Rajiv Gandhi Prathmik Shiksha Mission

Multi-Grade Teaching

Most rural primary schools function with only one or two teachers. In these school the teachers have to manage more than one class. Or, in other words they have to undertake what is also known as multi-grade teaching. In this situation, when the teacher is teaching in one class the student of other classes are engaged in some other activities, like story-telling, repeating tables, reading books, doing some creative activities, etc. This situation increases the chances that the student will simply mug up the contents without understanding the fundamental.

To address the problems of multi-grade teaching some innovative intervention like use of class monitor as an academic assistant to the teacher(s), formations of management committees to reduce the burden of ancillary duties of the teacher(s), organising the students in groups so that the group continues to study while the teacher attends to some other class, development of learning corners ("APNA KONAS") and use of student's own diary as a self-learning tool etc. were implemented.

Ten schools were selected for field testing the effectiveness of the new multi-grade teaching strategy. They were evaluated on the basis of the competency- based assessment formats and compared with the control group of ten other selected schools which were in the immediate vicinity of the schools taken up for field testing and which also had similar / same number of teachers and students. All the teachers of the schools selected for field testing were trained. an effective fortnightly monitoring system was evolved.

In these schools monthly selected/elected monitor assisted the teacher in formation of learner's groups, organising learning groups, obtaining attendance, distributing work among various class committees, arranging and managing teaching-learning material, preparing weekly calendar of activities, preparation of teaching plan, etc.

Different committees were formed to look after various activities of the school. Committees were entrusted with the responsibilities for water supply, cleaning, developing teaching and learning aids, sports and extra curricular activities. This also enhanced the self esteem of the students.

THERE WAS AN INCREASE OF 19.5% OVER ONE ACADEMIC YEAR IN THE OVERALL COMPETENCY ATTAINMENT RATE FOR ALL SUBJECTS( LANGUAGE, MATHEMATICS AND ENVIRONMENT) FOR STUDENT OF CLASSES IV & V OF ALL TEN SELECTED SCHOOLS TAKEN TOGETHER. THE COMPETENCY ATTAINMENT RATE CLIMBED FROM AN INITIAL LEVEL OF 30% TO 49.5 AGAINST A TARGET OF 60% OVER A PERIOD OF ONE YEAR.

An innovative diary specially developed keeping the interests of a child in mind was developed and distributed to all students. The students were free to express their inclinations, hobbies, thoughts, views and desires in different parts of the diary. All the corners of the class-rooms were converted into learning corners ("ANAPA KONAS") where teaching and learning material were kept in the form of models, educational toys and puzzles. These corners helped the students in understanding the concept and fundamentals of the subject matter. They used these material in the absence of the teacher(s) or during the period when the teacher(s) would be teaching in another class.

In all selected schools, tables of 2'x2'x1' size were provided which were used for group learning. The teacher became a facilitator for the group. Instead of roll call by the teacher, the students themselves maintained their roll call on attendance cards. Weekly learning plans were prepared by the students themselves and this promoted self and group learning and also enabled the teacher to plan his teaching time. The creations of students in drawing, literature, clay, and terracotta were displayed in the class room, which enhanced their attendance is creativity. A small library was established in each school in which paper clippings, books borrowed from the community, old storybooks etc. were kept.

The field testing showed 30% to 40% improvement in the academic and extra- curricular achievement of the students when compared with the control group schools at the end of one academic session.

The links below would give a clear picture of the efforts taken for promoting literacy in the district.

The story of access
A school with an alternative package
Education Guarantee Scheme
Civil works
Special drive on repairs
Bringing the child to the school
Keeping the child in the school
In the world of the handicapped
Multi-grade education