – How can I engage learners in group work?

Intrapersonal – How can I evoke personal feelings?

Naturalistic – How can I bring in nature?

Existential – How can I bring in philosophical questions?

3. Create centers in the classroom with materials that are appropriate for each identified
multiple intelligence.

Organizing and managing groups in a multigrade classroom-where students of different

grade levels are taught together-requires unique strategies to accommodate varying learning
needs, abilities, and curricula.

Random groups- Are instructional strategies where students of varying ages and ability levels
are intentionally placed together in mixed groups without a specific pattern or hierarchy. These
groups are created to promote inclusivity and collaboration among diverse learners. You can use
Counting off

Interest-based- In a multigrade classroom, interest-based groups are formed by allowing

students to select topics or tasks that resonate with their individual preferences or passions.

Ability groups- In a multigrade classroom, ability groups involve grouping students based on
their current skills, proficiency levels, or learning needs in a specific subject or task. This
approach allows the teacher to tailor instruction to meet the varying levels of understanding
within the classroom. By addressing students’ unique strengths and challenges, ability groups
support effective differentiation, helping each student progress at their own pace.

Grade groups- In a multigrade classroom, grouping students by grade levels is a practical

strategy to address the varied academic needs of students at different developmental stages.
This approach involves organizing students based on their official grade level (e.g.. Grade 1,
Grade 2. Etc.) to ensure that they receive instruction tailored to their curriculum requirements.

Cross-age- Cross- age tutoring in multigrade classrooms is a teaching strategy that leverages
the diverse range of student ages and abilities to enhance learning for all participants. This
approach involves older students assisting younger peers with their academic tasks.

Mixed-age groups in a multigrade class can be very helpful for learning. In this type of class,
students of different ages work and learn together.

Friendship groups in classrooms, where students form their own groups, often lead to
challenges that affect inclusivity, productivity, and students’ emotional well-being. While allowing
students to choose their groups might seem simple and convenient.

Preparing the Curriculum

The Importance of Curriculum in Education

 Curriculum is a key resource in education.

 Guides what is essential for teaching and learning.
 Ensures relevant academic experiences for all learners.

Monograde vs Multigrade Curriculum

 Traditional curricula are designed for monograde systems.

 Need for revision and redesign for multigrade settings.
 Multigrade classrooms require flexible and adaptive curricula.

DepEd Support for Multigrade Classes

 DepEd provides the Budget of Work (BOW).

 BOW serves as a guide for daily/weekly lesson designs.
 A helpful resource for multigrade teaching.

Effective Curriculum Planning Strategies

Multigrade teachers may use the following strategies to be more effective in curriculum planning
(Ministry of Basic & Secondary Educ in Collaboration with the Learning Initiative for Rural
Education, 2008):

Step 1: Review the National Curriculum

  Understand what is relevant and required for each grade level.
 Align lessons with national standards.

Step 2: Identify Common Themes

 Look for recurring themes across grade levels in each subject.

 Use these themes to create cohesive units.

Step 3: Set Objectives and Content

 Define objectives for each theme or unit.

 Choose relevant content to match the objectives.

Step 4: Differentiate Activities

 Design activities to match different learning levels.

 Ensure all students are engaged and learning effectively.

Preparing a curriculum for multigrade classrooms requires thoughtful planning,

creativity, and adaptability. Unlike monograde settings, multigrade teaching challenges
educators to integrate diverse learning needs within a single instructional plan. With
the support of tools like the Budget of Work (BOW) from DepEd and effective strategies such as
identifying common themes and differentiating instruction, teachers can create inclusive,
engaging, and standards-aligned lessons. Ultimately, a well-prepared curriculum ensures that all
learners regardless of grade level receive quality education that fosters growth, understanding,
and academic success.
3 distinct phases of

classroom management: