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Classes of mixed abilityTeaching ESL can be challenging, especially teaching a multi-level class with 35 students as I do. Unfortunately there is no entrance exam for the students to take so that they can be on the same par with their peers. It is a public school where there is a variety of levels and ability. Some students are extremely behind, not being able to read. Some students can read but not speak. Some students can speak but cannot write or read. Some students go to private English academies and their English is well above their peers. And last, some students are eager to learn, while others are dreaming about being in the playground. So the question becomes, how can I as a teacher engage, involve, and get through to as many students as I can. How can I take 22 different classes, different grades, mixed ability, and have them learn; want to come to English class; and be engaged. As was written in unit 20, it suggests splitting the case into higher level and lower level and giving the appropriate materials to each group, or giving the same material but different tasks. While I agree, and would like to implement this, it's not feasible. The curriculum is set, and we have to strictly abide by it. And really, there is no high or low level. A typical student I teach to be considered high level is one that can belt out a few sentences, and a low level has it's varying categories as mentioned in the first paragraph. At times, it seems as if my hands are tied behind my back. How can I get my students on the same par? As was mentioned in Unit 20 it suggests pairing up weaker students with stronger students which I follow religiously. Although at times it can be frustrating to the stronger student to always be pulling along their peer, it seems to really help both of them. Since peer interaction is very important to kids, the desire to be liked and accepted is strong. Therefor, the lower level students seem to be motivated by this factor. For the stronger students, the motivation to help their peers gives them a sense of competency, and approval by the teacher. The activities that I do in class are crucial for addressing this issue, as well as the study phase. Choral repetition as also mentioned in unit 20 is done quite frequently. Although students of higher ability are at times bored, the repetition helps them but most of all helps the lower level. Working on pronunciation helps everyone, and during choral drilling I use it a lot. The activities need to be just difficult enough for the higher levels, but not too difficult for the lower level. This is a very delicate balance. To have some kind of compromise, I do a lot of groupwork, and pairwork. Lots of survey activities and group games. They key for me is to get everyone involved each lesson somehow, and not let any student fall through the cracks. Survey activities are a great way to get students speaking, interacting, and using English. Trial and error. Get them out of their shell. Also, the surveying requires being active which kids love doing. Walking around, and getting the energy moving. The worksheets I make are visually stimulating to the eye, and are very clear. I've found that worksheets need to have a nice flow and when looked at by the student, they should be able to know what is expected of them and how to complete it. Of course before handing out the worksheet I go over the directions and ask someone to repeat it back to me. Clarity is essential for all the students. And monitoring during the worksheet time is my window to give individual attention not only to low level students, but high ones as well. Many of the suggestions that were cited in how to teach young learners of this course I utilize, and find that it helps with all the levels. One very key strategy to get through to all abilities is knowing my students. Knowing their strengths and weaknesses; knowing when to push a little or back off; and knowing what their interests are and using material to suit it. I've found that for the most part, no matter what the levels are in the class, I can effectively produce some form of forward movement with each student if I tread the waters in the right way.
