Experiences of Multigrade Primary Teachers in Teaching Reading
Keywords:
Experiences, Multigrade Primary Teachers, Teaching ReadingAbstract
This study intended to explore and understand the lived experiences of multigrade primary teachers in teaching reading of Catbalogan City Division. It also intended to find out the challenges faced by the teachers in teaching reading while handling multiple classes. This study employed a qualitative approach to research with survey research design implemented through one-on-one interviews with identified participants. It utilized the Husserlian descriptive phenomenology approach which qualitatively explored the lived experiences of the multigrade primary teachers in teaching reading. The data gathered revealed that, Multigrade primary teachers work hard to make an effective learning environment through proper classroom management. They strictly impose classroom rules and routines in teaching reading and make a suitable classroom set up and reading corners. So, Teachers use different strategies in teaching reading to cater the needs of every pupil to learn how to read. Individualized reading instruction (one-on-one reading session) is said to be an effective strategy specially for non-readers and pupils under frustration level of reading but it takes good classroom management skills and time management in order to manage the other pupils doing another task peacefully while the teacher is on the other task. From the conclusions drawn based on the findings of the study, the researcher generated the following recommendations, Studies focusing on different perspectives such as focusing on the performance of learners in multi-grade classes, how schools with multi-grade classes are managed, the effect of the COVID-19 global pandemic to the multigrade teachers are highly recommended.
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