Teachers have overtime faced the challenge of applying the appropriate teaching techniques to improve student’s grades in Mathematics and other science related subjects. A preparation mainly to equip a student before the Criterion Referenced Competency Test, which is sat annually is mainly not an easier task. The most common and preferred method in such a case has been said to be flexible grouping which entails either placing students in a teacher guide groups or letting the students lead themselves. The efficiency of the said method is results yielding. In a teacher based grouping, the teacher concentrates on the ability of the students while in the student based groupings the students will best group themselves according to their coordination (Teno, 2000).
The mainly stumbling block in flexible groupings is the lack of ability to make efficient groups. Teachers have to be guided by various factors to identify where exactly to place a student. Teachers have to first understand the nature of students before he/she assigns them to any group. Stratifications in classrooms based on gender, cultural background and ability of a student are the main elements by which every teacher who desires to use the flexible grouping must master (Weaver, 2006). Students from different backgrounds will obviously have different learning skills. Sometimes English language is a secondary language hence they ought to be placed in the appropriate groups for better performance. In an event whereby the teacher uses the differentiated instructional strategy, the students should be carefully placed in a group inline with their ability and skills. The mainly advantage of differentiated instruction through flexible grouping is that students learning is greatly promoted through collaboration thus building self confidence. In such mode of groupings, uniform instructions are given while the teacher takes a close monitoring role (Weaver, 2006).
Flexible grouping contributes to the student’s development of self confidence which is a greater tool in learning. In addition students with high learning abilities are given room to tackle assignments of their level while at the same teaching the students to coordinate with fellow classmates. Flexible grouping is advantageous in the sense that it is not discriminative in nature since students with low abilities and special needs are considered just like the gifted ones. Further, students with learning difficulties and language problems are catered. The method also propels an environment of diversity whereby students improve their social skills despite their different backgrounds (Teno, 2000).
Teachers using this strategy always get an opportunity to study the student’s interest s hence offering a clear insight on the nature of questions and instructions to give students. It has been established that students understanding skills are greatly triggered by relating class assignments to what students like (Teno, 2000).The teacher creates a friendly environment by making sure that students are in the same groups as comrades hence counteracting stereotypes by students. A friendly environment is a key element in enhancing better results. When such groups are developed it is easier to facilitate group work even in the absence of the teacher. The technique promotes student to teacher relationship which is very helpful in ascertaining the problems of the learner while at the same time discovering the students with special needs. It is only through flexible grouping that students will be placed in a group they fit in hence stimulating healthy competition towards achieving the desired goals (Weaver, 2006).
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