The Opinion of Multi Grade Teachers On Multi Grade Class Teaching

International Journal of Progressive Education, Volume 14 Number 1, 2018
© 2018 INASED
The Opinions of the Multigrade Classroom Teachers on Multigrade Class Teaching

Practices (Multiple Case Analysis: Netherlands-Turkey Example)
Gizem Engin i
Ege University
Abstract
In this study, the opinions of 20 classroom teachers who work in multigrade classes in İzmir, Turkey
and Rotterdam, Netherlands were received via an interview form prepared by the researcher. The
study was designed as a multiple case study. Descriptive and content analysis were applied to the data
obtained from the study. The data obtained from the analysis were grouped under three main themes:
difficulties faced in multigrade classes, solution suggestions regarding the problems of multigrade
classes, effective practice examples in multigrade classes. The study has revealed that there are
difficulties stated by the classroom teachers as the excessive effort of the teacher, high expectations
from the student, lack of time, difficulty in reaching the aims, non-teaching roles, not being supported,
lack of education, physical conditions, and language problems. It has been seen that the solution
suggestions suggested by the teachers are openness, assistant personnel, improvement of the physical
conditions, increasing the quality and quantity of training services, and legal regulations. At the end
of the study, significant practice examples which can be easily applied by the multigrade classroom
teachers have been reached. These practice examples have been tried to be introduced. The results of
the study were discussed comparatively in terms of the opinions of Turkish and Dutch teachers.
Suggestions were made in accordance with the results of the study.
Keywords: Multigrade Class, Teaching in Multigrade Classes, Multigrade Class Teaching Practices
DOI: 10.29329/ijpe.2018.129.13
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i
Gizem Engin, Assist. Prof. Dr., Ege University, Department of Primary School Education, Izmir, Turkey.
Correspondence: gizemozen@hotmail.com
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Introduction
Multigrade teaching is a practice in which students from different age, skill and class level
continue their education and training together in the same class, are taught by one teacher because of
various reasons such as lack of teacher, lack of school, low number of student (İlter, 2015; Gürel,
Çapar and Kartal, 2014; Köksal, 2005; Brown, 2010). When reviewing the literature, it is seen that
various studies have been conducted on longstanding multigrade class practice (Göksoy, Arıcan &
Eriş, 2015; Uygur & Yelken, 2010; Yıldız & Köksal, 2009; Taşdemir, 2014; Şahin, 2003; Sumak,
Sumak & Gelebek, 2011; Saraçoğlu, Böyük & Tanık, 2012; Sağ & Sezer, 2012; Sağ, Savaş & Sezer,
2009; Palavan, 2012; Karakuş, 2016; Kazu & Aslan, 2011; Külekçi 2013 etc.). Multigrade class
teaching practices are not peculiar to Turkey, it is possible to see multigrade class practices in
numerous countries all over the world (Kazu & Aslan, 2012; İzci, Duran & Taşar, 2010; Brown, 2010;
Hyry-Beihammer & Hascher, 2015; Thomas & Shaw, 1992; Bergersen, 2004).
When the multigrade class literature is reviewed, it is seen that the studies mention the
advantages (Proehl, Douglas, Elias, Johnson & Westsmith, 2013; Köksal, 2005; Kucita, Kivunja,
Maxwell & Kuyini, 2013; Gürel et al., 2014 etc.) and disadvantages of these practices (Mulryan-
Kyne, C. 2007, Sumak et al. 20011; Köksal, 2005; Veenman & Raemaekers, 1995; Göksoy et al.,
2015; Uygur & Yelken, 2010; Saraçoğlu et al., 2012; Sağ et al., 2009; Palavan, 2012; Kaya &
Taşdemirci, 2005; Gürel et al., 2014 etc.). It is possible to see studies which mention the disadvantages
of the practice such as the heavy burden of the teacher, lack of time, difficulty in showing individual
attention to the students, difficulty in planning the teaching, careless parents, language problem, lack
of material, not being able to receive in-service training and consultancy, dealing with non-teaching
tasks, not being able to comply with the environmental conditions, not being able to individualize the
teaching, not gaining necessary competency in teacher training education. As for the advantages, it is
seen that some points such as an increase in cooperation between students and learning from each
other, improvement of self-regulated learning skills, taking responsibilities and sharing the leadership,
inrease in in-class respect, peer tutoring and latent learning from upper or lower class lecture are
mentioned.
The success of the multigrade class teaching practices has been regarded as important both in
our country and all over the world (Göksoy et al., 2015, Uygur & Yelken, 2010; Yıldız & Köksal,
2009; Taşdemir, 2014; Şahin, 2003; Sumak et al., 2011; Saraçoğlu et al., 2012, Miller, 1991; Hyry-
Beihammer & Hascher, 2015 etc.). For this purpose, it is definitely so significant to determine the
problems, advantages and disadvantages of these practices. However, it is clear that we need the
studies that suggest concrete and applicable suggestions for the problems stated clearly in numerous
studies. The number of the studies which present multigrade class practice examples is considerably
low and it is necessary to include studies that will meet the deficit in this field (Hyry-Beihammer &
Hascher, 2015). Some studies which include suggestion regarding the sustainable practices in
multigrade classes will be mentioned below.
Thomas & Shaw (1992) emphasized that the teacher training programs for multigrade class
teaching should focus on effective teaching practices. According to them, peer tutoring, self-regulated
learning, teacher preparation (planning, organization and distribution methods), maintenance of an
orderly environment, evaluation and feedback skills should be emphasized in order to perform an
effective teaching in multigrade classes. Thomas & Shaw (1992:32) addressed the necessity of well-
designed lesson plans that support peer tutoring and self-regulated learning, the necessity of preparing
productive learning environments and providing the students with effective feedback and revision in
the learning process. But these are not enough. The school and class environment should be
appropriate for success. These schools should have libraries and the teachers should be able to easily
reach the materials they need.
Bergersen (2004) has contributed regarding the effective process in multigrade classes by
making use of Bacharach et al. 1995. She made suggestions regarding how the multigrade classes
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generally look, methods and approaches that can be used in the learning and teaching process in these
classes and the evaluation. According to her, multigrade classes are seen as a child-centered and active
process for the learner. These classes focus on the process and include learning by experience,
activities which allow the children to experience. The classrooms include students of different age,
level, skill and readiness. Thus, the value of these classes comes from diversity. These practices give
self-regulation skills to the students who have to organize their individual studies. Methods and
approaches which can be used in accordance with the multigrade classroom in educational process are
defined as process writing, literature-based reading, thematic teaching, learning centers, math
manipulatives which help students understand math easier, cooperative learning, peer tutoring,
computer assisted instruction, team teaching, project papers, outdoor learning activities, problem-
based instruction, use of story-line method and entrepreneurship. She saw the evaluation as a
consistent, ongoing process and defined it as authentic and multidimensional. She emphasized that
following the instructions, the effort for cooperation and the portfolios created can be taken into
account in the evaluation (cited by Bergersen 2004:13 from Bacharach et al. 1995).
In his study, Miller (1991:10-11) included 6 main variables that affect the success in
multigrade classes stated by Wragg (1984). These variables were classified as classroom organization,
classroom management and discipline, instructional organization and curriculum, instructional
delivery and grouping, self-directed learning and peer tutoring in the study. Classroom organization
means preparing both the physical environment of the classroom and the instructional sources in
accordance with both the individual and interactive studies for the students to have an effective
learning experience. Classroom management and discipline title includes clarifying the schedules and
routines that will help students to take responsibilities. Instructional organization and curriculum title
emphasizes educational strategies that are followed in the planning, improvement and application of
the individual and group studies which enable using the time effectively. Instructional delivery and
grouping mentions the use of effective teaching methods that will also increase the interaction between
class levels which need the mutual commitment and cooperation of the students. Self-directed learning
includes the student's self-adaptation in order to have independent studying skills, structure his/her
own learning and take advantage of the process in group learning. Peer tutoring means that the
students help each other like teachers. In the light of these, Miller (1991) emphasized that every
teacher who wants to take into account the individual needs of the students and monitor their
development in multigrade classes should make a great effort and spend a lot of time on the planning
and organization of teaching. One of the most significant points of succeeding in this is to clarify the
rules and routines by talking to the students. Determining correctly the subjects appropriate for the
whole class instruction will provide high level learning and saving on time. For instance, there is no
harm in brainstorming for writing or discussion subjects with the whole group. Based on the
discussion, everyone can create their own text.
In a study conducted in Virginia, the United States of America, OERI (1990) defined 102
strategies that the multigrade classroom teachers thought to be effective in multigrade classes. These
strategies were organized according to the frequency of the teachers' answers. The categories obtained
from the strategies were stated as classroom management, time management, grouping, parent
relationships, getting started and socialization. In order to teach more effectively in multigrade classes,
teachers were suggested to give significant tasks to a group while working with another group to keep
them active, state the academic and behavioral expectations clearly and consistently, help students to
understand that they are a class even though all students have different groups, provide awards such as
outdoor trips, design sitting arrangements which mix the classes and are appropriate for learning,
prepare the task before the students arrive, determine the appropriate students for peer tutoring, be a
role model by adopting a positive attitude toward the school, class and the environment, give
information about the process to the parents by organizing a parents meeting before the school starts,
give information to the parents by sending the related development files or calling them for a meeting
(OERI, 1990).
A study conducted in Netherlands with multigrade classroom teachers stated that there were
problems in effective use of teaching time, designing the teaching effectively, classroom management,
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organization of the activities that should be done individually, definition of the multigrade classes'
purposes (cited by Veenman & Raemaekers, 1995 from Veenman, Lem, Voeten, Winkelmolen &
Lassche 1986). It is seen to be important to train teachers about the teaching time. Because students’
being able to manage their learning time, determining the time period needed for learning, sparing
time, determining the success levels of the students, providing the task convenience are related to
teaching time and highly significant in both multigrade and mixed-age classes (Veenman &
Raemaekers, 1995). It shouldn't be forgotten that the effectiveness of teaching refers to the content and
the providing well-defined skills. For this purpose, the teachers should give information to the students
about the objectives and remind them of the prerequisite learning. Providing the new information by
small steps in an organized way, providing feedback and revisions by enabling every student to
experience, supervising the students even when they work individually are the duties that should be
done to increase the teaching effectiveness of the teacher (Raemaekers, 1995). Increasing the in-class
participation, cooperation and attention of the students and providing the necessary conditions for
them to study in an effective and productive way are indicatosr of a good classroom management. A
very good classroom management and organization in multigrade classes are one of the requirements
of success (Veenman & Raemaekers, 1995). Another important point in multigrade classes for the
students who spend most of their time with individual activities is the need for understanding what to
do while studying individually. So, it is important to be sure that the students are ready for the task,
explain the duty to the students in detail and guide them when they have a problem (Veenman &
Raemaekers, 1995). School climate is another important subject. In order to be able to increase the
success of multigrade class practices, it is important to share the mutual problems with the teachers
and the personnel, help each other for planning and work together to realize the objectives of the
program (Veenman & Raemaekers, 1995).
In their study, Hyry-Beihammer & Hascher (2015) tried to define the teaching practices
performed in multigrade classes in Austria and Finland. The data collected in the study of Hyry-
Beihammer & Hascher (2015:108) were investigated under 3 categories. These categories were (1)
student group formation and subject organization, (2) peer tutoring and (3) differentiation. The first
main category, student group formation and subject organization, is thought to provide opinions to in-
class practices. The sub-categories of this main category are based on the definitions of the multistage
practices suggested by Kalaoja (2006) and Cornish (2006b). These practices are defined as below
(cited by Hyry-Beihammer & Hascher, 2015:108).
Parallel curriculum: the students learn the same themes or subjects. But each group follows
their own syllabus. In this practice, each grade is taught in turn.
Curriculum rotation: The whole class studies the curriculum of one grade for a year. They
follow the other grades curriculum next year. In this practice, all groups are taught together.
Curriculum alignment and spiral curriculum: Similar subjects are defined in the different
grade curricula and all students in the class share the same themes or subjects. The main concepts or
ideas taught in lower grades are deepened or expanded in upper grades.
Subject stagger: Different subjects are taught at each grade level. In this practice, the teaching
time for each grade differs. The teacher studies with all classes in turn.
Whole class teaching: The grades study the same subject at the same time using the same
materials. (Cited by Hyry-Beihammer & Hascher, 2015:108).
The suggestions stated by the studies above regarding the multigrade classes are though to
guide the teachers who will perform them. It is inarguable that the number of this kind of studies
should increase and suggestion regarding the solution of the problems defined should be developed.
Multigrade practices are used in Turkey and all over the world. Then, instead of complaining that this
practice should be stopped, we should think and research what to do to provide a more effective
teaching.
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The aim of this study is to determine the opinions of classroom teachers who teach in the
multigrade classes in Rotterdam, Netherlands and Izmir, Turkey about the problems of the multigrade
classes and to understand, define and explain the in-class practices they use in order to make the
learning-teaching process efficient. For this purpose, the answers to the research questions below have
been sought.
1) What are the problems of multigrade class practices according to the teachers who
work in multigrade classes in Rotterdam and Izmir?
2) What are the solution suggestions regarding the problems of multigrade classes
according to the teachers who work in multigrade classes in Rotterdam and Izmir?
3) What are the effective practices the teachers who work in multigrade classes in
Rotterdam and Izmir use in order to increase the performance of the multigrade
classes?
Method
This chapter includes the information about the study model, study group, data collection
tools, data collection and analysis.
Study Model
In order to collect detailed data about the multigrade classes which continue to be relevant and
have a place in life, this study was conducted as a multiple case study with place and time restriction
(Izmir-Rotterdam/2016-1017 school year), by defining a mutual subject (multigrade classes) in
different conditions (Turkey-Netherlands multigrade classroom teachers) (Aydın, 2013:98). Case
studies are expected to be particularistic, descriptive and heuristic. The case studied was stated clearly
in this study. The findings regarding the multigrade classes were tried to be described clearly. A
detailed reporting was done in order to provide a better understanding of multigrade class practices
and to think about the practices in the study (Karadağ, 2015:43-44).
Study Group
The data of the study were collected from 20 teachers in total; 10 multigrade classroom
teachers who work in Rotterdam and 10 multigrade classroom teachers who work in Izmir. Being
voluntary to participate in the study and being easily accessible were taken into account in the
selection of the teachers. The data regarding the teachers who participated in the study were stated in
Table 1.
Table 1 Features of the Teachers Who Participated in the Study.
Country Gender Professional experience Professional Experience in

Multigrade Classes
Netherlands N1 10 4
Netherlands N2 6 5
Netherlands N3 38 5
Netherlands N4 6 6
Netherlands N5 40 20
Netherlands N6 9 1
Netherlands N7 25 5
Netherlands N8 1 1
Netherlands N9 10 5
Netherlands N10 10 5
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Turkey T1 14 5
Turkey T2 5 3
Turkey T3 15 12
Turkey T4 11 4
Turkey T5 11 3
Turkey T6 14 14
Turkey T7 7 6
Turkey T8 3 3
Turkey T9 15 8
Turkey T10 9 4
Data Collection Tools
A questionnaire which consisted of purpose-related personal information and open-ended

questions related to the subject was prepared. This form includes five questions related to personal
information and 19 questions which are thought to be helpful in getting an answer to the research
questions. The questionnaire form was formed by receiving opinions from 3 instructors who gave
‘teaching in multigrade classes’ lesson in the department of classroom teaching. 3 multigrade
classroom teachers were asked to answer the questionnaire in order to check the functionality of the
form. It was evaluated if the answers received are understandable enough to answer the research
questions and the questionnaire took its final form. This questionnaire form was translated into Dutch
by two multigrade classroom teachers who are dual citizens and then its linguistic validity was
checked by discussing a Dutch teacher.
Data Collection
The data of the study were collected in 2015-2016 school year. The teachers who work in
Izmir were reached via telephone calls, the questionnaire form was sent to their e-mail addresses with
their permission and the answers were gathered via the same way. The teachers who work in
Rotterdam were reached via a multigrade classroom teacher and the form was sent to their e-mail
addresses with their permission and the answers were received. The answers received in Dutch were
translated into Turkish by 3 teachers who work as classroom teachers in Netherlands; the teachers who
helped the translation of the questionnaire form and one of their colleagues. The answers given to the
questionnaire questions were investigated and related teachers were asked to take photographs of the
good examples of the in-class practices in multigrade classes and the photographs were shared via e-
mail.
Data Analysis
The descriptive analysis which enables using exact quotations and is frequently used in
qualitative studies, and content analysis which helps readers to understand the subject betters and is
used for combining the related concepts and themes were used together in the analyses of the data
(Yıldırım & Şimşek, 2000). After the first classification in the scope of the research questions, the
related data were classified in detail and divided into sub-codes. The raw study data and their analyses
were sent to two experts who are experienced in qualitative research and the analyses took its final
shape with an evaluation in accordance with the experts' opinions.
Findings
This chapter includes the findings of the study and comments. The findings of the study were
divided into three main themes in accordance with the study questions and investigated. The first main
theme is the difficulties faced in multigrade classes. The second main theme is the solution
suggestions regarding the problems of multigrade classes. And the third main theme is the examples of
the effective practices in multigrade classes.
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1) The findings related to the difficulties faced in multigrade classes theme
Table 2. Sub-themes and Frequency Distributions of the Difficulties Faced in Multigrade

Classes Theme
THE DIFFICULTIES FACED IN MULTIGRADE CLASSES

Theme Frequency of Mentioning of the Frequency of Mentioning of
Dutch Teachers (f) Turkish Teachers (f)
Excessive Effort of the Teacher 10 10
High Expectations from the Student 10 10
Lack of Time 10 10
Difficulty in Reaching the Aims 0 10
Non-teaching Roles 0 7
Not Being Supported 4 6
Lack of Education 1 10
Physical Conditions 0 8
Language Problem 0 3
As seen in Table 2, 9 sub-themes were created under the difficulties faced in multigrade
classes theme. When looking at the frequency distributions, it is seen that the Dutch multigrade
classroom teachers did not mention the difficulty in reaching the aims of the curriculum, non-teaching
duties, lack of physical conditions and language problem. The excessive effort of the teacher, high
expectation from the student and lack of time were stated as problems by both the Dutch and the
Turkish teachers. Difficulty in reaching the aims of the curriculum, lack of education and physical
conditions were frequently stated as problems by Turkish teachers.
All of the Dutch and Turkish teachers mentioned the Excessive Effort of the Teacher sub-
theme. Some of the statements of the teachers are listed below.
N1: "I have to work a lot... I have to make a very good classroom organization. It takes a lot
of time to work with different levels. The children also learn from each other in this process."
N10: "Multigrade class means planning for me. It means preparing for the lesson two, even
three times harder. It means working 45, sometimes 50 hours and never being sad... Being a teacher in
a multigrade class really requires working too much. I usually do the school work also at home. I do
not have difficulty in giving the learning outcome in my in-class practices but sometimes I realize I run
out of time when I want to do different activities."
N4: Teaching in a multigrade class is a very heavy burden for a teacher. A teacher is expected
to do so much. Your teaching knowledge should be appropriate. You have to be good at classroom
organization. And you have to be very patient."
T5: "It is an environment in which the teacher has to make a tremendous effort in order not to
have more than one responsibilities."
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T8: "The most difficult part of teaching 2 classes together is the classroom control. We need to
try different methods in order to achieve this. Another important point is to plan similar lessons
together and teach it to two classes. Choosing the subjects appropriate for both grades' levels and
exemplifying it so that also the lower grade can understand it is one of the difficulties of teaching in a
multigrade class. I think I gained experience in this subject in time."
As it can be understood from the statements of the teachers, all teachers who participated in
the study think that a teacher should spend a lot of effort to be able to teach in a multigrade class.
All of the Dutch and Turkish teachers mentioned the high expectation from the student sub-
theme. Some of the statements of the teachers are listed below.
N8: The children should always have sufficient homework. They should never be left
unattended. Everything must be in sight. The rules, the homework they have to do. You should define
the rules properly with children. The children should know how to obey the rules. Ask opinions of the
children when setting these rules. Because they will apply them. They need to study hard and they will
usually do that on their own."
N10: I compare me and my students to a bee. Because we all learn, produce and study with
discipline as a team. The children start their weekly homework after they finish their daily homework
and they define how they will use the time. They follow the signs in the classroom (for example the
colors of the traffic light, timer (chronometer), a symbol of a friend who needs help etc.). They are
expected to be easy going students who help their friends and obey the rules."
T10: ... Sometimes you have to assign higher grades for peer tutoring to control lower
grades."
All of the Dutch and Turkish teachers mentioned the lack of time sub-theme. Some of the
statements of the teachers are listed below.
N4: "I don't have difficulty in teaching a lesson. But I usually have a problem related to time.
Sometimes the time is not enough."
N9: "I have no problems related to the lessons. I am able to give every lessons without
difficulty but the time can sometimes be a problem. I am not always able to do the things I want in that
short time. Sometimes you cannot give the attention a child demand from you."
T4: ... The Ministry does not privilege multigrade classes about this subject. However it is too
difficult for the teacher to teach all curricula of all grades."
T2: "A teacher who teaches a multigrade class cannot achieve all aims that are achieved in
independent classes. Because the lesson duration spared for the class levels differs."
As can be understood from the opinions of the teachers, teachers frequently face time
problems when they teach more than one group at the same time.
None of the Dutch teachers mentioned the difficulty in reaching the aims sub-theme, on the
contrary, they stated that it is possible to achieve the aims of the curriculum. All Turkish teachers
stated that reaching the aims of the curriculum is a problem. Some of the statements of the teachers are
listed below.
N3: "I think you can achieve the goals in single grades more easily, you achieve them in
multigrade classes, too but it is harder and takes much more time. But you achieve it."
N7: "Of course you can reach the aims set by the Ministry. Reaching the aims of two classes is
difficult but not impossible. It is easier in single grades.”
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T2: "A teacher who teaches a multigrade class cannot achieve all aims that are achieved in
independent classes. Because the lesson duration spared for the class levels differs."
T5: “We try to achieve all the goals, we do not have leisure time. But it is obvious that the
goals are not achieved completely. Because we use the same books, sources the independent classes
do; the aims we should reach are the same."
None of the Dutch teachers mentioned non-teaching roles sub-theme. Seven of the Turkish
teachers stated that the non-teaching roles are an important difficulty. Some of the statements of the
teachers are listed below.
N2: "Newly graduate teachers also teach in multigrade classes in Netherlands and every
school in Netherlands has a school principal but they are not at school all the time. In some schools,
principal of the school also gives lessons but this is not a hard task for them."
T2: "Being a multigrade classroom teacher means being responsible for all the school related
tasks. In a school, the principal rules the school; deputy principal is responsible for the information
and control of the students and teachers; teacher is responsible for the education of his/her own
grade; the officer conducts the correspondence related to national education; janitor is responsible
for the cleaning and maintenance of the school; security guard (hall monitors) is responsible for the
security of the school and the students; so multigrade classroom teacher means the teacher who can
do the tasks of principal, deputy principal, teacher, officer and janitor on his/her own."
T7: "Yes, I am the principal at the moment and my biggest problem is that I am trying to teach
four different grades on one hand, to cope with the maintenance, cleaning, paperwork, meetings and
procedures on the other hand."
Four of the Dutch teachers and six of the Turkish teachers mentioned the not being
supported sub-theme. Some of the teachers' opinions related to this theme are listed below.
N1: "There are some institutions we can receive education about the multigrade classes from
but they are too expensive."
N7: "They did not help me at all. I did not receive education, too. I feel like they put me into
an emptiness. In a way, they told me to learn how to do it on my own. I learned it by experience. And I
still have difficulties."
T2: "The curricula are planned not taking into account the schools with single teachers. For
example, while we are writing this lines, we are in the seminar period of the teachers. And I attend
these seminars alone in my school. Because the letter received says we have to be in the school.
However, I think these seminars which took 2 weeks could be more useful if they were arranged in a
way the teachers who work in multigrade classes gather, share information and talk about examples of
practices. There aren't any institutions or organizations from which you can receive education on
multigrade classes. I think this kind of education will be effective for the teacher because they can see
in advance what they can do for their development and for the school..."
T9: "We definitely need to be supported. The most important issue is timing and planning.
Then, an education should be received about classroom management and official correspondence
rules."
T10: "More descriptive presentations about the parallel age and developmental
characteristics can be done. In other words, you teach 3rd graders this while teaching 4th graders that
but you can teach that much because they are not in the abstract thinking period yet etc."
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Only one of the Dutch teachers and all ten Turkish teachers mentioned lack of education sub-
theme. Some of the statements of the teachers listed below.
N8: "I did not receive education to teach in multigrade classes in my teacher training (in the
collage). I usually went on a training period in multigrade classes in my internship during my
education period. I did not receive any help or information from the Ministry. Most schools decide
how to teach in multigrade classes themselves."
T7: "I received in-service training. I think in-service training never guide a teacher in no
circumstances because the ones who taught us were on an ego trip... I would like to change our
honorable lecturers who give this lesson (teaching in multigrade classes in the undergraduate
program) and take this lesson from the ademicians who are experienced in this subject."
T8: "More in-service training should be provided for classroom management, lesson planning
and discourse techniques... (Teaching in multigrade classes lesson in undergraduate training) I would
be lying if I said I received it, but I would be also lying if I said I didn't receive it. There was a lecturer
aged 60+, named x and he didn't teach us anything. He wasn't able to climb up the stairs. We used to
remind him that he had a class."
T6: "I took this lesson only theoretically. It would be better for the teacher candidates if they
apply this practices in the schools which have multigrade classes instead of receiving it theoretically."
While physical conditions sub-theme was not included in the difficulties stated by the Dutch
teachers, eight of the Turkish teachers mentioned the difficulties resulted from physical conditions.
Some of the opinions of the teachers are listed below.
T1: "Existence of different level groups in the class as well as the different grade levels, a
heavier burden of the teacher than an independent class teacher, lack of material and physical
opportunities in the schools with multigrade classes can be disadvantageous... I think a service is
needed to provide educational material."
T3: "Another factor that affects the academic success is the physical environment. The fact
that rural schools don't have computer class, library, sports hall etc. is the biggest disadvantage."
T5: "... the opportunities of the school, the physical conditions are always insufficient. The
ones who want to help the school want to send the things they don't use, because it is a rural school.
As it is a rural area, they often face transportation, heating, power cut problems. When we ask
someone's help for anything, they can say it is a rural area, dear teacher, it doesn't worth the fuel I
spend to come there. The chance of attendance of National Education authorities to the activities such
as exhibition, theatre etc. is higher for the schools in the city center, their chance of attendance is
lower for the rural schools as reaching there needs extra effort. We made an exhibition with our
preschool teacher and unfortunately no one from Ministry of National Education came. It is not
always possible for us to take our students to an activity, trip in the city center. Transportation
company owners demand more money because of the distance of the village to the center and a low
number of students. Theatrical producers do not want to come as we cannot afford the price of the
activity because of the low number of students etc."
While language problem sub-theme was not included in the difficulties stated by the Dutch
teachers, three of the Turkish teachers mentioned the difficulties resulted from language problem.
Some of the opinions of the teachers are listed below.
T2: "Different languages spoken in the families cause big problems in literacy education."
T7: "I started teaching with 94 students in a classroom, this was very hard for me but two
months later a paid teacher was appointed and my number of students decreased to 49, I felt
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comfortable. Not all the relatives of the children knew how to read and write and some of them did not
even know how to speak Turkish."
2)The findings related to the suggestions regarding the difficulties faced in multigrade classes
theme
Table 3. Sub-themes and Frequency Distributions of the Suggestions regarding the

Difficulties Faced in Multigrade Classes Theme
SUGGESTIONS REGARDING THE DIFFICULTIES FACED IN MULTIGRADE CLASSES

Frequency of Mentioning of Dutch Teachers Frequency of Mentioning of Turkish Teachers
Theme (f) Theme (f)
Openness 9 Physical Conditions 8
Assistant 2 Education 10
New regulations 9
Assistant 2
When the sub-codes regarding the suggestions regarding the difficulties faced in multigrade
classes are investigated, it has been seen that the Dutch teachers mentioned from the openness and that
an assistant teacher should be present in the class, and the Turkish teachers stated that the physical
conditions should be improved, the quality and the quantity of the education should be increased, new
regulations should be done for the practice and there should be an assistant teacher in the class like the
Dutch teachers mentioned.
It is seen that the Dutch teachers stated their opinions about the openness sub-theme. The
statements of the teachers are listed below.
N2: "(In order to increase our success, the employees of the Ministry and the school
principals) should be more open and say what they request for certain."
N8: "I ask (the ministry) not to put us into an emptiness. They should help us when we need...
They should inform us about what they want. They should help the schools."
Two of Dutch teachers and two of Turkish teachers stated their opinions about assistant sub-
theme. The statements of the teachers are listed below.
N3: "We need an assistant teacher in the classes so much."
N5: "... Besides, the classes should include an assistant teacher. I can be more helpful for the
children this way."
T4: “I don't know if it is called an assistant teacher, trainee teacher or subsidiary teacher but
the multigrade classes definitely need that kind of teachers."
It is seen that eight of the Turkish teachers submitted suggestions on the physical conditions
sub-theme. Some of these opinions are stated below.
T1: “I think there should be a service for providing teaching materials."
T2: "The school desks and black boards should be handled. The schools should have heating,
teaching materials, basically they should have a photocopy machine and internet access. The sports
hall, classroom of four grades and the library are the same classroom. The buildings should be
reorganized."
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It is seen that all Turkish teachers submitted suggestions regarding the education sub-theme.
Some of these opinions are stated below.
In-service and pre-service training:
T1: "Besides, as each multigrade class is an institution directorate at the same time, service
should be provided regarding the civil service and administrative services... I only received teaching
in multigrade classes lesson in the faculty of education on this subject... This lesson should be
supported with the application of it..."
T2: "We don't have any idea about the multigrade class practices in the countries higher than
us in the educational ranking. The examples of the practices conducted in other countries can be
shared."
It is seen that nine of the Turkish teachers stated suggestions regarding the new regulations
sub-theme. Some of these opinions are stated below.
T2: "In my opinion, the traffic security and human rights lessons for 4th grade can be given in
the learning outcomes of social sciences. So, we can spare more time for the students. The annual plan
can be regulated separately for multigrade classes. Because the lesson periods of the multigrade
classes differ from the lesson periods of the independent classes. So, the learning outcomes and the
curricula can be simplified."
The statements of the Turkish and Dutch teachers on the effective practice examples theme
presented separately as the statements of the teachers of two countries differed significantly.
3)The findings related to the effective practice examples in multigrade classes
Table 4. Sub-themes and Frequency Distributions of the Effective Practice Examples in

Multigrade Classes Theme (Netherlands)
EFFECTIVE PRACTICE EXAMPLES IN MULTIGRADE CLASSES

Theme Frequency of Mentioning of Dutch Teachers (f)
Planning
Weekly homework 10
Daily activities (homework) 10
Organization of the teaching materials before the 7
lesson
Preparing a tasks board 10
Time management
Teaching by joining different groups 9
Using a timer 10
Creating an information board 10
Classroom Management
Using signal cards 2
Peer support 10
Traffic light 10
Developmental follow-up of students
by keeping a developmental journal 2
with the help of a computer program 10
Table 4 includes the themes and frequencies under which the practices that the Dutch teachers
think effective in multigrade classes and apply in the class are stated. These practices were divided
into four sub-themes, which are planning, time management, classroom management and
developmental follow-up of students. Each sub-theme and the teacher opinions regarding the practices
used in this sub-theme are stated below.
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The Dutch teachers mentioned that a) they prepare weekly homework, b) they richen the daily
activities, c) they organize the teaching materials before the lesson, d) they prepare a board on which
they announce the tasks to the students under the planning sub-theme. Some of the opinions of the
teachers are shared below.
a) N2: “... The children should always have homework. You can give it as weekly homework.
You give the extra homework at the beginning of the week, they do this homework when
they finish their daily homework and they always have some homework to do."
N10: "I prepare the homework children will be assigned for the week in advance and
hang it on the board. The children choose homework from the board and do it after they
finish the homework related to that day's lessons. The number of the homework each child
should do in a week is defined but they decide when to do them, so they learn how to use
time and regulate their own learning. They don't have any spare time."
N6: "The children should always have homework. You can give it as weekly homework.
You give the extra homework at the beginning of the week, they do this homework when
they finish their daily homework and they always have some homework to do."
N7: "If the homework of the children is finished, you teach the other grade as a teacher,
the children who study independently should certainly have extra homework. You can
give it as weekly extra homework."
b) N10: “I prepare subject-specific activities on different levels for each age group, in other
words I prepare basic, medium and difficult activities, at least 3 activities for each level."
N5: "Teaching multigrade classes has a lot of advantages. But I have to work a lot as a
teacher. Classroom management should be very good. The organization should be very
good. And the extra homework should be ready when the children finish their homework.
You need to plan well and prepare the homework to assign to children in time."
c) N1: "You have to get ready for the lessons very well, because you don't have much time
during the lesson. Classroom organization should be very well. You have to know what is
what, how is each student."
N4: "As a teacher, your classroom organization should be good. Weekly homework set
should always be ready on time. You have to prepare everything in advance. You cannot
say "I need to go get that" suddenly. Prepare the material you need daily in advance. You
don't have time to get them during the day. The children sometimes make noise when you
deal with the other grades. You have to explain the rules very well. The children should
know what you expect of them."
N9: “Prepare your lessons very well. You have to know what to do with which group.
Prepare the material you need during the lesson before you start the lesson."
d) N1: "I definitely hang a text defining the tasks of the children if they will study without a
teacher and define what they will do."
N5: "If the children finish their homework, they choose homework from the homework
wall. This homework is different homework."
The Dutch teachers mentioned a) teaching by joining different groups, b) using a timer
(chronometer), c) creating an information board under the time management sub-theme. Some of the
opinions of the teachers are shared below.
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a) N9: "I give the reading classes together to all groups... Because each child reads on
his/her own level. You can easily give this lesson to two groups together."
N10: "I provide the lessons such as reading and English to all students at the same time.
They sometimes take the history and geography classes together, their contribution to
each other in terms of general knowledge can be more than my contribution."
N8: "In my opinion, you can teach all lessons to all students together. But the point is if
you will be able to reach the goals at the end of the year or not. I usually teach the
lessons such as history, geography together. Their general knowledge on this subject
increases."
b) N7: "We use traffic light and timer at school. It is so important to explain the colors of the
traffic light. Timer tells them how long they will study."
N6: We use traffic light practice and timer. The timer is also important for the time. The
children know how much time they have."
N5: "I usually work with small groups. I change the group in a definite time. Thus, I can
help each child."
N4: “If a group does their homework on their own, I lecture the other group. This
process takes approximately 15 minutes. And then I lecture the other group for 15
minutes. After I lecture both groups, I still have 15 minutes to help children. After this 15
minutes, I lecture another group and then the group changes again. This process
continues all day."
c) N1: "There is a board in the classroom, the children write what they confuse about the
lesson that week and I study the parts they have difficulty in the lesson the next week. The
children write the lesson in which they never have difficulty to that board."
N8: "The students are informed about the homework at the beginning of the week. The
content of the homework differs. And I plan it as at least 30 minutes so that the children
can ask me about their homework. The children who don't have any question can choose
a homework from the homework list and do that homework during this period. The
children can also write the homework they couldn't understand to a piece of paper and
hang it on the board. We don't have a discipline problem when they finish their
homework because they always have extra homework to do."
N10: "They note the things they don't understand, have difficulty in or which are very
easy for them during the lessons that day to a board in the classroom, to their own part of
it."
The Dutch teachers mentioned that they use a) symbol cards, b) peer support, c) traffic light
under the classroom management sub-theme. Some of the opinions of the teachers are shared below.
a) N10: “The ones who cannot ask me a question during the lesson (because the light is
orange or red) can put a question mark on their table. I handle the question when I am
available."
N1: “The children do their homework on their own when I teach the other grade. If they
have a question, they put the card with the question mark on their table. Thus, I can see
that they need help when I walk around the classroom."
b) N6: "I totally use peer tutoring and I pay attention to it. The children usually study
together in reading lessons. They read with each other. And sometimes we have projects,
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they work on the projects together. Sometimes, the children who are very good help the
children who have difficulties. I usually pay attention to their behavior towards each
other. I pay attention to if they listen to each other."
N4: “I usually use peer tutoring in the lessons. The children help each other. In the
lessons such as English, history, geography etc. Such as math. The important thing is that
they do it silently. Without disturbing the other children."
c) N8: “The group assigned with homework have to do their homework on their own, if the
light is red they can never talk, if it is orange they ask their desk mate..."
N10: "We use traffic lamb. If the light is red, the group works on their own silently. If it is
orange, they can ask a question to their friends quietly. If it is green, they can ask
questions both to their friends and to the teacher."
The Dutch teachers mentioned that they a) keep a developmental journal, b) they use a
computer program under the developmental follow-up of the student sub theme. Some of the
opinions of the teachers are shared below.
a) N1: "I write in the developmental journal every day. I continue meeting parents, children
and observing them."
N10: "I spare 1,5 hours to fill the student development pages at the end of the day. The
program on the computer analyses them. I take precautions if necessary according to the
results. I inform the parents."
b) N4: “I give a lecture related to the social development of the children once a week. And I
answer the questions regarding the children, their social development and general
development twice a year. And the computer program analyses the answers."
N6: "We follow the development of the children via a computer program. We write the
information about the children here and answer the questions. This program conduct
analyses using this information."
The practices the multigrade classroom teachers in Netherlands stated to use in order to
increase the academic performance in class is presented above. Among these practices, dividing the
lesson into time periods, joining the groups while teaching, richening the daily activities, providing
peer support, keeping a developmental journal and meeting the parents are stated to be used by the
classroom teachers in Turkey. It is seen that the Turkish teachers didn't mention the practices all Dutch
teachers mentioned such as traffic light (Figure 1), using a timer (Figure 2), weekly homework,
symbol cards, information board, tasks board and entering the developmental data to a computer
program and analyzing them. The fact that the group with homework interrupts the teachers while they
study with a group was frequently stated by Turkish teachers. In order to solve this problem, it has
been suggested to use traffic light, timer (chronometer), information board and tasks board and symbol
use (Figure 3) used by the Dutch teachers. These practices are tried to be introduced below.
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Traffic light consists of three colors.
Red light: It means "Do not talk to your

friends and teacher. Study on your own." for the
student.
Green light: It means "You can ask questions

to your friends and teacher." for the student.
Yellow (orange) light: It means "You cannot

consult with your teacher but you can consult with
your friends." for students.
An arrow with the level of the group is stuck

to the related color in order to determine which group
will study according to which color.
Figure 1. "Traffic Light Practice"
Timer shows the time a group should

study with homework or with teacher. The
student who cannot handle the problem can put
"?" among symbol cards in order to inform the
teacher.
Figure 2. "Use of Timer"
The student who cannot handle the problem

can put "?" among symbol cards in order to inform the
teacher. The teacher writes or hangs what the students
will do during the day to the board before the students
come. This board also includes the weekly homework.
The student see the homework they are assigned for a
week and they decide when they will do it.
Completing the homework in that week is the
important point. This freedom helps them to gain self-
regulation competency. Besides, the students can write
the problems they have difficulty in or couldn't
overcome to the information board. In addition, the
computer program which the Dutch teachers enter the
personal features of the students help the teachers to
follow the development of the students with the
analyses it conducts.
Figure 3. "Symbol Cards"
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Table 5. Sub-themes and Frequency Distributions of the Effective Practice Examples in

Multigrade Classes Theme (Turkey)
EFFECTIVE PRACTICE EXAMPLES IN MULTIGRADE CLASSES (TURKEY)

Theme Frequency of Mentioning of Turkish Teachers (f)
1)Practice Examples
Planning
Daily activities (homework) 10
Time management
Teaching by joining different groups 5
Using the duration of some lessons for other lessons 2
Dividing the lesson into periods 2
Classroom Management
Peer support 8
Developmental follow-up
Keeping a developmental journal and chart 7
Table 5 includes the themes and frequencies under which the effective practices that the
Turkish teachers think effective in multigrade classes and apply in the class are stated. These practices
were divided into four sub-themes, which are planning, time management, classroom management and
developmental follow-up of students. Each sub-theme and the teacher opinions regarding the practices
used in this sub-theme are stated below.
The Turkish teachers mentioned that they richen the daily activities under planning sub-
theme. Some of the opinions of the teachers are shared below.
T2: “When the students finish their homework, another homework can be given or they can
help their friends who don't understand the subject."
T10: "Each group includes students at different paces. I suggest that the students who finish
the homework faster help the others in the group with homework. If they don't want to help, I give
them extra activities."
The Turkish teachers mentioned a) teaching by joining different groups, b) using the duration
of some lessons for other lessons, c) dividing the lesson into periods under the time management sub-
a) T8: "Initially, I had difficulty in the control of class as I wanted to teach the two grades
separately. Then, I decided this approach was wrong and it would be better if I teach the
lessons except for first-reading and writing and math mutually”.
T2: “The lessons the students in multigrade classes take together are;
a. Visual Arts
b. Music
c. Play and Physical Activities
d. Free Activities
I think these lessons can be taught mutually because they are seen as less important. If they
had asked me this question during my university education, I would have certainly given a speech on
the importance of these lessons and argued it. However, when it comes to the students' learning how
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to read and write, reading comprehension skills and written self-expression skills, the other lessons
can sometimes be ignored."
b) T8: "... I use the lessons such as painting and music for the lessons such as Turkish and
math in order to teach them in time."
c) T6: "Yes, there is. I divide a lesson of 40 minutes into definite time periods. I developed
studying plans for 10 minutes as I think the attention span of the students is low. In this
way, I have the opportunity of conducting the lessons with homework with a teacher."
The Turkish teachers stated that they use peer support under the classroom management sub-
T9: "I receive support the lessons with homework of the 1st grade from the 4th grade. I usually
direct the 2nd and 3rd grades by giving them behavior supplementary homework (writing, cut-stick,
preparing a board etc.) in their lessons with homework."
T3: "Peer tutoring is an effective method applied in the groups with homework. Peer tutoring,
namely the student who helps is chosen among the students who are responsible, have a higher
academic success and have positive relationships with their friends."
The literature includes some teachers who state that they do not use peer tutoring which is
very appropriate for the nature of multigrade classes. The statements of these teachers are listed below.
T1: "I don't use peer tutoring."
T8: "In peer tutoring, the student of the higher grade does the homework of the lower grade
student in order to win the classroom teacher's favor and thinks that when the lower grade student
does the homework correctly, he/she will be appreciated. Thus, I think it is harmful to some of the
students in the lower grades rather than being helpful."
The Turkish teachers stated that they use keeping a developmental journal and chart practices
under the developmental follow-up of the students sub-theme. Some of the opinions of the teachers
are shared below.
T5: "... There are charts to be filled, which includes the criteria and features related to the
grades."
T6: "We use a behavior and learning outcome observation journal. This enables us to know
the students in many ways and obtain various information about them. Thus, we can help the students
in every aspect."
T10: "I have charts, I also keep a developmental journal for students."
There are some teachers who stated that they cannot follow the students' development as they
wish. The examples of the teachers' statements are listed below.
T8: "I evaluate with my observations and researches. I would like to prepare a student
development file. But I couldn't find time to do that because of the restricted time, intensive lessons
and some special cases. I think that the methods and techniques can be used more efficiently in the
evaluation and teaching of independent classes."
T7: "I use written and verbal methods in the evaluation of the students. The time and
environment are not appropriate for using other methods."
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Discussion, Conclusion and Implications
When the results of the study are evaluated, it is seen that there are problems that the teachers
face in multigrade class practices both in Netherlands and Turkey. While problems such as the fact
that teachers have to show excessive effort, high expectations from the students, time problem and not
being able to receive support are stated in both two countries, Turkish teacher stated that not being
able to reach the targets in the curriculum, not being able to focus on teaching because of the non-
teaching roles, not receiving sufficient education for teaching in multigrade classes, insufficient
physical conditions and language problem are bigger problems for them.
Some suggestions for eliminating the problems stated by the teachers were made in the study.
Dutch teachers suggested that the authorities should state their expectations and how to continue the
practices more clearly and an assistant personnel should be present in multigrade classes to help the
teacher. Turkish teachers developed some suggestions such as the improvement of the physical
conditions, elimination the educational deficiencies with teacher training programs and in-service
training, making the curriculum suitable for multigrade classes by regulations and having an assistant
in the class like their Dutch colleagues.
When investigating the literature, it is possible to see studies that mentioned this problems and
suggestions. Veenman & Raemaekers (1995) evaluated the efficiency of the personnel development
program they prepared regarding the multigrade classes and mixed age groups. After this education, an
improvement was detected in the completion of the time-based tasks of the students and in teaching
and classroom management skills of the teachers. This finding supports the legitimacy of the teachers
to receive education regarding the multigrade classes. Another study conducted in Netherlands with
multigrade classroom teachers stated that the teachers have problems in effective use of teaching time,
designing the teaching effectively, classroom management, organization of the activities that should be
done individually, definition of the multigrade classes' purposes (cited by Veenman & Raemaekers,
1995 from Veenman, Lem, Voeten, Winkelmolen & Lassche 1986). It has been seen that the problems
stated by Veenman et al. (1986) are similar to the problems stated in this study. Göksoy et al. (2015)
stated that one of the most important reasons of stress the multigrade classroom teachers have is the
organizational stress which includes problems related to curriculum, problems related to the use of the
sources and the time, problems caused by physical conditions, problems resulted from bureaucratic
procedures. It is seen that the stress sources stated as organizational stress by Aksoy, Arıcan and Eriş
(2015) coincide with the difficulties stated by Turkish multigrade classroom teachers. Uygur & Yelken
(2010) indicated the problems the multigrade class students face in Science and Technology class.
Program structure, the physical structure of the school and lack of equipment which are stated among
the problems indicated by the study resemble this study. Another study whose findings coincide with
this study was conducted by Sağ et al. (2009). In their study, Sağ et al. (2009) stated that the problems
of the multigrade classroom teachers who participated in the study are concentrated on the school
management, educational status and curriculum. They stated that non-teaching roles, lack of material
and long organization time for activities during the homework hours are seen as the problems with
regard to effective practices in multigrade classes. Korkmaz, Saban & Akbaşlı (2004) stated in their
study that the teachers have problems in official correspondence, conducting teaching job, preparing
the lesson plans they should decide on and organize as a teacher, choosing and applying the materials
and the methods, adapting the school and the environment and teaching some lessons. Kaya &
Taşdemirci (2005) stated that the teacher candidates who teach in multigrade classes face more
problems in first reading and writing teaching than their colleagues who teach in independent classes.
It has been expressed that these problems result from the reasons related to the competency of the
teacher candidates as well as the fact that the multigrade classroom teachers don't spare enough time
for planning the first reading and writing, have difficulty in following and dealing with the students
with different skills, the studying time with teacher is decreased in these classes and the materials are
not sufficient. Aybek & Aslan (2014) had results that supported Kaya & Taşdemirci (2005). They
stated in their study that some problems occur in the application of the sound-based sentence method
and the writing in cursive italic handwriting practice is not readable. It has been seen in the study of
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Yıldız & Köksal (2009) that most of the teachers who teach in multigrade classes emphasize that there
are not curricula specific to multigrade classes, in other words following the curriculum of
independent classes is not suitable, the time is not sufficient, they are not experienced enough, they
have too many responsibilities, the opportunities are limited, they are not trained via in-service
training or not trained sufficiently. The stated problems were also expressed in this study.
It is possible to see studies which mentioned that the teaching class in undergraduate programs
should be supported with practice, teaching practice should be conducted in multigrade classes,
curricula should be prepared taking into account the multigrade classes, teachers should be supported
via in-service training, physical conditions should be improved, an assistant teacher is needed in the
classes in the literature. Taşdemir (2014) has suggested that the teacher candidates can take teaching
practice class in the schools which have multigrade classes practically. Şahin (2003) submitted a
similar suggestion and said that two hours of practice can be added to the theoretical part of Teaching
in Multigrade Classes lesson which is included in classroom teaching the undergraduate program.
Sumak et al. (2011) stated in their study that the multigrade classroom teachers have difficulty in
giving the learning outcomes to the students in terms of time, there are problems in use the right to
spare 10% of the village budget to the multigrade classes in accordance with the law no. 222, the
readiness of the children who are educated in these classes is low and suggested that the mobile
teaching should be increased and the number of the multigrade classes should be decreased. Besides,
they stated that it is necessary to specify the curriculum for the multigrade classes. Sağ & Sezer (2012)
stated in their study that the multigrade classroom teachers need professional training. Besides, it is
suggested that the curriculum applied in the independent classes can be revised for multigrade classes.
They mentioned the problems during the studies with homework, lack of time, problems in preparing
the worksheets and other homework, difficulty in managing the homework hours. They stated that the
teacher candidates need training in this area. First of all, they suggested a practice-based teaching in
multigrade classes’ lesson, and the regulation of the Turkish Education System and School
Management parallel to this practice. Besides, it is suggested that the curriculum applied in the
independent classes can be revised for multigrade classes. Palavan (2012) has stated that there is a
significant difference between the 4th grade independent class students and multigrade class students in
favor of independent class student in terms of reaching the learning outcomes of social sciences class.
It is suggested to increase the number of the teachers who will be sent to multigrade classes to at least
two and increase the number of in-service training. Karakuş (2016) suggested a rearrangement of the
teaching in multigrade classes’ lesson, accepting the teacher candidate to the faculties in accordance
with their affective feature as well as their cognitive features, training the teachers also in multigrade
classes in teaching practice lesson and organizing trips. Kazu & Aslan (2013) discovered that the
teachers who work in multigrade classes use ready to use plans in free activity classes, need teacher
guidebook and try to complete other lessons in this classes. They suggested to develop guidebooks, to
provide material and environment (sports hall etc.) in order to teach these classes efficiently. Kılıç &
Abay (2009) stated in their study that the new teachers (1 - 5 years of service time) evaluate negatively
the opportunities of the school and the structure of the program compared to more experienced
teachers ( 6-10 and 11-15 years of service time) and the teachers who have more experience show
more tolerance to the problems than less experienced teachers do. They suggested that inexperienced
teachers should not be appointed to multigrade classes in accordance with this finding. They submitted
various suggestions such as the informing the parents about the native language problem, doing
internship in multigrade classes during teacher training period, organization of in-service training.
Külekçi (2012) suggested the differentiation of the curricula of 3rd and 4 th grades in multigrade
classes. Kazu & Aslan (2012) stated that the multigrade classroom teachers have problems in teaching
social studies lesson. The teachers who participated in the study mentioned that the Social Sciences
curriculum should be revised for multigrade classes. İzci et al. (2010) stated in their study that the
teachers' level of improvement is not maintained at the desired level in terms of teaching in multigrade
classes with the lessons they take during their undergraduate education. Teacher candidates stated that
they think this practice will contribute positively to the social development of primary school students.
It is suggested that Community Service Practices lesson included in the Classroom Teaching
undergraduate programs in Faculty of Education should be evaluated to get experienced in multigrade
classes. İzci's study (2008) revealed that teacher candidates think that they cannot prepare to teach in
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multigrade classes with the current shape of the teaching in multigrade classes lesson they take in their
undergraduate education, their competency is low and can have difficulties when they start teaching.
Karcı & Akar Vural (2011) stated that multigrade classroom teachers consider compulsory foreign
language (English) lesson in multigrade classes as important but they have difficulties because it is not
their professional field, the program is similar to that of independent classes and time restriction
causes problems in the preparation of the necessary materials for foreign language teaching. Bilir
(2008) tried to reveal the truth about teaching and teacher in multigrade classes. It is stated in the study
that the teachers who want to increase the academic success in multigrade classes should pay attention
to providing student during individual or group studies and choosing and using appropriate teaching
materials. It is stated that practice should be included in the Teaching in Multigrade Classes lesson in
undergraduate programs for teachers to prepare better for teaching in multigrade classes. It is also
suggested that the appointed teachers should always be supported, the schools should be richened in
terms of equipment, the cooperation between family, ministry and faculty should be increased. As is
seen, literature includes a lot of studies that stated the problems which are stated in the results of this
study before. It has been seen in the examples of the studies that most of the prominent suggestions of
this study were defined in the literature before. It is very significant to define these problems and
submit suggestions regarding these problems. However, studies that states what the teachers do in
order to make this practice more efficient in the class as well as these external suggestions are needed.
The last finding of this study regards the effective practices in multigrade classes. It has been
seen that both the Dutch and Turkish teachers try their best to increase the success of multigrade class
practices. For example, it has been seen that although all teachers emphasize increasing the number of
the daily activities and keeping students busy with a learning activity, Dutch teachers conduct these
practices in a more organized way than Turkish teachers. It has been thought that the practices
examples submitted by Dutch teachers will contribute to Turkish teachers significantly and be useful
examples. Timer, traffic light, information and tasks boards, weekly homework among the practices
introduced above are expected to contribute to the multigrade class practices in Turkey. The literature
has not included a study which introduces the in-class practices so far.
When the opinions of the teachers who work in Netherlands and Turkey are compared, it can
be seen that the Turkish teachers mentioned the issues such as non-teaching roles, problems in
undergraduate education and in-service training, language problem, lack of physical conditions which
are never stated by Dutch teachers. When taking into account the low amounts of, even lack of
teaching materials of the teachers who try to teach in a class consisting of 4 different grade levels, the
difficulties students have in understanding and speaking Turkish, absence of the structures such as
sports hall, library, theater etc., Turkish teachers have a higher change of having difficulties in
reaching the targets than their Dutch colleagues and this difficulty is understandable. It is not
surprising that the teachers in both countries demand an assistant personnel in their classes when
thinking of the work load of the multigrade classes. It has been thought that the fact that the Turkish
teachers demand the regulation of the curricula in accordance with the multigrade classes is related to
that they cannot spare enough time for teaching as they deal with the problems peculiar to Turkey.
Like their Dutch colleagues, the multigrade classroom teachers in Turkey conduct various practices in
order to increase the productivity of the class. We see that these practices include using the duration of
some lessons for other lessons unlike Dutch teachers. The problems peculiar to Turkey we see in the
first theme are thought as the basis for this situation. It has been thought that the language differences,
non-teaching roles which consume most of the time and energy of the teachers are an important factor.
Besides, it has been seen that problems such as support and education are mentioned in both countries.
It is remarkable that the Dutch teachers stated that private institutions that provide training regarding
multigrade classes demand high prices and that most of them went to multigrade classes for practice
during their undergraduate education. No information on the existence of this kind of education
provided by the special institutions in Turkey with or without payment has been found. Also, the
Turkish teachers find the undergraduate education they take before service to theoretical and suggest
that practices related to this subject should be included in the programs.
197
© 2018 INASED
When the results of this study are taken into account, the suggestions below have been
submitted.
1. It is necessary to increase the physical opportunities of the schools with multigrade

classes and to remove the disadvantageous learning conditions for the students who are in
multigrade classes and to teach them in equal conditions with independent classes.
2. The teacher candidates should be provided with the chance of observation and practice in
multigrade classes in their training period.
3. Teacher candidates should be informed about the administrative and directorial acts of the
school in the teacher training period and they should be provided with the examples of
correspondence.
4. The examples on how the teaching in multigrade classes is conducted in other countries
should be shared with teachers.
5. Schools with multigrade classes should have at least two teachers.
6. An official website should be created for teachers to reach the information and teaching
materials they need.
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International Journal of Progressive Education, Volume 14 Number 1, 2018

The Opinions of the Multigrade Classroom Teachers on Multigrade Class Teaching

Table 1 Features of the Teachers Who Participated in the Study.

Country Gender Professional experience Professional Experience in

Data Collection Tools

A questionnaire which consisted of purpose-related personal information and open-ended

1) The findings related to the difficulties faced in multigrade classes theme

Table 2. Sub-themes and Frequency Distributions of the Difficulties Faced in Multigrade

THE DIFFICULTIES FACED IN MULTIGRADE CLASSES

Difficulty in Reaching the Aims 0 10

Not Being Supported 4 6

Table 3. Sub-themes and Frequency Distributions of the Suggestions regarding the

SUGGESTIONS REGARDING THE DIFFICULTIES FACED IN MULTIGRADE CLASSES

N3: "We need an assistant teacher in the classes so much."

T1: “I think there should be a service for providing teaching materials."

In-service and pre-service training:

3)The findings related to the effective practice examples in multigrade classes

Table 4. Sub-themes and Frequency Distributions of the Effective Practice Examples in

EFFECTIVE PRACTICE EXAMPLES IN MULTIGRADE CLASSES

Traffic light consists of three colors.

Red light: It means "Do not talk to your

Green light: It means "You can ask questions

Yellow (orange) light: It means "You cannot

An arrow with the level of the group is stuck

Figure 1. "Traffic Light Practice"

Timer shows the time a group should

Figure 2. "Use of Timer"

The student who cannot handle the problem

Figure 3. "Symbol Cards"

Table 5. Sub-themes and Frequency Distributions of the Effective Practice Examples in

EFFECTIVE PRACTICE EXAMPLES IN MULTIGRADE CLASSES (TURKEY)

c. Play and Physical Activities

T1: "I don't use peer tutoring."

Discussion, Conclusion and Implications

1. It is necessary to increase the physical opportunities of the schools with multigrade

5. Schools with multigrade classes should have at least two teachers.

Bergersen, A. (2004). Multigrade teaching-for pedagogical reasons or only as a necessary model?.

Kiliç, D. & Seda, A. (2009). Birleştirilmiş sınıf uygulamasında öğretmenlerin öğrenme-öğretme

Köksal, K. (2005) Birleştirilmiş Sınıflarda Öğretim. Ankara: Pegama Yayınları.

Miller, B. A. 1991. A review of the qualitative research on multigrade instruction.. Journal of

Şahin, A. E. (2003). Birleştirilmiş sınıflar uygulamasına ilişkin öğretmen görüşleri. Hacettepe

Veenman, S. & Raemaekers, J. (1995) Long-term effects of a staff development programme on

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