Experiences in Handling Multigrade Classes: Teachers' Perspective

Abstract

INTRODUCTION

Quality education is for everyone. It is a battle cry of everyone to achieve a better place to live in this world. Multigrade classes have been made possible for children in remote communities and rural areas to exercise the right to education. The purposeof this phenomenological hermeneutics study was to describe the experiences of teachers in handling multigrade classes in Southwest Alabel District, Division of Sarangani. Qualitative research design using phenomenological hermeneutics approach was employed to delineate the views, feelings and perceived effects in handling multi-grade classes.

METHODS

In the process of gathering needed data, the researchers used the immersion experience through being a multigrade teacher of Saliluk L. Marcantel Elementary School, Southwest Alabel District. Moreover, to strengthen its validity, the researchers conducted personal-depth interviews to get the necessary information needed to prevent some biases. After conducting in depth-interview, participants' responses were transcribed and analyzed. The data gathered was categorized into four themes, diversity of learners; hindering factors in teaching; facilitating factors in teaching; and emotion diversity. Multigrade teachers have the same idea with regards to how multigrade teaching should be done. They perceived that teaching multigrade classes as challenging task because of the setting and the tasks to be done and accomplished during the school year. The participants had difficulty in employing multi-grade teaching in their respective school due to the multiplicity of the task and crowded classroom. It was found that positive attitudes towards work make them do extra effort in teaching. They cited that multigrade teachers must have patience, love of work and children, dedication, passion, innovation, and diligence. It was highlighted that benefits like multi-grade allowance are very important to the participants because it motivates them to teach.

RESULTS

As to the feelings of teachers in handling multi-grade classes, diversity of emotions emerged as the only theme. Most of the participants felt negative when they are about to teach because they really don't know how to do it but happiness is felt by some when they see that their pupils are learning and enjoying the tasks. Multigrade teaching really requires patience at all times. Teachers should embrace the real situation and be creative and innovative in dealing with their class. This research is a qualitative study which involved in-depth interview among seven participants. The result may be subjective because it is in the control of the researcher.

DISCUSSIONS

Phajane (2014) also found that experiences of mult-igrade teachers vary from one place to another because many developing countries, multi-grade schools often lack educational materials, appropriately trained teachers, and efficient supervision. On the other hand, in some countries, multigrade instruction has high regards where teachers receive training in how to deal with multi-grade class and were given incentives and support.: