Education is a human right.

Oftentimes as educators we tend to ignore the gender-specific learning differences in girls and boys. The tendency is for educators to create so-called gender-neutral classrooms which do not take into account the unique learning styles of both genders. The advent of multi-grade teaching (MGT), therefore, must be examined as it relates to the impact this mode of teaching has on males and females. Despite the fact that the prospect of teaching children in multiple grades at the same time seems daunting, it is surely doable.

MGT is a pedagogy that allows students of different grade levels, ages, and abilities to be taught simultaneously in the same classroom with one teacher. Interestingly, MGT is also the reality of many parents who homeschool their children. Homeschool families vary in size and often comprise children at various grades and abilities.

Within the MGT concept there is some flexibility, ranging from a grouping of several formal grade divisions under the direction of one teacher to a completely non-graded learning environment. These schools differ from traditional schools, where each class is typically made up of a distinct grade with its own teacher and classroom.

What is problematic regarding multi-grade schools is the fact that textbooks are not usually written to accommodate the characteristics of this type of modality. The teacher, therefore, may have challenges finding adequate resources to accommodate all the learning styles in his/her multi-grade classroom. Additionally, teaching more than one grade level at a time in one classroom requires highly specialised training that is often not available.

Some will argue that the current mode of teacher training does not sufficiently prepare a student teacher to become a competent multi-grade teacher. However, like all issues concerning teachers, he or she will learn to adapt while on the job in order to tackle the intricacies of this complex but rewarding vocation.

GENDER-NEUTRAL CLASSROOMS

Boys and girls learn differently and, therefore, instruction should be tailored along differentiated models in order to meet the specific educational requirements of both genders. Some researchers have suggested that the gender-neutral classroom does not take into account the real physiological differences in girls’ and boys’ brains.

Ironically, this thrust towards neutrality in the classroom inadvertently perpetuates the hurtful and insidious stereotypes that it was designed to eradicate. Research over the last two decades in neuroscience, psychology, and evolutionary biology powerfully suggests that boys and girls do not begin life with the same cognitive raw material. Researchers have identified more than 100 structural differences in the brains of girls and boys. The above-mentioned differences make it essential that gender features prominently in our efforts to differentiate instruction in order to maximise the teaching and learning outcome for our pupils.

UNDERDEVELOPMENT IN RURAL AREAS

The Encyclopedia of World Problems and Human Potential defines rural underdevelopment as the absence of a series of quantitative and qualitative changes in a rural population that would effectively converge in raising the standard of living and improving the way of life of the people concerned. Underdevelopment is characterised by low real per-capita income, widespread poverty, high illiteracy, low life expectancy, and underutilisation of resources.

In most instances the multi-grade school is often viewed as the only viable option for configuring the learning environment in rural areas due primarily to poverty and rural to urban migration.

Multi-grade teaching is presented as a powerful pedagogical tool for the promotion of independence and individualised learning and offers many advantages since the teaching programme is adjusted to the specific needs of the individual student and should contribute to better learning outcomes.

However, there is empirical data which indicates that multi-grade schools are not necessarily schools of choice for parents; they are viewed by the wider stakeholder community as schools of necessity.

Unquestionably, multi-grade schools have potential and play significant roles in underserved rural areas. However, the unfortunate reality is that these schools form the most neglected part of the education system. It is clear that more attention is required by policymakers at the education ministry to take into account the importance of differentiation in the teaching and learning conditions in the multi-grade environment.

Multi-grade classrooms, in most cases, are considered a necessary evil. We must, however, ask ourselves to what extent is having multi-grade schools satisfying the United Nations Sustainable Development Goal number 4, which addresses inclusive and equitable quality education.

LEARNING STYLES

Every student has a strategy they use to remember information more efficiently while studying. One of the popular theories, to this day, is the VARK model. This model identifies four types of learners: visual, auditory, reading/writing, and kinesthetic.

Visual learners are individuals who prefer to take in their information visually — be that with maps, graphs, diagrams, charts, and others. However, they don’t necessarily respond well to photos or videos, preferring to access information using different visual aids, such as patterns and shapes.

Auditory learners are individuals who learn better when they receive information in auditory form. They are prone to sorting their ideas after speaking rather than thinking ideas through before, since, to them, saying things out loud helps them understand the concept.

Kinesthetic learners are individuals who prefer to learn by doing. They enjoy hands-on experience and are usually more in touch with reality and more connected to it, which is why tactile experiences help them to better understand concepts.

Reading/writing learners consume information best when it’s in words, whether by writing it down or reading it. To them, text is more powerful than any kind of visual or auditory representation of an idea. These individuals usually perform very well on written assignments.

THE WAY FORWARD

A newspaper reported that multi-grade schools comprised 20 per cent of primary schools across the island in 2020. There is no one-size-fits-all educational model. The United Nations Sustainable Development Goal number 4 states that basic school infrastructure is far from universal. In 2020, approximately one quarter of primary schools globally did not have access to basic services such as electricity, drinking water, and sanitation facilities. Figures are substantially lower for other facilities such as information and communication technology and disability-adapted infrastructure, with about 50 per cent of primary schools having such access.

Is there a need for more support for those teachers in multi-grade schools? Definitely! Governments have the overwhelming task to find the necessary resources in order to address all these factors as we chart the future concerning MGT and multi-grade schools.

In a few years time our students will have the reins of Government and it is our responsibility to empower and prepare them as best as possible for the task ahead. Perhaps those in policy should revisit the structure of multi-grade schools, especially in the areas of teacher training, monetary allocation, internet connectivity, and other well-needed resources.

In the words of South African human rights activist Bishop Desmond Tutu, “Inclusive, good-quality education is a foundation for dynamic and equitable societies.”

Wayne Campbell is an educator and social commentator with an interest in development policies as they affect culture and gender issues. Send comments to the Jamaica Observer or waykam@yahoo.com.