School Improvement in Multigrade Situation

(SIMS) An innovative Programme

WHY SIMS? (Aims)

To improve the current multigrade teaching practices in schools

To enhance students’ learning achievements

To create awareness in the community

OBJECTIVES Engage all the students in meaningful activities

Help the teachers develop students’ linguistic, science process, mathematical, moral and social skills

Help teachers use activities that enhance students’ conceptual understanding

Help teachers develop, share and use resources from the local environment

Raise motivation of the stakeholders

MAJOR COMPONENTS OF SIMS Negotiation with partner organizations

Professional development of teachers with particular reference to multigrade teaching

Support by PDTs at their workplace

Exploring ways for support/sustainability mechanism

STEPS TOWARDS ASSESSMENT

On going assessment of teachers during workshop

Field visit reports (Field notes)

Classroom observations

Formal (interviews) and informal discussions

Reflective journals of the teachers

PDTs experience sharing after field visits

Attendance register of students and teachers

KEY CHANGES AT SCHOOL LEVEL

•Structural re-arrangements

•Improved attitude towards teaching

•Positive attitude towards learning

•Enhanced Teaching and Learning

STRUCTURAL RE-ARRANGEMENTS

Seating arrangement

Framing time-table

Developing concept grid

Unit planning/lesson plan

Introduction of MLS

Attitude towards teaching Staying back after school

Developing and using teaching materials from the local environment

Writing reflective journal

Teaching with planning

Utilizing full teaching time

Saying no to punishment

Attitude towards learning Reduction in absenteeism

Using social skills

Participation/ Interaction

Doing home work

Helping teachers developing L/n cost materials

Teaching and Learning Classroom communication

Role plays

Facilitation

Students involved in Art & Craft/ sports

Students’ work Displays

Confidence

Challenges Lacking Pedagogical Skills

Particularly in MGT

Coming out from routine

practice and Re-switching

Time constraints

Large classes

Geographical conditions

Lessons Learnt Enhancement of teachers’ pedagogical skills

Sustainable support to the teachers at school level

Encouragement and accountability

Effective parental involvement

Manageable enrolment Encouragement of physical and health education

activities

AND Above all

Multigrade Teaching demands for both capacity and will of all the stakeholders especially the TEACHERS, for encouraging greater depth in children’s social, academic, and intellectual development. If we as external change agents, are in a position to meet the above mentioned demands then the model could easily be replicated at schools where there multigrade situation exists.

THANK

YOU very much!