Experiences in Handling Multigrade Classes: Basis for Intervention

Abstract

INTRODUCTION

Multigrade classes have been made possible for children in remote communities and rural areas to exercise their right to education. The purpose of this Phenomenological Hermeneutics Study is to describe the experiences of teachers in handling multigrade classes and to design interventions to enhance its implementation.

METHODS

In the process of gathering needed data, the researchers used the immersion experience of being multigrade teachers of Saliluk L. Macantal Elementary School, Southwest Alabel District. Moreover, to strengthen its validity, the researchers conducted personal, in-depth interviews to get the necessary information needed to prevent some biases. After conducting in depth-interview, participants' responses were transcribed and analyzed.

RESULTS

The data gathered was categorized into four themes: (1) diversity of learners; (2) hindering factors in teaching; (3) facilitating factors in teaching; and (4) emotion diversity. The multigrade teachers have the same idea with regard to how multigrade teaching should be done. They perceive that teaching multigrade classes is a challenging task because of the setting and the tasks to be done and accomplished during the school year. They cited that multigrade teachers must have patience, love of work and children, dedication, passion, innovation, and diligence.

DISCUSSIONS

As to the feelings of teachers in handling multigrade classes, diversity of emotions emerged as the only theme. Most of the participants feel 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. 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 within the control of the researcher. Phajane (2014) also found out that the experiences of multigrade teachers vary from one place to another because in many developing countries, multigrade schools often lack educational materials, appropriately trained teachers, and efficient supervision. On the other hand, in some countries, multigrade instruction is highly-regarded where teachers receive training on how to deal with multigrade class and were given incentives and support. multigrade instruction and diversity of learners.