Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 20 no. 5 (2024)

Multigrade Elementary School Teachers: Best Practices in Teaching IP Students

Jessa Mae Maynopas | Maedel Joy Escote

Discipline: Education

 

Abstract:

This phenomenological study explored the best teaching practices, challenges, coping mechanisms, and insights of multi-grade teachers assigned in the six different indigenous schools in Talaingod, Davao del Norte, Philippines. An in-depth interview was conducted with the six teachers of Gatong Elementary School, Igang Elementary School, Napunong Elementary School, Naseco Integrated School, Ibuyag Lamburan Elementary School, and Lambid Elementary School. The thematic analysis revealed that the teachers' best practices organizing students into groups, differentiated instruction, translating lessons to the local language, indigenizing lessons, positive reinforcement, discovery approach, heterogeneous grouping, and activity integration. They also incorporated self-invented best teaching practices such as talk to me, atong ginikanan atong katimbayayong sa kaalam (AGAKK), gabay sa pagbasa, and gabay sa kaalaman, science intervention material, drive reading intervention or drive program, and Friday karaoke session. Their challenges included language barriers and lack of resources, facilities, and contextualized materials. Their coping mechanisms were proper time management, seeking stakeholder’s help, language translation, introducing games, discovering new strategies, and thinking positively. Teachers shared their valuable insights about cultural sensitivity to IP learners, resourcefulness, and passion to provide substantial education despite cultural and language barriers to students, and teachers’ presence and providing quality education to indigenous students are of paramount significance. Training on teaching strategies, lesson planning, instructional materials development, and capacitating school heads must be administered. Hence, the study recommended that government and education sectors’ support is vital to address the emerging problems of the multi-grade teaching approach and the indigenous schools and to realize the envisioned quality education in rural communities.



References:

  1. Atkinson, R. K. (2000). Learning from examples: Instructional principles from the worked Examples Research. Mississippi: Mississippi State University
  2. Berry, C. (2000). Multigrade teaching: A discussion document. A Workshop held by the Commonwealth Secretariat.
  3. Boix, R., & Buscà, F. (2020). Competencias del profesorado de la escuela rural catalana Para abordar la dimensión territorial en el aula multigrade [Catalan Rural Schools Teachers’ Skills to Face the Territorial Dimension in the Multigrade Classroom]. Revista Iberoamericana Sobre
  4. Calidad, Eficacia y Cambio En Educación, 18(2), 115. Retrieved from https://doi.org/10.15366/reice2020.18.2.006
  5. Cornelio, J. S., & de Castro, D. F. T. (2016). The state of indigenous education in the Philippines today. Indigenous Culture, Education and Globalization: Critical Perspectives from Asia, 159- 179.
  6. Cornish, Linley. (2006). What is multigrade teaching?. Reaching EFA* through multigrade teaching: issues, contexts and practices. 9-26.
  7. Da Costa, D. F., & Fernando, D. (2021). Entangled in two romance languages: Experiencing language barriers in higher education. Australian Journal of Applied Linguistics, 4(2), 60–74. https://doi.org/10.29140/ajal.v4n2.508
  8. De Vera, D. E. 2007. Indigenous peoples in the Philippines: a Country Case Study. Philippine Association for Intercultural Development, Inc. (PAFID), Hanoi. Retrieved on 08 Sep 2017 from http://www.iapad.org/wp-content/uploads/2015/07/devera_ip_phl.pdf
  9. Department of Education (2016). Policy guidelines on the national assessment of student learning for the k to 12 basic education program. https://www.deped.gov.ph/2016/06/30/do-55-s-2016-policy-guidelines-on-the-national-assessment-of-student-learning-for-the-k-to-12-basic-education-
  10. Du Plessis, P., & Mestry, R. (2019). Teachers for rural schools – a challenge for South Africa. South African Journal of Education, 39(1). https://doi.org/10.15700/ saje.v39ns1a1774
  11. Garcia-Alix, L. (2008). The United Nations permanent forum on indigenous issues discusses climatechange. Indigenous affairs, 2, 1-23.
  12. Hanusek, H. A. & Woessman, L. (2010) The economics of international differences in educational achievement. National Bureau of Economic Research, Working Paper 15949. http://www.nber.org/papers/ws15949 (last accessed 30/09/2013)
  13. Hargreaves, E. (2001). Assessment for learning in the multigrade classroom. International Journal of Educational Development, 21(6), 553–560. https://doi.org/10.1016/s0738-0593(01)00015-3
  14. Hyry-Beihammer, E. K., & Hascher, T. (2015). Multigrade teaching in primary education as a promising pedagogy for teacher education in Austria and Finland. International Teacher Education Promising Pedagogies (Part C), 89–113. https://doi.org/10.1108/s1479-368720150000022005
  15. Joubert, J. (2010). Multi-grade teaching in South Africa. Commonwealth Education Partnership 2010. https://cedol.org/wp-content/uploads/2012/02/58-62-2010.pdf
  16. Lazowski, R. A., & Hulleman, C. S. (2016). Motivation interventions in education: A meta-
  17. Magdadaro, J. M. D., & Sacramento, N. J. J. E. (2022). Community engagement in the Indigenous education discourse: Unravelling policy lessons from Lumad’s alternative school in
  18. Mindanao, Philippines. Thammasat Review, 25(1), 57-81.
  19. Naparan, G. B., & Alinsug, V. G. (2021a). Classroom strategies of multigrade teachers. Social Sciences &Amp; Humanities Open, 3(1), 100109. https://doi.org/10.1016/j.ssaho.2021.100109
  20. Nguyen, H. P. (2021). How to use gameplay to enhance classroom learning. Edutopia. https://www.edutopia.org/article/how-use-gameplay-enhance-classroom-learning/
  21. Oral, I. & McGivney, J., E. (2014). Türkiye eğitim sisteminde eşitlik veakademik başarı araştırma aporu ve analiz. Retrieved from http://erg.sabanciuniv.edu/sites/erg.sabanciuniv.edu/files/ERGe%C5%
  22. Panuncillo, A. (2016). Intercultural effectiveness and self- efficacy of teachers in B’laan dominated [Undergraduate’s Thesis, Mindanao State University, College of Education]
  23. Quail, A., & Smyth, E. (2014). Multigrade teaching and age composition of the class: The influence on academic and social outcomes among students. Teaching and Teacher Education, 43, 80–90. https://doi.org/10.1016/j.tate.2014.06.004
  24. Ramrathan, L., & Mzimela, J. (2016). Teaching reading in a multi-grade class: Teachers’ adaptive skills and teacher agency in teaching across grade R and grade 1. South African Journal of Childhood Education. https://doi.org/10.4102/sajce.v6i2.448
  25. Rashid, M. H. A. (2023). Impact of classroom design on student learning. Library & Information Management. https://limbd.org/impact-of-classroom-design-on- studentlearning/#:~:text=Physical%20Space%20and%20Layout%3A%20The,adaptable%20to%20various%20learning%20activities.
  26. Reutzel, D., Child, A., Jones, C., & Clark, S. (2014). Explicit instruction in core reading programs. The Elementary School Journal, 114(3), 406–430. https://doi.org/10.1086/ 674420
  27. Romo, N. C. V. (2021). Multigrade teaching experience in Ilocos Sur: Basis for extension program. The IAFOR International Conference on Education. https://doi.org/10.22492/issn.2189-1036.2021.31
  28. Saira, Ajmal, F., & Hafeez, M. (2021). Critical review on flipped classroom model versus traditional lecture method. International Journal of Education and Practice, 9(1), 128–140. https://doi.org/10.18488/journal.61.2021.91.128.140
  29. Sali, M., & Arriola, B. (2019). Preparations and practices of multi-grade teachers in Isabela City Schools Division, Basilan. Research gate, 6(3), 18–25. https://www.noveltyjournals.com/upload/paper/PREPARATIONS%20AND%20PRACTICES-1850.pdf
  30. Saraspe, L. D., & Abocejo, F. T. (2020). Effectiveness of descriptive praise on the English composition skill of bridging students. European Journal of English Language Teaching, 5(4).
  31. Savage, T. V., & Savage, M. K. (2009). Successful classroom management and discipline: Teaching self-control and responsibility. SAGE
  32. Schütze, B., Rakoczy, K., Klieme, E., Besser, M., & Leiss, D. (2017). Training effects on teachers’ feedback practice: the mediating function of feedback knowledge and the moderating role of self-efficacy. ZDM, 49(3), 475-489. https://doi.org/10.1007/s11858- 017-0855-7
  33. SEAMEO Centres and Partners Innovative Online Lecture Series. (2020). Classroom Online: Innovative Strategies for the Digital Era. October - November 2020. https://www.seameo.org/Main_programme/244
  34. Smida, M., Khoodoruth, M. a. S., Al-Nuaimi, S., Al-Salihy, Z., Ghaffar, A., Khoodoruth, W. N. C., Mohammed, M. F. H., & Ouanes, S. (2021). Coping strategies, optimism, and resilience factors
  35. associated with mental health outcomes among medical residents exposed to coronavirus disease
  36. 2019 in Qatar. Brain and Behavior, 11(8). https://doi.org/10.1002/brb3.2320
  37. Soudijn, M. R., van der Voordt, D. J., & Loomans, M. G. (2018). Effects of classroom design on studentlearning: A literature review. Building Research & Information, 46(7), 764-777.
  38. Suarta, I. M., Noortyani, R., Yarsama, K., & Adhiti, I. a. I. (2022). The role of teachers’ indigenous knowledge and cultural competencies in enhancing students’ engagement and learning outcomes. Journal of Ethnic and Cultural Studies, 9(1), 244–264. https://doi.org/10.29333/ejecs/1025
  39. Supriatna, U. (2021). Teacher performance and principal leadership patterns. International Journal of English and Applied Linguistics (IJEAL), 1(1), 38-44.
  40. Syed Yahya, Syed Muhammad & Rahman, Nurul & Yusof, Nurul & Mohd Zahid, Azyan. (2021). TheEffectiveness of Student Intervention Program - My Advisee Program Outcomes (PO). 6. 50-57.
  41. Ulla, M. B. (2018). In-service teachers’ training: the case of university teachers in Yangon, Myanmar. Australian Journal of Teacher Education, 43(1), 66–77. https://doi.org/10.14221/ajte.2018v43n1.4
  42. United Nations Development Programme. (2010). Indigenous peoples in the Philippines. Fast Facts Lagom. Retrieved on February 2, 2013 from http://www.undp.org.ph/Downloads/fastFacts/fosteringDemocraticGovernance/2010/fastFacts6 - Indigenous Peoples in the Philippines rev 1.5.pdf
  43. Wodon, Q., & Cosentino, G. (2023). Education, language, and indigenous peoples. World Bank Blogs. https://blogs.worldbank.org/education/education-language-and-indigenous-peoples
  44. Yin, R. K. (2003). Designing case studies. Qualitative research methods, 5(14), 359-386.

Tools


Copyright © 2025  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic