What if students are all at different levels? by Jeremy Harmer
One of the biggest problems teachers face is a lesson where the students are at
different levels - some with quite competent English, some whose English isn't very good,
and some whose English is only just getting started. As with many other classroom
subjects, teachers face this problem every day unless the most rigorous selection has
taken place. What then are the possible ways of dealing with the situation?
Use different materials: when teachers know who the good and less good students are,
they can form different groups. While one group is working on a piece of language study
(e.g. the past continuous), the other group might be reading a story or doing a more
advanced grammar exercise. Later, while the better group or groups are discussing a topic,
the weaker group or groups might be doing a parallel writing exercise, or sitting round a
tape recorder listening to a tape.
In schools where there are self -study facilities (a study centre, or separate rooms), the
teacher can send one group of students off to work there in order to concentrate on
another. Provided the self-study task is purposeful, the students who go out of the
classroom will not feel cheated.
If the self-study area is big enough, of course, it is an ideal place for different-level
learning. While one group is working on a grammar activity in one corner, two other
students can be listening to a tape and another group again will be consulting an
encyclopedia while a different set of colleagues is working at a computer screen.
Do different tasks with the same material: where teachers use the same material with the
whole class, they can encourage students to do different tasks depending on their abilities.
A reading text can have questions at three different levels, for example. The teacher tells
the students to see how far they can get: the better ones will quickly finish the first two
and have to work hard on the third. The weakest students may not get past the first task.
In a language study exercise, the teacher can ask for simple repetition from some
students, but ask others to use the new language in more complex sentences. If the
teacher is getting students to give answers or opinions, she can make it clear that one
word will do for some students whereas longer and more complex contributions are
expected from others. Lastly, in role-plays and other speaking or group activities, she can
ensure that students have roles or functions which are appropriate to their level.
Ignore the problem: it is perfectly feasible to hold the belief that, within a
heterogeneous group, students will find their own level. In speaking and writing activities,
for example, the better students will probably be more daring, in reading and listening,
they will understand more completely and more quickly. However, the danger of this
position is that students will either be bored by the slowness of their colleagues or
frustrated by their inability to keep up.
Use the students: some teachers adopt a strategy of peer help and teaching so that better
students can help weaker ones. They can work with them in pairs or groups, explaining
things, or providing good models of language performance in speaking and writing. Thus,
when teachers put students in groups, they can ensure that weak and strong students are
put together. However, this has to be done with great sensitivity so that students don't get
alienated by their over-knowledgeable peers or oppressed by their obligatory teaching role.
Many teachers, faced with students at different levels, adopt a mixture of solutions like the
ones we have suggested here.
Copyright Pearson Education taken from How to Teach English
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