Instructional Management Practices of Multigrade Teachers In

INSTRUCTIONAL INSTRUCTIONAL MANAGEMENT PRACTICES MANAGEMENT PRACTICES

OF MULTIGRADE OF MULTIGRADE TEACHERS IN TEACHERS IN

PLAN PHILIPPINES’ PLAN PHILIPPINES’ PARTNER SCHOOLS PARTNER SCHOOLS

IN SCHOOL YEAR 2011-2012IN SCHOOL YEAR 2011-2012Conducted by Plan Philippines

and the Department of Education

Executive SummaryExecutive Summary

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

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

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

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

Using an exploratory approach Using an exploratory approach and survey technique in and survey technique in gathering information, the data gathering information, the data were analyzed using were analyzed using descriptive statistics. descriptive statistics.

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

1. 1. What is the profile of teachers What is the profile of teachers in multigrade schools in Plan in multigrade schools in Plan Philippines’ partner schools in Philippines’ partner schools in terms of :terms of :

– Age Age – Gender ,Gender ,– Sex,Sex,– Highest educational Highest educational

attainment,attainment,

– Teaching experience,Teaching experience,

– Teaching Position, Teaching Position,

– Trainings on MG teaching,Trainings on MG teaching,

– Residence and frequency of Residence and frequency of going home,going home,

– Preference and type of class Preference and type of class assignment, andassignment, and

– Inclusion of MG teaching in the Inclusion of MG teaching in the curriculum? curriculum?

2. What are the instructional 2. What are the instructional management practices of the management practices of the multigrade teachers in terms multigrade teachers in terms of:of:

– Instructional strategies,Instructional strategies,

– Instructional resources,Instructional resources,

– Classroom management, andClassroom management, and

– Time management?Time management?

33. What are the remediation . What are the remediation practices employed by MG practices employed by MG teachers in terms of :teachers in terms of :

– On-the-spot remediation, On-the-spot remediation, and and

– Systematic remediation?Systematic remediation?

4. What are the advantages and 4. What are the advantages and disadvantages in handling disadvantages in handling multigrade classes as perceived multigrade classes as perceived by the respondents? by the respondents?

5. How can multigrade teaching 5. How can multigrade teaching be improved as perceived by the be improved as perceived by the respondents as to:respondents as to:

- Classroom Organization,- Classroom Organization,

- Classroom management and - Classroom management and

discipline,discipline,

- Merits, awards and - Merits, awards and incentives, incentives,

and Curriculum?and Curriculum?

FindingsFindings

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.

1.3 The mean years of teaching 1.3 The mean years of teaching experience is 6.32 years. A total of experience is 6.32 years. A total of 98 or 68.06 % have been teaching 98 or 68.06 % have been teaching for not more than 6 years. for not more than 6 years.

1.4 One hundred fifteen (115 or 1.4 One hundred fifteen (115 or 79.86%) are Teachers occupying 79.86%) are Teachers occupying Teacher I position. Teacher I position.

1.5 Fifty-nine percent have attended 1.5 Fifty-nine percent have attended trainings on multigrade teaching.trainings on multigrade teaching.

1.6 One hundred four or 72.22 % 1.6 One hundred four or 72.22 % are not residents of the are not residents of the community where the school is community where the school is situated.situated.

1.7 Of the 144 teachers, 87 or 1.7 Of the 144 teachers, 87 or 60.42% go home daily after class 60.42% go home daily after class hours. hours.

1.8 The majority of the MG teachers 1.8 The majority of the MG teachers prefer to teach monograde classes. prefer to teach monograde classes.

1.9 One hundred twenty-three or 1.9 One hundred twenty-three or 85.42 per cent did not have any 85.42 per cent did not have any college experience on MG teaching.college experience on MG teaching.

2. Instructional Management 2. Instructional Management PracticesPractices

2.1 Instructional Strategies2.1 Instructional Strategies

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

2.2 Instructional Resources2.2 Instructional Resources

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

2.3 Classroom Management2.3 Classroom Management

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

2.4 Time Management2.4 Time Management

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

3. On-the-Spot Remediation 3. On-the-Spot Remediation PracticesPractices

3.1. MG teachers always ask pupils 3.1. MG teachers always ask pupils questions and allow their pupils to questions and allow their pupils to ask them also to ensure ask them also to ensure understanding and diagnose understanding and diagnose remediation needs.remediation needs.

3.2. MG Teachers always use 3.2. MG Teachers always use simple vocabulary to explain simple vocabulary to explain concepts and often give more concepts and often give more examples. The MG teachers examples. The MG teachers often adjust to the level of the often adjust to the level of the pupils. pupils.

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

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

3.4-b They also ask parents, big 3.4-b They also ask parents, big brothers/sisters as well as peer-brothers/sisters as well as peer-volunteers to help with off-school volunteers to help with off-school tasks often.tasks often.

4. Advantages and 4. Advantages and Disadvantages of Handling Disadvantages of Handling Multigrade ClassesMultigrade Classes

4.1 Advantages Handling 4.1 Advantages Handling Multigrade ClassesMultigrade ClassesOn top of the reported advantages is On top of the reported advantages is the maximum social interaction the maximum social interaction between and among peers. between and among peers.

Ranked the least is attainment for Ranked the least is attainment for higher achievement levels.higher achievement levels.

4.1 Disadvantages of Handling 4.1 Disadvantages of Handling Multigrade ClassesMultigrade Classes

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

5. Suggestions on Improving 5. Suggestions on Improving Multigrade TeachingMultigrade Teaching

5.1 Classroom Organization 5.1 Classroom Organization Topping the list are:Topping the list are:

Provision of textbooks and Provision of textbooks and budget of work and learning budget of work and learning competencies. competencies.

Provision of adequate physical Provision of adequate physical facilities and equipment.facilities and equipment.

5.2 Classroom Management 5.2 Classroom Management and Disciplineand Discipline

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

5.3 Merits, Awards and 5.3 Merits, Awards and IncentivesIncentives

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

5.4 Curriculum5.4 Curriculum

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

ConclusionsConclusions1. MG teachers in Plan Philippines 1. MG teachers in Plan Philippines

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

2. 2. MG teachers are subject to particular MG teachers are subject to particular deprivation in terms of personal and deprivation in terms of personal and professional status.professional status.

3. MG teaching as a method has 3. MG teaching as a method has placed responsibility on teachers for placed responsibility on teachers for innovative approaches to meeting innovative approaches to meeting the needs of pupils, especially those the needs of pupils, especially those with learning problems.with learning problems.

4. M4. MG teachers utilize common G teachers utilize common learning activities to motivate learning activities to motivate learners to participate in the learners to participate in the teaching-learning process. teaching-learning process.

5. MG teachers use the traditional 5. MG teachers use the traditional techniques in classroom techniques in classroom management, and employ management, and employ positive disciplinary measures in positive disciplinary measures in cases of pupils' misbehavior. cases of pupils' misbehavior.

6. In MG classes, stronger social 6. In MG classes, stronger social interaction between and among interaction between and among peers is developed. peers is developed.

7. MG schools lack appropriate 7. MG schools lack appropriate learning materials such as text learning materials such as text books, workbooks and ready books, workbooks and ready made lesson exemplars. made lesson exemplars.

8. Technical assistance, 8. Technical assistance, instructional support and training instructional support and training of MG teachers, school heads of MG teachers, school heads and district supervisors are found and district supervisors are found wanting in MG schools. wanting in MG schools.

9. MG teachers find the curriculum 9. MG teachers find the curriculum not relevant to rural setting.not relevant to rural setting.

RecommendationsRecommendations

1. 1. When untrained MG teachers or When untrained MG teachers or

where teachers trained for single-where teachers trained for single-grade teaching is concerned, there grade teaching is concerned, there should be more sustained effort in should be more sustained effort in giving them in-service training.giving them in-service training.

2. To enc2. To encourage teachers to be ourage teachers to be assigned to MG schools their assigned to MG schools their personal needs should be personal needs should be considered by providing the non-considered by providing the non-resident teachers in the resident teachers in the community with special housing community with special housing allowance or travel expenses.allowance or travel expenses.

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

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

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

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

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

8. 8. Prepare instructional plans for Prepare instructional plans for teachers where various activities teachers where various activities are proposed for use with an are proposed for use with an emphasis on problem solving, emphasis on problem solving, acquisition of skills, and acquisition of skills, and community development.community development.

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

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

Thank YouThank You

Instructional Management Practices of Multigrade Teachers In

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