Classroom strategies of multigrade teachers

Naparan, Genesis B.; Alinsug, Vivian G.

doi:10.1016/j.ssaho.2021.100109

Cited by 24 publications

(16 citation statements)

References 22 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Based on this study results, multigrade teachers do praying, using the web, having time management, and self-conditioning. Multigrade teachers relied heavily on teacher-centered methods (Taole, 2020), shared their resources (Msimanga, 2019), performed flexible grouping practices (Casserly, Tiernan, & Maguire, 2019), initiated self-directed learning, peer tutoring, and cooperative learning (Msimanga, 2020), had various teaching methods such as peer teaching, integrated teaching and having resources in the community, nature and discarded materials (Mortazavizadeh et al, 2017), employed different strategies such as classroom management, collaborative learning, differentiated instruction, connecting lessons to real life, and integrating technology (Naparan & Alinsug, 2021). Little (2005) argues that many policymakers need to be aware of the Multigrade reality and then develop resources, planning, curriculum, materials, teacher preparation, and assessment strategies in collaboration with teachers.…”

Section: Discussionmentioning

confidence: 99%

“…In the Philippines, the most common problems in multigrade classrooms are preparation and planning of daily lessons, the inadequacy of instructional materials, classroom management supervision, familiarity of different schemes in teaching multigrade classes, application of teaching methodology in real teaching-learning situations, lack of school facilities, schedule of activities, big class size, poor working conditions of teachers, inadequate pre and in-service training of teachers in specific skills related to multigrade teaching, and concern about the academic achievement of children (Mirando, 2012, p. 117). Despite the challenges of teachers assigned in a multigrade environment, they give their best for their students' learning experience to be productive and meaningful (Naparan & Alinsug, 2021). They even shared part of their salaries to produce learning materials for their students (Castigador, 2019).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Challenges and Coping Strategies of Multi-Grade Teachers

Naparan

Castañeda²

2021

Int. J. Theory Appl. Elem. Second. Sch. Educ.

View full text Add to dashboard Cite

Multigrade classes in the Philippines are usually present in Elementary schools in remote areas where few students are in one-year level. Thus, teachers then handle multiple grade levels at a time. This study investigated the challenges and Coping strategies of Multigrade teachers in the western part of the Philippines. The researchers employed a Transcendental phenomenological method in this study. They gathered the data through one-to-one interviews of multigrade teachers who have been teaching for at least three years. Following the data analysis of Kleiman (2004), the results revealed that there were intrinsic, extrinsic, and system challenges experienced by these teachers. These challenges involved unpreparedness in teaching multigrade, low multigrade allowances, the experience of stress, language barrier, classroom management struggles, lack of resources, danger in going to stations, workload, absenteeism, lack of stakeholders’ support, and lack of trainings. However, they showed positivity in their work and applied the right coping strategies to lessen their burden. Among these coping strategies were praying, using the web, having time management, self-conditioning, developing plans, and doing research. The participants believed that handling Multigrade classes requires time, effort, and balance. Through these experiences, teachers learned to adjust and cope with the challenges they were facing. Thus, they became better educators.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Challenges and Coping Strategies of Multi-Grade Teachers

Naparan

Castañeda²

2021

Int. J. Theory Appl. Elem. Second. Sch. Educ.

View full text Add to dashboard Cite

show abstract

“…The notion of the out-of-field teachers that flexibility in teaching out-of-field is important in enduring the newness of the field resonates with the study by Lubke et al (2021) that it is an essential factor in the delivery of instruction. For valuable learning to happen, teachers must adapt to their role [5,39]. Furthermore, the flexibility of the teachers uncovers when they are assigned to teach other subjects as English resonates with the study conducted by Bayani and Guhao [9].…”

Section: Enduring Newness Of the Fieldmentioning

confidence: 99%

“…As bearers of knowledge, teachers need to become flexible in delivering instruction [38]. As for the out-of-field teachers, approaching their role flexibly is vital for meaningful learning [5,39]. Moreover, for teachers to adjust to the newness and difficulty of the subject assigned to them, they must be flexible and open to new learnings that will benefit them and develop them professionally [40].…”

Section: Flexibility In Teaching Out-of-fieldmentioning

confidence: 99%

Embracing the Unknown: Adaptability and Resiliency of Out-of-Field Secondary Teachers Teaching English in Public Schools

Buenacosa

Petalla

2022

AJESS

View full text Add to dashboard Cite

Out-of-Field Teaching (OFT) has become one of the common concerns of different educational institutions in the global arena. Its prevalence worldwide has become a major issue because of its impact on the quality of education and the efficacy of teachers. Due to the shortage of specialized teachers in the field, school heads opted to hire out-of-field teachers to teach English subjects which creates a detrimental effect on professional growth, teachers’ performance, and the well-being of teachers. Thus, this qualitative phenomenological paper explored the lived experiences of out-of-field teachers teaching English in public schools. The data were gathered from the six (6) participants who were chosen using a purposeful sampling technique and determined using the following inclusion criteria: non-English major, public secondary school teacher, and have at least two (2) years of experience in teaching English. The data were collected utilizing the in-depth unstructured interview. Employing a thematic analysis, the findings revealed the challenges encountered by the participants, and how they were able to endure and embrace all of them. Moreover, the findings highlighted the adaptability and resiliency of the participants as essential factors in overcoming the demands of the phenomenon. Thus, the findings imply how the lived experiences of the participants molded them to become a better version of themselves.

show abstract

“…The fourth is simultaneous interaction. In the classroom, in the passive activity group, normal sequential interaction patterns are carried out, where one person at a time is silent, and usually, the teacher is more dominant in speaking (Naparan & Alinsug, 2021). Conversely, when group activities are active, each student in the group talks simultaneously.…”

Section: Introductionmentioning

confidence: 99%

Short Dance Film: Construction of the Arts and Design Project Subject during COVID-19 Pandemic

Supiarza

Sabaria

2022

Humaniora

View full text Add to dashboard Cite

The research discussed short dance films as the product of the Arts and Design Project subject at FPSD Universitas Pendidikan Indonesia during the COVID-19 pandemic. The importance of a collaborative learning model between two disciplines, dance and film, had emerged the notion of creating an art product. The research aimed to create dance film products as a form of student constructive idea. With the participatory action research method, the data were collected and validated to be analyzed and then embodied in the form of a dance film product. The research was applied to 53 students in collaboration between the Department of Dance Education and the Film and Television Study Program, divided into eight small groups of six to seven members. The action stages of the research were: (1) observation and analysis; (2) collection of ideas and notions in the form of a script; (3) testing; (4) shooting; (5) product. The research finds that: (1) through a collaborative learning model, the subject of Arts and Design Project could be implemented to create a dance film product, short dance film; and (2) during the COVID-19 pandemic, collaborative learning could enable students to keep productive to create the product of their learning result. As an advantage, the research result can be used as a learning sample of production-based subjects during the pandemic where the learning and teaching activity should be done at home.

show abstract

Classroom strategies of multigrade teachers

Cited by 24 publications

References 22 publications

Challenges and Coping Strategies of Multi-Grade Teachers

Challenges and Coping Strategies of Multi-Grade Teachers

Embracing the Unknown: Adaptability and Resiliency of Out-of-Field Secondary Teachers Teaching English in Public Schools

Short Dance Film: Construction of the Arts and Design Project Subject during COVID-19 Pandemic

Contact Info

Product

Resources

About