Multi-grade strategy can be compared with mono-grade teaching where a teacher is in-charge of
only one grade. Hence, mono-grade is arranged grade wise. The term multi-grade describes a
situation where learners of various grades are positioned together for guiding purpose. This
comprises multi-grade classes in both multi-grade schools, where multi-evaluating is a response
to the way that there are less teachers than grade levels, and bigger schools, where multi-
reviewing is a reaction to uneven learner’s consumption. It is similarly significant to distinct
between multi-grade classes to which learners can't be called on the principle of such things as
capacity or mentality and multi-grade classes to which learners can be selected. Thus, learners
are dependably non intentionally doled out to a class that has two or more grade level of children
in a school where groups of learners of different grades are taught in a single class room.
Investigations of things of multi-grade classroom association have not generally made this
difference obvious. A class that includes children of a solitary class, yet ordinarily of blended
capacities is called mono-grade class. Ordinarily such classes include learners of a comparative
age group, however in nations where repeat and rushing is normal, a mono-grade class may
likewise be of blended age. The term single age class is once in a while used to distinguish
classes that have children of a predefined age extend harmonious with grade level (Bray, 1987).
Therefore, this essay will highlight on the characteristics features of both mono-grade, multi-
grade teaching and identifying strategies of handling multi-grade classes.
However, the first characteristic of both monograde and multgrade is that, a class do not only
have learners of different ages or levels in the same classroom, it goes much further than a
simple idea of spatial organization. Hence, the need to put learners together because of low
learner’s numbers is the excuse for creating a new concept of education in the classroom under
multigrade. This type of a class implicitly brings with it a way of working and forming
relationships, of organizing and designing the curriculum, some peculiarities that make it
different from the rest (Aksoy, 2007).
Anya (2013) found that in multi-grade teaching there is difficulty/deficiency to organize the
lesson plans in logical manners by giving daily life examples. In mono-grade, teaching teachers
demonstrated and presented subject matter attractively and effectively. Hence, Anya observed
that control group teachers’ presence in classroom was satisfactory and teachers came to the
class and left the class well in time. Teachers were friendly in the classroom. There is no proper
, awareness about the multi-grade teaching among the principal of school and teachers. It required
refresher courses regarding multi-grade teaching to utilize this method to improve the shortage of
teachers. proposes that in a program of teachers’ education, teachers thinking have more
importance as teachers view new concepts by their obtainable thinking and they only activate
those concepts that are matching with their thinking. In this study, it was observed that teachers
had command over their subject in mono-grade teaching group; they provided sufficient time to
the students for discussion; they respected opposing viewpoints of students; they used
appropriate teaching aids effectively.
Under the present circumstances, it can fully be apprehending that there is a dire need to target
the multi-grade teaching. As the teachers of mono-grade, teaching group monitored the
performance of the learners regularly. Weekly tests are regularly managed. The study reflected
that assessment system in both the groups was satisfactory. The results of mono-grade teaching
are better than the multi-grade teaching. Teachers covered courses in time in both set up.
Teachers assessed learner’s level of understanding and re-taught if needed, that’s the other
characteristic. Hence, it is also observed that learners of the mono-grade teaching competed well
with the students of multi-grade teaching. Aksoy, (2007) observed that teachers of the Mono-
grade group prepared their lesson plan before taking classes. They are satisfied with the content
and subject taught in the classrooms. They usually used A.V aids in the classrooms and teaching
learning process is better in mono-grade teaching as compared to multi-grade teaching. Thus,
teachers of mono-grade teaching are found more aware of the content/course/subject being
taught in the classrooms and are more aware of the factors that make learning effective in the
classroom. They are sensitive to the learner’s emotions, thoughts and attitudes as they affect their
learning. They are able to present and create situations for the effective learning. They are able to
identify one’s own areas of weakness in the teaching situation and they think critically and
creatively about one’s own lessons. In addition, teachers of the multi-grade teaching and mono-
grade teaching are experienced but there is a need to conduct training session for the teacher of
multi-grade class. Therefore, it is optional that teachers of multi-grade group should be given
chance of regular teachers training program so that they can minimize their weakness/problems.
However, Little (1995) stated that, using an organizational and curricular strategy to attempt to
adapt teaching to different learning rates, needs, interests and individual characteristics of the
only one grade. Hence, mono-grade is arranged grade wise. The term multi-grade describes a
situation where learners of various grades are positioned together for guiding purpose. This
comprises multi-grade classes in both multi-grade schools, where multi-evaluating is a response
to the way that there are less teachers than grade levels, and bigger schools, where multi-
reviewing is a reaction to uneven learner’s consumption. It is similarly significant to distinct
between multi-grade classes to which learners can't be called on the principle of such things as
capacity or mentality and multi-grade classes to which learners can be selected. Thus, learners
are dependably non intentionally doled out to a class that has two or more grade level of children
in a school where groups of learners of different grades are taught in a single class room.
Investigations of things of multi-grade classroom association have not generally made this
difference obvious. A class that includes children of a solitary class, yet ordinarily of blended
capacities is called mono-grade class. Ordinarily such classes include learners of a comparative
age group, however in nations where repeat and rushing is normal, a mono-grade class may
likewise be of blended age. The term single age class is once in a while used to distinguish
classes that have children of a predefined age extend harmonious with grade level (Bray, 1987).
Therefore, this essay will highlight on the characteristics features of both mono-grade, multi-
grade teaching and identifying strategies of handling multi-grade classes.
However, the first characteristic of both monograde and multgrade is that, a class do not only
have learners of different ages or levels in the same classroom, it goes much further than a
simple idea of spatial organization. Hence, the need to put learners together because of low
learner’s numbers is the excuse for creating a new concept of education in the classroom under
multigrade. This type of a class implicitly brings with it a way of working and forming
relationships, of organizing and designing the curriculum, some peculiarities that make it
different from the rest (Aksoy, 2007).
Anya (2013) found that in multi-grade teaching there is difficulty/deficiency to organize the
lesson plans in logical manners by giving daily life examples. In mono-grade, teaching teachers
demonstrated and presented subject matter attractively and effectively. Hence, Anya observed
that control group teachers’ presence in classroom was satisfactory and teachers came to the
class and left the class well in time. Teachers were friendly in the classroom. There is no proper
, awareness about the multi-grade teaching among the principal of school and teachers. It required
refresher courses regarding multi-grade teaching to utilize this method to improve the shortage of
teachers. proposes that in a program of teachers’ education, teachers thinking have more
importance as teachers view new concepts by their obtainable thinking and they only activate
those concepts that are matching with their thinking. In this study, it was observed that teachers
had command over their subject in mono-grade teaching group; they provided sufficient time to
the students for discussion; they respected opposing viewpoints of students; they used
appropriate teaching aids effectively.
Under the present circumstances, it can fully be apprehending that there is a dire need to target
the multi-grade teaching. As the teachers of mono-grade, teaching group monitored the
performance of the learners regularly. Weekly tests are regularly managed. The study reflected
that assessment system in both the groups was satisfactory. The results of mono-grade teaching
are better than the multi-grade teaching. Teachers covered courses in time in both set up.
Teachers assessed learner’s level of understanding and re-taught if needed, that’s the other
characteristic. Hence, it is also observed that learners of the mono-grade teaching competed well
with the students of multi-grade teaching. Aksoy, (2007) observed that teachers of the Mono-
grade group prepared their lesson plan before taking classes. They are satisfied with the content
and subject taught in the classrooms. They usually used A.V aids in the classrooms and teaching
learning process is better in mono-grade teaching as compared to multi-grade teaching. Thus,
teachers of mono-grade teaching are found more aware of the content/course/subject being
taught in the classrooms and are more aware of the factors that make learning effective in the
classroom. They are sensitive to the learner’s emotions, thoughts and attitudes as they affect their
learning. They are able to present and create situations for the effective learning. They are able to
identify one’s own areas of weakness in the teaching situation and they think critically and
creatively about one’s own lessons. In addition, teachers of the multi-grade teaching and mono-
grade teaching are experienced but there is a need to conduct training session for the teacher of
multi-grade class. Therefore, it is optional that teachers of multi-grade group should be given
chance of regular teachers training program so that they can minimize their weakness/problems.
However, Little (1995) stated that, using an organizational and curricular strategy to attempt to
adapt teaching to different learning rates, needs, interests and individual characteristics of the
