In the multigrade classroom, more time must be spent in organizing and planning for instruction. Extra materials and strategies must be developed so that students will be meaningfully engaged. This additional coordination lets the teacher meet with small groups or individuals, while other work continues. Since the teacher cannot be everywhere or with each student simultaneously, the teacher shares instructional responsibilities with students. A context of clear rules and routines makes such shared responsibility productive.
Students know what the teacher expects.
They know what assignments to work on, when they are due, how to get them graded, how to get extra help, and where to turn assignments in. Students learn how to help one another and themselves. At an early age, students are expected to develop independence. The effective multigrade teacher establishes a climate to promote and develop this independence. For example, when young students enter the classroom for the first time, they receive help and guidance not only from the teacher, but from older students.