Introduction

Multigrade teaching occurs in primary education when a teacher has to teach two or more
primary school student grades in the same class. More general term and probably more accurate
is that multigrade teaching refers to the teaching of students of different ages, grades and abilities
in the same group. The multigrade class structure is known by various names in different
countries; these include "composite" or "combination" classes, "double" classes, "split" classes,
"mixed-age" classes, "vertically grouped" classes, "multiple classes", "family classes" or
"multilevel classes".
In multigrade schools a relatively small number of teachers try to be effective in their
educational work while dealing simultaneously with a number of pupils of different ages,
educational levels and needs. It follows that for children to learn effectively in multigrade
environments; teachers need to be well trained, well resourced, and able to meet highly
demanding teaching tasks and to hold positive attitudes to multigrade teaching.
Since Multigrade classes are smaller and can be established more cheaply than complete
schools, they can be more numerous, therefore more dispersed and thus located closer to the
settlements where the children live. The professional teacher is a key resource person in the
Multigrade context. The local content is a significant part of the curriculum, it is particularly
important to resolve the issue of appointing well-trained and locally-oriented teachers.
Multigrade classrooms ought to be taken seriously into account since such schools are
considered to play important role on providing access to education for all in remote, isolated and
underdeveloped rural areas. Such schools are more than a reality in primary education in many
regions of Europe, Latin America, Asia, Africa and the rest of the world constituting a very
common educational form in problematic rural areas, sparsely inhabited regions and urban areas
with adverse social conditions.
The main function of the multigrade teacher is to teach students by imparting knowledge
not just follow a curriculum. Teacher must be able to develop skills and inculcate desirable
values and attitudes among pupils. The teacher is expected to be versatile and utilize different
strategies to make learning meaningful and effective for all students in his or her classroom, no
matter what individual differences may exist among the students. In the following section of this
web training content you will be able to get informed more specifically on teaching and learning
strategies referring to the multigrade setting.The teacher should be able to understand differences
between pupils, be able to motivate them to learn and guide them though their learning materials.
The teacher should be able to do this for all grade levels in the classroom, no matter what
curriculum subject is being studied. The teacher should not only be a provider of knowledge but
should also be a facilitator of learning both at a group level and on a one-to-one basis. Another
role which the multigrade teacher must carry out is to monitor the progress of pupil's learning so
as to ensure quality of education. Therefore, assessment should be considering a continuous and
integral part of the teaching process. Usually, this requires teachers to determine the educational
levels of pupils when they first enter schooling, during the school year and at the end of each
school year. Therefore, assessment should be considered a continuous and integral part of the
teaching process.
In most of the cases the multigrade school is the only viable school formation in rural
environment and the effort should be focused on improving the teaching and learning conditions
in this school formation. Multigrade teaching is presented as a powerful pedagogical tool for
promoting independent and individualized learning. This kinds of teaching and learning seem to
have great advantages since the teaching programme is adjusted to the specific needs of the
individual student and thus contributes to better learning outcomes. Multigrade school provide
the best test bench for research and investigation of the usefulness of individualised teaching
since personalised education is a basis that gives solutions at the multigrade setting and thus is
widely adopted.
Multigrade schools have potential and play important role as educational units in
underserved rural areas. In addition multigrade schools could present good teaching and learning
practices useful and applicable in all kind of schools and classrooms. The unfortunate reality is
though that these schools form the most neglected part of the education system. National
educational authorities, ministries of education and pedagogical institutions most of the times do
not take into account or recognize or consider important the differentiation on the teaching and
learning conditions in the multigrade environment. The formation of the school in multigrade
classrooms is in most cases considered as a "necessary evil" situation that is adopted just to fulfil
the obligation of the official state for providing education for all. As far as this is the main goal
of the state, to fulfil an obligation, then much less attention is paid to provide quality education
or to support the specialised needs of the teachers working multigrade schools. Due to the
geographical oddities, the socio-economic peculiarities and the lack of adequate school
infrastructure and personnel, these schools still remain at the education's world cut off.
The MUSE (MUtigrade School Education) project takes into consideration the numerous
specialised conditions prevailing in multigrade education and establishes the framework in order
to provide support to multigrade teachers in Europe. This is the main subject of the MUSE
project to assist teacher professionals to be able to work effectively in the multigrade school
environment and be trained on teaching in the different ways referring to the multigrade
classroom. For children to learn effectively in multigrade environments, teachers need to be
well-trained, well-resourced and hold positive attitudes to multigrade teaching. Multigrade
teaching in many views represents a more demanding teaching situation and special attention
should be given to it.
 The Advantages and Disadvantages of Multigrade Teaching

A multigrade classroom set-up is composed of two or more grade levels in one classroom.
For an example grade 1 and grade 2 are in just one room with one teacher. Multigrade class has
advantages and disadvantages for the teacher and students. These are some of the advantages of a
Multigrade class, There will a less effort for a teacher and less money to spend in preparing
visual aids because the teacher can utilize the visual aids for the entire class of multigrade.The
students will develop socializing skills because they will be dealing and interacting with their
classmates which is higher or lower grade level than them.The students will learn advance topics
especially those at lower grade level students. There are many, perhaps more opportunities for
children to work and develop at their own level on a continuous basis. Flexibility of grouping is
beyond the normal range of ages and abilities and can benefit those children who are working
below (or above) grade-level in certain skills. Students are continuously exposed to re-
teaching, as they listen in on, and benefit from, lessons being given to younger
students. This review of the basics reinforces and clarifies a child’s understanding, even when
they may be working at a more advanced level. Students are also exposed to pre-
teaching (“eaves-dropping” on teacher’s lessons and discussions with older students). This both
prepares and stimulates the younger child’s thinking. Academic, physical and social competition
between peers is reduced, as is the anxiety and pre-occupation of having to compete.
Consequently, discipline measures are needed less frequently. The learning and social
atmosphere is cooperative rather than competitive. Pro-social behaviors and expectations are
modelled by the older students. The teacher plays a key role (as all teachers do) in modelling
and intentionally teaching these skills, but in a multigrade classroom, many models are available
for younger students. Older students have opportunities to genuinely help younger students
learn. Their teaching helps them clarify their own learning. The cognitive development and
self-esteem of both younger and older students are improved. In single grade classrooms, this is
experienced in “Buddy” activities, but in a multigrade classroom, this is happening all the time.
Multigrade classrooms are less homogenous than single-grade classrooms, therefore differences
are the norm and more easily accepted. All children are expected to work independently at
different times during the day. They receive more intentional training to be independent workers.
Off-task behaviors diminish as self-discipline and accountability increases.
The disadvantages of Multigrade Teaching are some students especially the higher grade
level may not be listening to the teacher while discussing because they may already know the
topic. The teacher will have a hard in designing and creating activities for a multigrade class.