Revisiting Multi-Grade Teaching In A Post-Covid-19 Dispensation

Education is a human right. Oftentimes as educators we tend to ignore the gender specific learning differences in girls and boys. The tendency is for educators to create so called ‘gender neutral’ classrooms which do not take into account the uniqueness of learning of both genders. The advent of multi-grade teaching therefore must be examined as it relates to the impact this mode of teaching has on both genders. Despite the fact that the prospect of teaching children in multiple grades seems daunting, it is surely doable. Multi-grade teaching (MGT) is a teaching pedagogy that all students with different grade levels, ages and abilities are taught simultaneously in the same classroom. Multi-grade schools merge students of different ages and abilities in one classroom, under the direction of one teacher. Interestingly, multi-grade teaching is also the reality of many home-school parents. Home-school families vary in size and often have children across various grades and abilities. Within the multi-grade teaching concept the options range from grouping of several formal grade divisions under the direction of one teacher to a completely non-graded learning environment. Multi-grade schools differ from ‘traditional’ schools where each class is typically made up of a distinct grade with its own teacher and classroom. Multi-grade schools have been part of the Jamaican landscape for quite a while. In fact, there are still a few multi-grade schools in Jamaica. What is also problematic regarding multi-grade schools is the fact that textbooks are not usually written to accommodate the dynamics which are characteristics of multi-grade schools. The teacher therefore might have problems finding adequate resources to accommodate all the learning styles in his/her multi-grade classroom. Additionally, teaching more than one grade level at a time in one classroom requires highly specialize training that is often not available. Some will argue that the current mode of teacher preparation does not lend itself to sufficiently prepare a student teacher to become a competent multi-grade teacher. However, like issues concerning teachers; he or she will learn to adapt while on the job in order to tackle the intricacies of this complex but rewarding vocation. History of Education and Multi-grade Schools According to the World Bank multi-grade schools occupy a unique place in the history of education. The multi-grade school, or one-room school house, was the dominant model of educational provision in North America until the advent of large scale industrialization and urbanization. In the past, schools in Great Britain used a ‘monitor system’, in which older, more advanced students helped to supervise younger students. Single graded classes evolved in the 1800s as a means of managing students by organizing them into age divisions or grades. The graded textbook and demand for specialist teachers further solidified graded school organization. Critics of the graded school system charge that it was developed to manage large numbers of students rather than to meet their individual needs, and that it is unrealistic to expect children to be at the same stage of development in a given grade. Undoubtedly, there are many challenges of multi-grade teaching. A colleague who is a principal of a multi-grade school identified the lack of resources for the students to utilize as one of the challenges of such institutions. Another challenge identified was the inadequate funding provided by the Education Ministry to such schools given the low population. My colleague principal added, the issue of recruitment of teachers is a concern. “If a teacher leaves it can be hard to get a replacement.” She added, some teachers opt not to stay after they realize the school is multi-grade based on the fact that they are not knowledgeable of the multi-grade system. Unfortunately, as a society we continue to use a system which does not provide equity as it relates to funding education. This is challenging and needs to be revisited. We must be honest as well that some schools, especially those in rural and deep rural areas are not visited as often as they should; this lack of support from education officers is cause for concern. It is particularly challenging for teachers as well to teach multi-grade classes given the difference in syllabuses and curriculums. On the other hand, there are also advantages of having multi-grade teaching. One such advantage is that the small class sizes facilitate individualized pupil attention and therefore theoretically such students should have better academic outcomes. Multi-grade teaching also fosters a sense of independence among the learners, as the concept encourages cooperation and collaboration and allows children to work at their own pace. Multi-grade teaching also enforces re-teaching, meaning that older children benefit as they listen in on lessons being given to younger ones especially in the home-school model. While multi-grade teaching is concentrated more at the primary level, there is mixed ability teaching at the secondary level of the education system. Mixed ability teaching has become more common place in the absence of ‘streaming’ which some schools have turned away from. Gender Neutral Classrooms Boys and girls learn differently and therefore instruction should be tailored along differentiated models in order to meet the specific educational requirements of both genders. Some researchers (Sax, 2005; Gurian, 2001) have suggested that “gender neutral classroom” does not take into account the real physiological differences in girls' and boys' brains. Ironically, this trust to neutrality in the classroom inadvertently perpetuates the hurtful and insidious stereotypes that it was designed to eradicate. Research over the last two decades in the medical profession, neuroscience, psychology and evolutionary biology powerfully suggests that boys and girls do not begin life with the same cognitive raw material. Researchers have identified more than a hundred structural differences in the brains of girls and boys (King & Gurian, 2006). The above-mentioned differences together make it essential that gender feature prominently in our efforts to differentiate instruction in order to maximize the teaching and learning outcome for our pupils. Underdevelopment in Rural Areas The Encyclopedia of World Problems and Human Potential defines rural underdevelopment as the absence of a series of quantitative and qualitative changes in a rural population that would effectively converge in raising the standard of living and improving the way of life of the people concerned. Underdevelopment is characterized by low real per capita income, wide-spread poverty, lower level of literacy, low life expectancy and underutilization of resources In most instances the multi-grade school is often viewed as the only viable school formation in rural areas due primarily to poverty and rural urban migration. Multi-grade teaching is presented as a powerful pedagogical tool for the promotion of independence and individualized learning. Multi-grade teaching has great advantages since the teaching programme is adjusted to the specific needs of the individual student and should contribute to better learning outcomes. However, there is empirical data that indicates that multi-grade schools are not necessarily schools of choice for parents; they are viewed by the wider stakeholder community as schools of necessity. It would be interesting for someone in academia to use multi-grade schools for research and investigation regarding their usefulness of individualized teaching given that personalized education is a basis that gives solutions at the multi-grade setting. Unquestionably, multi-grade schools have potential and play significant roles in underserved rural areas. The unfortunate reality is though that these schools form the most neglected part of the education system. It is clear that more attention is required by policy makers at the Education Ministry to take into account the importance of differentiation on the teaching and learning conditions in the multi-grade environment. The formation of the school in multi-grade classrooms is in most cases considered as a "necessary evil" situation. We must however ask ourselves to what extent is having multi-grade schools satisfying the United Nations Sustainable Development Goal, number 4 which addresses inclusive and equitable quality education. The COVID-19 outbreak has caused a global education crisis. Most education systems in the world have been severely affected by education disruptions and have faced unprecedented challenges. Learning Styles Every student has a strategy they use to remember information more efficiently while studying. One of the popular theories, to this day, is the VARK model. This model identifies four types of learners: visual, auditory, kinesthetic and reading/writing. Visual learners are individuals who prefer to take in their information visually—be that with maps, graphs, diagrams, charts, and others. However, they don’t necessarily respond well to photos or videos, rather needing their information using different visual aids such as patterns and shapes. Auditory learners are individuals who learn better when they take in information in auditory form when it is heard or spoken. They are prone to sorting their ideas after speaking, rather than thinking ideas through before, since, to them, saying things out loud helps them understand the concept. Kinesthetic learners are individuals who prefer to learn by doing. They enjoy a hands-on experience. They are usually more in touch with reality and more connected to it, which is why they require using tactile experience to understand something better. Reading/writing learners consume information best when it’s in words, whether that’s by writing it down or reading it. To them, text is more powerful than any kind of visual or auditory representation of an idea. These individuals usually perform very well on written assignments. The Way Forward A newspaper reported that multi-grade schools comprised 20 per cent of primary schools across the island in 2020. There is no one size fit educational model. The United Nations Sustainable Development Goal #4 states that basic school infrastructure is far from universal. In 2020, approximately one quarter of primary schools globally did not have access to basic services such as electricity, drinking water and basic sanitation facilities. Figures are substantially lower for other facilities such as information and communications technology and disability-adapted infrastructure, with about 50 per cent of primary schools having such access. Is there a need for more support for those teachers in multi-grade schools? Definitely! Governments have the overwhelming task to find the necessary resources in order to address all these factors as we chart the future concerning multi-grade teaching and multi-grade schools. In a few years time our students will have the reins of government and it is our responsibility to empower and prepare them as best as possible for the task ahead. Perhaps, those in policy should revisit the structure of multi-grade schools, especially in the areas of teacher training, monetary allocation, internet connectivity and other well-needed resources. In the words of Desmond Tutu, inclusive, good-quality education is a foundation for dynamic and equitable societies. Wayne Campbell is an educator and social commentator with an interest in development policies as they affect culture and or gender issues. waykam@yahoo.com @WayneCamo © #multigradeschools #education #homeschool #differentiatedteaching