Multigrade classrooms are often perceived as a constraint, but in reality, they demand a distinctive and creative art of teaching. In this article, Sanjay Gulati draws from classroom realities to explore how teachers navigate multiple learning levels, limited resources, and diverse learner needs to create meaningful learning experiences.
The article highlights that multigrade classrooms are not temporary arrangements but a lived reality in many Indian schools. When approached with thoughtful planning, inclusive pedagogy, and flexible teaching strategies, these classrooms can foster collaboration, independence, and deeper learning among children.
This reflective piece offers practical insights for teachers, teacher educators, and academic leaders who wish to view the classroom as a shared learning ecosystem rather than a rigid instructional space.
Writer: Sanjay Gulati