Chapter 1 Classroom management: Teaching mixed-ability classes

Teaching mixed-level classes
CONTENTS:
INTRODUCTION……………………………………………………….....…3
MAIN PART…………………………………………………………..….…..4

Chapter 1 Classroom management: Teaching mixed-ability classes

1.1 Classroom management: Teaching mixed-ability classes ………………4

1.2. Mixed-Ability Classes: Factors, Challenges and Advantages…..……....8

Chapter 2. Teaching mixed-ability classes

2.1. Teaching mixed-ability classes ………..………………..…………..….12

2.2. Teaching a Mixed Level Disparate Class…………………………..….16

CONCLUSION……………………………………………………………..18
REFERENCES………………………………………………..……..……..19
INTRODUCTION

Teaching mixed-level classes.This is a very common problem. Most, if not all, language classes contain students of mixed abilities. This happens for a number of reasons, but mainly because of different learning styles, different learning speeds, variations in motivation and, very frequently, as a result of logistical decisions. Very often the teacher is faced with a class which has two or more distinct levels of ability, and they have to tackle the problem of how to meet the needs of everyone in the class. Naturally, this is not an easy problem to solve, and it would be wrong to suggest that there are any simple solutions. A fundamental step, however, is to talk to the class about the problem, presenting it to them both as a normal situation and one that the class as a whole has to deal with. This is best done in the students’ first language (L1), if possible. As most of the solutions to the problem depend on cooperation between the members of the class, it is essential to stress the need for teamwork and for the class to use English wherever possible in classroom communication.

Pairing up The use of pair and group work is essential if you are to involve all the members of the class. A fundamental technique here is the use of questionnaires and interviews. By pairing off the weaker and stronger students and by involving both in the preparation and implementation of the questionnaire you should ensure maximum participation of all the students. You can then get the weaker students to interview their stronger peers and vice-versa. Of course, this may be frustrating for the stronger students, but if they are able to see their role as that of ‘helper’, or even mentor, it may also have a positive effect.