Multigrade teaching techniques and other arrangements for enhancing teaching-learning process

An overview of cluster of primary schools of certain region presents a clear picture of unequal distribution of primary schools. Highly and sparsely populated areas differ in number of students and teachers also. The teacher-student ratio is 1: 40 in most of the schools. In such schools a single teacher is assigned to teach all the subjects to all grades. Current status of ratio in Primary schools seems very poor. The reasons behind downtrodden quality of education areplanning of teaching-learning by the teachers in the routine way, expenditure of their most of the time in talking with each other, making their decisions without involving pupils; asking almost all the questions in a way to which pupils reply individually. There is need of collective teaching to make a normal class to teach small groups of students of different grades under one roof and to overcome problem of less number of teachers too. So, a teacher adopt the traditional approach in a Multigrade teaching situations and this tendency to maintain centrality of classroom is disturbed and disorganised the learning of such pupils of other grades who are not currently engaged with direct teaching. The discipline of the classroom is disturbed in Multigrade teaching contexts after short intervals. That is why the researcher wants to focus upon various techniques and necessary arrangements for enhancing effectiveness of teaching learning and classroom interaction through this research paper.