Planning Teaching –

UNIT 9 MULTIGRADE TEACHING AND Learning Activities

TEACHING IN OTHER CONTEXTS

Structure
9.1 Introduction
9.2 Objectives
9.3 Multigrade Teaching
9.4 Teaching Learning Strategies (Multigrade Situation)
9.4.1 Direct Teaching
9.4.2 Monitorial Assistance
9.4.3 Peer Tutoring: Students as Resources
9.4.4 Peer Group Work
9.4.5 Self Study
9.4.6 Whole Class Teaching
9.4.7 Small Group Work
9.4.8 Field Trips (Out of Classroom Activities)
9.4.9 Community Support
9.5 Teaching-Learning Strategies (Large Group)
9.5.1 Direct Teaching
9.5.2 Monitorial Assistance
9.5.3 Group Leaning
9.5.4 Self Study
9.5.5 Team Teaching and Sharing Responsibilities
9.5.6 Peer Tutoring
9.5.7 Use of Cues
9.5.8 Pupils Self-help Strategies/Self Learning
9.5.9 Evaluation and Feedback Strategies
9.5.10 Management of Space and Time
9.5.11 Seating Arrangement
9.6 Teaching in Diverse Situations
9.6.1 Locomotor Disability
9.6.2 Visual Impairment
9.6.3 Hearing Impairment
9.6.4 Intellectual Disability
9.6.5 Learning Disability
9.6.6 Specific Teaching-learning Strategies
9.6.7 Adaptation in Curriculum/ Instructional Material and Methodology
9.6.8 Supportive Aids
9.7 Space and Time Management
9.7.1 Space Management
9.7.2 Time Management
9.8 Let Us Sum Up
We acknowledge that Unit 9 Multigrade Teaching and Teaching in other Contexts
has been adapted from Unit-4 Teaching in a Variety of Contexts of Block-1 Teaching
and Learning, ES-211 Teaching Learning at Primary Level of Diploma in Primary
Education, School of Education, IGNOU, New Delhi, 2008.
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Pedagogic Practices at 9.9 Unit End Activity
Elementary Level
9.10 Suggested Readings and References
9.11 Answers to Check Your Progress

9.1 INTRODUCATION
A glance at the primary schools in our country reveals large variation in the
school and class size index. Some primary schools are large-sized, while some
of them are medium-sized and others are very small-sized. In the large and medium
sized schools, the teacher-pupil ratio is 1:40 or more. Teachers teach grade-wise
or even section-wise. In sparsely populated areas, very often several grades
comprising 10-15 children make a normal class-size. In this context, the teacher
has to combine several grades and practice multigrade teaching. Also, expanding
the educational facilities for disabled and integrating them into the normal
classroom set-up, presents a different context for teaching. All these situations
often create a differential or a variety of contexts for teaching.

In this unit, you will understand and learn about various contexts and also suitable
methodologies/ teaching strategies for organizing multigrade teaching, handling
large-sized class and teaching in integrated class. The instructional strategies
can differ from one context to another, depending on the class size, its objectives,
composition, subject content etc.

9.2 OBJECTIVES
After going through this unit, you should be able to:
• explain the concept and need for teaching in a variety of contexts i.e. classes
of mulitgrade, large-sized and having students with diverse needs;
• discuss various strategies of teaching-learning in different contexts;
• describe the various patterns of space and time management in multigrade,
large-sized classes and an inclusive teaching situation;
• use these instructional strategies in a variety of contexts.

9.3 MULTIGRADE TEACHING

As you know that a large number of schools are single teacher, two or three
teachers schools, where a teacher may have to teach more than one class. The
situation where one or more grades are combined and made to sit together in the
same classroom and are taught by a single teacher is called a multigrade class.
This situation of combining more than one class of teaching is called multi-
grade teaching.

A multigrade class consists of children of different grades/levels, age groups and

ability levels. You may also be familiar with some of the problems of a multigrade
teaching situation. The multigrade-teaching situation differs from one school to
another depending on the number of teachers and pupils enrolled and the
methodology to be adopted. The traditional approach of teaching cannot be
adopted in a multi-grade setup, which may disrupt and disorganize the learning
process and discipline of different grades.
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 Multigrade Teaching and
Check Your Progress Teaching in other Contexts
Notes: a) Write your answers in the space given below
b) Compare your answers with those given at the end of this unit.
1) List the problems faced by teachers while teaching multigrade classes.
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9.4 TEACHING LEARNING STRATEGIES

(MULTIGRADE SITUATIONS)
For your convenience some of the instructional strategies have been explained
in this unit. You can use them effectively, efficiently, appropriately and
successfully and utilize them in multigrade situations. Following are some of
the instructional strategies that you can adopt in multi-grade situations.

9.4.1 Direct Teaching

In a multigrade teaching situation, time for direct teaching is of great significance.
In this situation it may not be impossible for you to devote full-time to a single
grade. In this context, direct teaching can be adopted by you to present an
overview/ summary of the lesson/ topic, while starting a new topic/ lesson, to
explain difficult concepts and different activities, to arouse learners’ curiosity, to
explain the role of monitors and peers, to assign self-study exercises, for
reinforcement, evaluation and remedial measures, etc.

At the same time, you should also make sure that the direct teaching is followed
and proceeded by monitorial assistance, peer-group work and self-study by pupils.

9.4.2 Monitorial Assistance

Very frequently you may be taking assistance from monitors to facilitate and
share your teaching work while you are engaged with some other grades/levels
or in some academic/non-academic work. You might have realized the
significance of monitors who have a dynamic role to play in multigrade context.

You should be quite careful in selecting monitors. Different monitors should be

selected for different subjects/ activities. The monitors selected should be
generally of the same grade rather than of the senior grade. You can seek monitorial
assistance to facilitate miscellaneous activities – to organize peer group and
individual learning activities, or to demonstrate the materials. You may also take
the help of monitors to conduct drills, to supervise self-study and to monitor the
assigned activities and to maintain discipline of the classes.

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Pedagogic Practices at While selecting monitors the following points need to be considered:
Elementary Level
1) Ability to understand the topic;
2) Readiness for concept clarification, and to carry out different activities;
3) Ability to manage the group learning, and peer tutoring;
4) Qualities of understanding, sympathy, co-operation leadership, etc.

9.4.3 Peer Tutoring: Students as Resources

Peer tutoring involves students teaching students. The typical peer-tutoring
consists of a more capable student assisting less capable ones. Peer tutoring can
be both one-to-one and one-to-several pupils i.e. small group. In a multigrade
set-up peer tutors assist in reducing the workload of the teachers and also facilitate
the individual learning. This strategy can be used successfully in developing the
essence of co-operation amongst learners. It can be extended to:
− Explaining school routines;
− Giving drill exercise to reinforce the concept;
− Demonstrating for effective learning;
− Activating the learner’s participation.
Peer tutoring is of several types. In a multigrade context cross age peer tutoring
is quite useful where older students help the younger ones. The students who are
good in a particular subject are selected as peer tutors to assist other pupils of
his/ her group of the same class or of other classes. Sometimes a peer tutor may
be appointed by a teacher or by the pupils. The peer tutors some orientation by
you to provide positive feedback to other students and to assist the smaller children
in a democratic approach.

Your role in this context is quite different. For example while teaching class V students,
you can engage other classes IV and III to accomplish a task on mathematics, or
Language with the help of peer tutors of the same class or of higher classes. You need
to constantly keep a watch and monitor the progress of work.

Peer tutoring provides an opportunity for self-evaluation to students, to act as a

tutor and develop a sense of responsibility and accountability among students.

9.4.4 Peer Group Work

The multigrade classroom can be organized by you in cohesive peer group i.e.
grouping bright, average and weak students together. The pupils in a peer group
of the same grade or of different grades teach one another and the more able
among them in a particular subject/ activity act as teachers for those who are less
able in that subject/ activity. The peer group leader should be the member of peer
group and leadership should be assigned on rotation. The peer group work helps
to provide immediate feedback and individual attention to the learner. It also
helps the learner to progress at their own pace and seek immediate guidance,
whenever, required.

9.4.5 Self Study

You can realize the difficulty, a teacher of a multigrade situation has to face, to
keep pupils of different grade(s), level(s) engaged all the time. Textbook alone
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cannot serve this purpose. You can solve this problem by arranging a variety of Multigrade Teaching and
Teaching in other Contexts
carefully graded self-learning materials, in order to engage the learners
meaningfully and cater to their progressive levels. Different pupils may be given
different activities to perform. Some learn counting while some others are engaged
in tracing pictures by using stencil and papers. Arranging pictures on a board to
make a pattern or short story can be another activity.

Revision for comprehension drill in language skills, use of assignment cards,

etc. are some of the self-study activities. Some exercises can be given from the
content as individual work assignment. The older children of higher levels would
require more of self-learning activities. The younger children of lower levels
would require more of concrete materials and a range of activities which will
help them in learning through ‘doing and experiencing’. Continuous supervisions
is needed to keep busy in self study activities.

9.4.6 Whole Class Teaching

To engage pupils in different subjects/ activities in multigrade teaching is
sometimes a difficult task. In this context, you can combine all the grades together
and teach certain subjects like:
• Physical and health education;
• Music;
• Moral studies;
• Art education;
• Presentation of general information to all pupils;
• Value education etc.

9.4.7 Small Group Work

You can take the advantage of the multigrade classroom (where the size of each
grade is small) by organizing small group activities for pupils. The organization
of small group work provides a potential learning environment to pupils and
also helps you to keep a focus and provide assistance to all pupils on a one to one
basis.

The grouping of pupils should be flexible and based on the nature of instructional
activity. You can group the pupils in both vertical (grouping pupils of different
grades) and horizontal (grouping pupils of some grades) combination. The former
grouping is useful for peer tutoring, mixed ability group work, etc. and later for
self-study/use of workbook, etc. In fact, it is the activity that determines the type
of group organization. The reasons and purpose for group work should be
explained to the children.

If small group work is accepted as a classroom organization strategy, your role

will definitely change. Accordingly, you must follow a few guidelines for
organizing small group work as a facilitator.
• Group size should be of 4 to 5 students.
• Specific seating arrangement may be done as per the group work.
• Make a group for a week or a fortnight.
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Pedagogic Practices at • Rotation of group leaders is essential to optimize pupil participation.
Elementary Level
• Monitor the progress of each group and assist them wherever necessary.

9.4.8 Field Trips (Out of Classroom Activities)

You may sometimes organize field trips for children of multigrade classes to
help them to understand their environment. These would help you in initiating
new activities. In fieldtrip activities, pupils are to be guided as to how to observe,
explore, understand and react to the environment. You may initiate activities
with pupils to: (i) observe and record facts and phenomena; at field level, at
class level (ii) compare notes; (iii) examine opinions; (iv) infer rules, relationship
and laws; and (v) draw generalization. Further, knowledge gained by the pupils
may be systematized through discussion and involving students of all classes.

Extended Teaching Periods

Assigning routine home work and correcting them may cause some problems
for you. But these children of multigrade classes can stay back for about an hour
after the schooling time to do the homework. Sometimes pupils of senior classes
may help the children of lower classes, to accomplish their home task. At the
same you may provide guidance to monitors and peer group teachers for the next
day work.

9.4.9 Community Support

In a multigrade situation, involvement of community members can be a powerful
support and resolve few constraints. You can involve some retired persons, social
workers, and educated parents in the teaching work to supplement your efforts.
Local expertise in craftsmanship could also be utilized.

Check Your Progress

Notes: a) Write your answers in the space given below
b) Compare your answers with those given at the end of this unit.
2) How will you organize peer tutoring to facilitate multigrade teaching?
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3) List five teaching learning strategies that you can use to facilitate your
teaching in a multigrade context?
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 Multigrade Teaching and
9.5 TEACHING-LEARNING STRATEGIES (LARGE Teaching in other Contexts

GROUP)
Although Right to Education Act (2009) stipulates teacher-students ratio as 1;30
at elementary level, there are many schools where the large number of pupils of
the same grade sit together in one classroom and are taught by a single teacher.
As a teacher you might have experience of teaching in a large-sized class. Hence,
large sized class of the primary level is a monograde class with 50-60 or more
students either comprising one section or a combination of two sections. A large-
sized class is the result of shortage of space and teacher or both. You may be
familiar with problems of handling large-sized classes. Large-sized classes are
noisy, very difficult for maintaining discipline, and providng individual attention
and your class when they face difficulty in writing from the blackboard. You
may be facing great difficulty even while correcting copies of class work and
assigned homework. Inadequate space in the classroom may be causing an
obstacle for you as well as for the children. The traditional methodology rarely
provides a solution to the problem of handling/teaching a large-sized class.

For your convenience, some of the instructional methodologies have been

discussed in this unit.

Some of the instructional strategies that you can adopt in a large-sized class
teaching are being discussed below.

9.5.1 Direct Teaching

Unlike multigrade situation, in the context of large-sized classes you may devote
full-time for a single grade. Although direct teaching is of great significance, it is
quite impossible on your part to do direct teaching all the time. In the context of
large-sized classes, there is no suggestion that it must be abandoned, but it might
be usefully adjusted in such a way as to give initiative and responsibility to
pupils and to make learning process less passive. Direct teaching should be used
in large-sized classes only for a limited time (20-25 minutes) before students
lose their attention. Subsequently, you may follow it up by peer tutoring and
group activities. Direct teaching is of great use in large-sized classes for
introducing a concept, topic and directing the whole class for different activities.

9.5.2 Monitorial Assistance

In a large-sized class the teacher-pupil ration is high. In such a situation, you
may be taking assistance from the monitor of your class. A large-sized class
requires more than one monitor of the same grade depending upon the number
of students in a class. At least one monitor for each row for 10-12 students is
needed so as to maintain discipline, to check class work or homework copies, to
display aids etc. you may also take the assistance of monitors to:
• Demonstrate the materials;
• Lead/ supervise the students in outdoor activities/ field study;
• Supervise self learning/ drill;
• Co-ordinate group learning;
• Maintain discipline in the classroom;
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Pedagogic Practices at • Help you in roll call;
Elementary Level
• Assist you in placement of teaching aids;
• Assist you in seating arrangement.
Rotation of monitors should be a regular feature so as to give opportunity to
each child to develop leadership qualities. You should provide training to different
monitors to perform their assigned task.

9.5.3 Group Learning

The large number of students of a single grade/ class can be arranged by you in
cohesive peer groups. In such a situation, the cohesive group is formed by grouping
bright, average and weak students of the same grade/class together. The grouping
of pupils should be planned in a flexible way depending on the nature of
instructional activity. You can also organize the seating arrangements accordingly,
e.g. if the seating arrangement is in the form of vertical rows, make sure that in
each vertical row combinations of bright, average and weak students are seated,
so that all these students of different abilities can help each other in different
subjects/activities. As and when required you may opt for rotation of group and
leaders. These group leaders may be oriented to conduct group activities.

Group work in a large-sized class is generally organized in the form of map

reading, mutual dictation, solving sums, quiz, antakshari, word games etc. The
group composition can very from one school to another depending on the size of
the class. Hence, the strategy for organizing group work needs to be dealt with
meticulously by you for effective handling of large-sized classes. Guidelines for
organizing group work need to followed. Efforts should be made to integrate
both cognitive and affective development of pupils while organizing group work.

9.5.4 Self Study

Large-sized classes not only consist of students in a large number but also of
different abilities. You must be familiar with the situation when sometimes it
becomes quite difficult to engage such large numbers of students. These groups
of students of different abilities can be engaged in the classroom by assigning
self-learning material to each and every student on the basis of their ability levels.
This requires a lot of initiative on your part, as you have to organize and arrange
a variety of self-learning materials, on the basis of need and ability levels of each
and every child. While assigning self-learning materials for pupils you can also
arrange the students in small groups.

9.5.5 Team Teaching and Sharing Responsibilities

Team teaching and sharing responsibility is another strategy where responsibility
can be shared between two teachers. You can use this strategy while teaching
science, mathematics, geography and language. For example, while teaching
science one teacher can take the responsibility of explaining difficult concepts
and introducing topics, the other teacher can assist in conducting activities,
maintaining discipline, observing and monitoring activities, correcting copies
etc. In an other example, a teacher may take up the responsibility of remedial
teaching for weak students for a short duration while the other teacher can teach
the average and above average students. This process helps the weak students to
cope with other students and facilitate participation in class teaching.
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9.5.6 Peer Tutoring Multigrade Teaching and
Teaching in other Contexts
Peer tutoring implies using students as resource to ease the pressure on a teacher’s
time. In large-sized class, the peer tutoring is usually organized amongst the
classmates themselves. In the context of a large-sized class, same age peer tutoring
is more beneficial and effective. The tutor and the tutee are of the same class,
which helps them to understand each other better. This also facilitates individual
learning. In this situation, you can combine two vertical rows, one of tutor and
other of tutee, so that they can sit together. Therefore, the tutee can take the help
of a tutor whenever needed and the tutor can also help the tutee without disturbing
the class teaching. Selection of peer tutor largely depends on the skills and
competencies of students to act as peer tutor. The students who are at mastery
level and complete the work quickly can also serve as volunteer tutors for average
and below average. Peer tutor can explain things in a peer language understandable
to the students. In the meantime you can also concentrate on below average
students along with monitoring peer tutors and their progress.

Typical peer tutoring consists of more capable students assisting a less capable
one. Tutoring can also involve a team of three members (one tutor and two tutees)
or grouping as many as six to eight students of heterogeneous ability. A teaching
strategy of this kind, of course, require objective, meticulous planning and
implementation.

9.5.7 Use of Cues

In order to avoid high pitch voice while teaching and handling large-sized classes,
you may use different cues like writing in bold letters on the blackboard, showing
different cards for organizing different activities, clapping by students for a minute,
maintaining silence for a while. The use of cues facilitate further in maintaining
discipline in the classroom and in the teaching process.

9.5.8 Pupils Self-help Strategies/ Self Learning

In the context of large-sized class, self-study is considered a potential strategy as
it reduces the burden of teachers and saves their time.

You can try to cultivate a large variety of self-help strategies through self-learning,
silent reading and self-evaluation from blackboard etc. which will not only help
you to handle large size classes more effectively, but also developing self-help
strategies amongst students. Self-learning tasks can be done greatly by the children
on their own with internal feedback system. Through self-learning, activities
like silent reading, mathematic, drawing should be encouraged.

9.5.9 Evaluation and Feedback Strategies

In a large-sized class, on-going evaluation and giving feedback are difficult
processes. You can plan class or home assignments meticulously in the context
of a large-sized class. You may assign class-work for only two subjects, mainly
language and mathematics every day and twice a week for other subjects. The
same strategy may be followed for homework also. You may encourage children
for self-evaluation from the blackboard cross-checking by the peer, spot-checking
by yourself and providing immediate feedback.

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Pedagogic Practices at
Elementary Level Check Your Progress
Notes: a) Write your answers in the space given below
b) Compare your answers with those given at the end of this unit.
4) How are you going to use peer tutoring, monitorial assistance in a large-
sized class? How it would differ from that of multigrade teaching?
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5) List different teaching learning strategies to be used in your class.
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9.5.10 Management of Space and Time

As we have discussed earlier, a large-sized class is the result of shortage of
classrooms or school space or both. The classroom, built earlier to accommodate
only 40 children, now accommodate a large number of children ranging from
60-80-100. As we know shortage of space creates an obstacle in the smooth
transaction of curriculum and classroom management. Hence, you as a teacher
may have to resolve this constraint be adapting/ organizing few innovating seating
patterns. You may adopt a variety of seating pattern in order to:
1) Minimize management problem;
2) Keep all children in attentive;
3) Provide adequate space for seating, writing and keeping bages;
4) Provide space for teachers’ movements;
5) Facilitate peer tutoring and group work;
6) Write conveniently from blackboard;
7) Minimize noise distraction;
8) Facilitate multi-ability grouping.
In the context of a large-sized class you may have to adjust your timing for
teaching, followed by group work and peer tutoring. Hence, you may have to
prepare a flexible time table keeping in view the curriculum and progress of
each and every child.

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9.5.11 Seating Arrangements Multigrade Teaching and
Teaching in other Contexts
a) Split Half: For your convenience you may divide the whole class into two
groups (30-35 in each group). One group can be confined to seats in the
classroom whereas the other group can be accommodated in the veranda or
in any open space. In this context, the rotational teaching, with the help of
peer tutors, monitors may be carried out by you to enhance learner’s
achievement.

b) Vertical/Single row: Your may arrange the seating pattern in vertical/single

row by combining bright, average, below average students (10-12-19
children). This will facilitate organization of group work, peer tutoring and
monitorial assistance. This facilitates a weak child to take help from peer
tutors whenever needed without disturbing the class.

c) Semi Circular: Depending on the space in the classroom you may organize a
semi-circular seating pattern by removing the furniture from the classroom.
The flexible seating pattern may help the students to write, to participate in-
group activities, and for organizing peer tutoring.

Check Your Progress

Notes: a) Write your answers in the space given below
b) Compare your answers with those given at the end of this unit.
6) Identify activities, which could be undertaken through self-learning in
− Language
− Mathematics
− EVE I and II
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9.6 TEACHING IN DIVERSE SITUATIONS

You must be aware of the National Policy on Education (1986) and the Programme
of Action (1992), which clearly state about the education of those with mild and
moderate impairments in formal education set up. The Act of “The Equal
Opportunities, Protection of Rights and Full Participation (1995)” calls for
provision of equal educational opportunities to pupils with disabilities. Hence,
education of children with disabilities is considered as a viable approach for
achieving Universalisation of Elementary Education (UEE).

While you might have come across children with hearing, visual, orthopedic or
intellectual disability in your classroom, you may not have paid much attention
to them as thinking that they can not learn anything except vocational skills. But
you will be amazed to know that such children can be taught with the other
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Pedagogic Practices at children. They only need your assistance in getting supportive aid and appliances.
Elementary Level
These children need to be prepared in basic academic skills if they are identified
early. Let us try to understand them and help them to learn in our school.

Inclusive education means providing a positive environment to children with

disability so that they may grow and develop like other children. It promotes a
healthy social relationship between the non-disabled and disabled children of all
levels and reduces the physical distance between them through equal participation
in social activities. It provides equal educational opportunities to the children
with disability and prepares them for life like other members of the society.

There are children with some degrees of disabilities who are studying in our
schools. Some of the children with disability are easy to identify due to observable
behavior, but some of them need to be observed more carefully for identification.
Now let us define the disability areas, specifically, which will help you to
understand different kinds of disabilities and adopt teaching methodologies
accordingly in your school.

Whatever be the kind of disability, it is necessary that these children in the formal
set-up should be given a conducive learning environment. The teaching
methodology in an inclusive setting will differ with the kind of disability. It is
impossible to formulate a general teaching methodology for different kinds of
disabilities, as the children with different disabilities have different needs.
Therefore, the teaching methodologies will differ with the kind situation.

9.6.1 Locomotor Disability

These are the children with some physical problems related to bone joints or
muscles. This physical problem affects their mobility in the classroom. Though
these children do not have any learning problem, they may develop adjustment
problems due to their visible deformity or defect. These children are easier to
identify as the disability is usually observable. With proper aids, appliances and
encouragement these children can be dealt with very easily.

Educational Implications
Within the classroom, you can make these children sit in the front: this will also
help to facilitate the free movement of other students. The seating pattern of
these students in the classroom should be on the basis of the aid or appliance
used by them, for example, the child who uses wheel-chair requires more space.
You can also organize group activities/learning activities according to their ability
level and encourage them to participate in these activities. To make them feel at
ease you can ensure their involvement in multifarious activities so as to reduce
their adjustment problem. You may provide adequate opportunities for the child
to participate in games, recreation and physical activity. You may remember that
every child’s needs must be catered to individually.

9.6.2 Visual Impairment

These children are either blind or partially sighted. The blind child needs Braille
(an instrument, which is read through touch) as they cannot read usual textbook.
Those with low vision can read with the help for magnifying glasses or large
letters.

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Educational Implications Multigrade Teaching and
Teaching in other Contexts
On identification, these children can be made to sit at a fixed place near to the
black/white board, so that the writing on the board is visible to them. You should
also make sure that you write in bold and clear letters on the board and
simultaneously by read loudly while writing. In this situation, you can make
teaching effective by maximum utilization of three dimensional aids, auditory
and tactile aids. Teaching learning can be made even easier by providing lenses,
magnifying glasses, large sized printed materials, audio cassettes and actual
objects.

9.6.3 Hearing Impairment

Hearing impaired are those children who have a difficulty is hearing and difficulty
in acquiring speech and language development. The degree of hearing loss is
less in some children while it is more in others. Most of the hard of hearing
children already studying in our school use hearing aids. They need to be prepared
in communication basic skills through special techniques.

Educational Implications
On identifying these children, you can make them to sit in the front row and also
encourage them to observe and read your lip movements while you are teaching.
You can make your teaching effective and participative by using more of action-
based situations, more visual aids to compensate for the auditory deficit. For
teaching abstract concepts you can use more audio visual aids, role- play and
dramatization. Oral participation can also be encouraged amongst hearing
impaired children.

9.6.4 Intellectual Disability

A child with significantly less intelligence and deficits in adaptive behavior may
be understood as a child with intellectual disability. He/ she has problems in
learning, social and emotional behaviours. As a result, the child learns more
slowly. These children have difficulty in learning and social adjustment. The
degree of delayed development differs from one group to another.

On the basis of their ability level, they can be part of school system and can learn
to their fullest potential, when the appropriate methodologies are adopted by the
teachers. Adopting proper teaching strategies, the child can learn to a fairly self-
sufficient level. For identifying these children, their adaptive behaviours should
be assessed along with intellectual assessment.

Educational Implication
You may be amazed to know that most of these children are already studying
within general classrooms. They require more repetition in the instructional
materials. The learning activities should be organized through games, physical
education and music, which form a permanent impression in their minds. You
should follow strict developmental sequences for teaching basic skills. For
example, learning numerical skills 1-5 by repeated oral practice with matching
of pictures. Various activities may be used for eye hand coordination, developing
memory skills, developing sound discrimination etc.

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Pedagogic Practices at 9.6.5 Learning Disability
Elementary Level
As a teacher you might have come across some children who make mistakes
repeatedly either in writing, reading or arithmetic. They have problems in one or
more areas of basic academic skills but they are average or above average in
intelligence. These children are not able to differentiate between ‘b’ and ‘d’, ‘6’
and ‘9’ etc. The learning disabled are defined as those having disorder in one or
more of the basic psychological processes involved in understanding or using
spoken or written language.

They are neither intellectually disabled a or do they have visual or hearing

problems. The problem may be due to minimal brain dysfunction/ emotional/
behavioural disorders. They can have different level of learning difficulties and
differ in their behaviour characteristics. But all of them show severe discrepancy
between achievement and intellectual ability.

Educational Implications
These children need a lot of training practice and encouragement so as to improve
their perception, attention span and visual co-ordination. In an inclusive set-up,
you can adopt few teaching strategies like breaking the learning activity into
small steps as recommended for children with intellectual impairment. In your
very context, you can transact the curriculum by adopting a flexible approach
and using a variety of activities to reinforce learning. While teaching children in
an inclusive class, you should not teach letters, words, or numbers which resemble
one another. You can use a multi-sensory approach and learning aids to provide
different concrete experiences.

9.6.6 Specific Teaching-Learning Strategies

In your classroom context, you can adopt few teaching strategies keeping in
view the specific disabilities. Your role will be that of a facilitator to organize
teaching them along with their peers. Your role in this context is very important
because you as a teacher can only identify the performance level of students and
functional potentiality. For identifying the children with such problems, if
required, you can take the help of experts like psychologists, special teachers
and doctors etc.

9.6.7 Adaptation in Curriculum/Instructional Material and

Methodology
As a teacher of an inclusive class, you may be required to adopt instructional
materials and methodology, to meet the need of child with disability. While
planning the adaptation, it may be mentioned that the same leaning experiences
are provided to both non-disabled and disabled. You must ensure that the child is
provided basic facilities to perform academic activities in class and otherwise.
To enable such child to participate equally in classroom activities, you can adopt
few modifications in the physical environments. For example, you may ask a
child with hard of hearing to sit on the front bench of the classroom and provide
large print materials and magnifying glasses to help a child with partial sight to
perform better. Adjustable furniture provided a normal functioning environment
to the children with orthopedically problem. The responses of the peers can be
made use of to provide the repeatitive exercises to the child with learning
difficulties studying in schools. They can also be helped in the correction of a
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specific learning problem through participation of peers. For example, if a child Multigrade Teaching and
Teaching in other Contexts
writes ‘b’ for ‘d’ and ‘6’ for ‘9’, the teacher can ask the peer to make a game for
rapid practice and the child with learning difficulty is asked to actively participate
in the game so that the problem is resolved. In this way, the teachers can plan
interesting remedial activities for these children.

9.6.8 Supportive Aids

Here the teacher makes use of the learning experiences of non-disabled and
disabled children for teaching the difficult concepts in the class. The teacher can
help a child with hard of hearing in learning by providing good listening
environment with less noise and use of suitable hearing aid. Similarly, child
with visual impairment can be given tactile material for learning the concept
taught in the class. For example, if the teacher is teaching about rocks and hills,
he can make use of tactile aids for him/her which will also help the peers in
learning about the difference between rocks and hills. The children with orthopedic
impairment generally do not require any supporting learning aids for learning of
the concepts, but in case of upper limb impairment, the teacher can provide
modified or thick pencils or pens so as to facilitate easy holding.

Check Your Progress

Notes: a) Write your answers in the space given below.
b) Compare your answers with those given at the end of this unit.
7) What can the teacher do to help the child with locomotor disability in
an inclusive classroom setting?
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8) What teaching strategies a teacher can adopt in an inclusive set-up while
teaching with children visual impairment?
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9) Explain the difference between children with intellectual and learning
disability. Which are the common teaching strategies you can adopt
while teaching to both category of children?
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Pedagogic Practices at
Elementary Level 9.7 SPACE AND TIME MANAGEMENT
In a multigrade school situation, most of the activities take place in the same
classroom involving students of different grades. For example, when you would
be teaching pupils of one class, the pupils of other classes get disturbed. Hence,
space management is essential in the context of multigrade classes to minimize
distraction in the same class. One way to minimize the sound distractions is to
try some alternative seating arrangement in the same room. There are various
seating patterns, which you may try in your school to facilitate the teaching process
in a multigrade set-up.

9.7.1 Space Management

a) Horizontal and Vertical Seating Pattern
In a multigrade situation as you have to teach two or three grade, You can
make the groups in various ways. You may group the students in some grades
and intermix the grades, or you may form a group of bright, average and
weak students. Vertical seating pattern can be used for some time everyday.
This pattern facilitates the intermixing of the grades, which serve the purpose
of guidance and remedial work. A horizontal pattern may be used for engaging
students in self-study.

b) Collective Teaching Pattern

For various collective activities like school assembly, games, lectures, art
education etc. the pupils of all grades may be seated vertically.

c) Management of Wall Space

In a multigarde set-up, the four walls of the classroom can be used effectively
by fixing blackboards or creating writing space. The external wall can also
be used for the same purpose. This would facilitate rotational teaching,
monitorial assistance, self-study and collective activities.

9.7.2 Time Management

It enables both the teacher and pupils to systematize their days and weekly
activities. Time table for multigrade teaching requires meticulous planning to
fully engage pupils of different classes in activities. The following points will
help you in the preparation of a timetable in multigrade classes:
1) The entirety of the curriculum content of all grades;
2) Teaching learning strategies in the context of multigrade situation;
3) Weekly plans to help more then one time planning;
4) Planning collective teaching for the whole year;
5) Balancing indoor and outdoor activities in the timetable;
6) Planning for post school hour activities.
In the context, daily schedule may be planned out starting from prayer, roll-call,
curricular activities, group work, sports, collective teaching etc.

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 Multigrade Teaching and
Activity 1 Teaching in other Contexts
Try out the different seating patterns, for different activities and compare
their efficacy in your context.
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Activity 2
Prepare a daily weekly/ monthly schedule for your school for effective teaching
and management of the multigrade set-up
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9.8 LET US SUM UP

In this unit we discussed the concept, need and importance of teaching in a variety
of contexts, teaching in a variety of contexts i.e. handling large-sized, multigrade
classes, and teaching the disabled in an inclusive set-up is the biggest challenge
before our teaching community. As a practicing teacher, you must understand
the variety of teaching contexts to adopt differential teaching strategies.

Teaching learning strategies which could be useful for teaching in a multigrade

situation include direct teaching, monitorial assistance, peer group work, peer
tutoring, Self-study, extended teaching. Various patterns of space and time
management, which could be used in different situation, have also been discussed.
In this unit you had an idea of the need and concept of handling large-sized
classes and methodologies of teaching. Peer tutoring and monitorial assistance
of different nature, use of cues, direct teaching have also been discussed in the
context of large-sized class. Inclusive education for the different types of disability,
educational implication for each category has been highlighted in this unit. The
strategies mentioned in this module may be used for handling large-sized,
multigrade and inclusive classes. These could be improved upon according to
the need of the situation. These strategies would help you to be a reflective
practitioner in a variety of teaching contexts.

9.9 UNIT-END ACTIVITY

Define the concept of large problems you faced while handling large sized classes.
Prepare a plan for overcoming these problems.
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Pedagogic Practices at
Elementary Level 9.10 SUGGESTED READINGS
• APEID. (1988). Multiple Class Teaching in Primary Schools; A
Methodological Guide Book, UNESCO.
• Sharma, P. (1988). A teachers Handbook on IED, Helping Children with
Special Needs, NCERT, New Delhi.
• Gayfer, M. (ed.) (1991). Multigrade Classroom Myth and Reality, A Canadian
Study, Toronto Canadian Education Association.
• Glass G.V. (ed.) (1982). School Class Size Research and Policy, Implication
for Educational Policy of Research on Classes Size, Sage Publication.
• Goyal, B.R. (1995). Multigrade Teaching, SOPT Package, NCERT, New
Delhi.
• Panda, P. (1998). Assessment of Training Needs of Teachers Teaching in a
Variety of Contexts, DPEP Calling, New Delhi (Teacher Special), Vol. II,
No. 10.
• Panda, P. (1988). Instructional and Management Practices in Handling Large
Sized Classes, NCERT, New Delhi.
• Singal, R.P. (1998). Indian Schools, Vikash Publishing House, New Delhi.

9.11 ANSWERS TO CHECK YOUR PROGRESS

1) Teacher specific children in a class belong to different
i) grades
ii) age group and
iii) ability level.
2) In a multigrade class I can organize cross age peer tutoring. This way older
students can help younger ones. Another way is to appoint bright students of
the same class as tutor to weak students to assist them.
3) i) Monitorial assistance
ii) Peer tutoring
iii) Self study
iv) Small group work
v) Community support
4) In large-sized classes since Teacher-Pupil ratio is very high. In such situations
I will take assistance from class monitor and bright children of the lass.
I shall appoint one monitor each for 10-20 students in a row. His/her work
would be to assist me in maintaining discipline, checking class work and
home work copies, displaying teaching aids etc. Peer tutors i.e. bright children
would be given the task to teach weak children. This way children will learn
better here. They will get individual attention.

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 The situation in large-sized classes differs from that in Multigrade situation. Multigrade Teaching and
Teaching in other Contexts
In a classes multigrade situation crossage groups may be formed for peer
tutoring i.e. students from higher classes teach those of lower classes.
5) i) Direct Teaching
ii) Monitorial Assistance
iii) Group Learning
iv) Self Study
v) Team Teaching and sharing responsibilities
vi) Peer Tutoring
vii) Use of clues
viii)Pupil Self-Help Strategies
6) i) Silent Reading, Self-evaluation from board, Drawing
ii) Calculaltions, self-evaluation from board, Drawing
iii) Silent reading, self-evaluation from board, Drawing
7) A teacher can help the child with locomotor disability by providing adjustable
furniture or adjust the seating pattern of in class as per the appliance used by
them. These children also suffer from adjustment problems. Teacher should
encourage and try to ensure their involvement in multifarious activities to
reduce their adjustment problems.

8) Children with visual impairment should be provided with Braille books

(books which are read through touch). Those with low vision can read with
the help of magnifying glasses/ large points reading material.

Such children be made to sit in the front row, to make black board writing
visible to them. The matter be written in bold and clear letters on the black
board and simultaneously readout loudly while reading.

9) Learning disabled children are the children with problems in areas of basic
academic skills due to minimal brain dysfunction/ emotional/ behavioural
disturbances, but they are not with intellectual impairment. Whereas children
with intellectual disability are those who have sub-average intelligence and
deficits in adaptive behaviour. They learn more slowly and have difficulty in
learning and social adjustment. Both need lot of training practices using
variety of activities and encouragement.

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