Job Discussion Forums

[Brooks]

This year my teaching will be different.
It used to be that for some of my classes I could divide classes by their level but this year I have multilevel classes for the 11th and 12th grade.
So for example in a class I might have a returnee or two. The challenge is to keep them from getting bored since the text may be too easy for them.
I am curious to know what other teachers do in situations like this.

thanks.

[Gordon]

Do you have to use the same book for both groups?

[Brooks]

no, each grade has a different textbook.
I am lucky in that I can choose the books every year.
Choosing a text is tough when we have classes with a couple returnees and low level students, and a few in the middle

[JimDunlop2]

Hmm.. I just had a CRAZY idea...

What if you were to use something like: The Oxford Picture Dictionary?

Sample page: http://www.esl.net/images/oxford_sample1_lrg.jpg

For low-level students, concentrate on vocab, producing short sentences (written and oral)....

For the intermediate level students, concentrate on items like the questions at the bottom of each page (see sample page for examples)

For the returnees, have them write essays or make oral presentations using the contents as a starting-point/inspiration....

/just a thought.

[guest of Japan]

Brook what kind of classes are you talking about?

I had a returnee in one of my second year writing classes last year. For the most part she was bored. I tended to call on her when I had a really difficult question. She seemed to enjoy writing essays. It was the only time she could shine without embarrassing herself.

[Brooks]

The classes are OC (oral communication) classes.

[Glenski]

Brooks,
What exactly is the goal for the classes? You must have a syllabus or curriculum plan outlined for you somewhere, no matter how general.

I wouldn't call a class with a "returnee or two" a multilevel class. As for what to do with such kids themselves in your class, nothing. Don't do anything special unless they are exceptionally motivated to helping you, and even then, don't ask them. I've had more than one situation like that, and a major problem was that the student didn't want to stand out. Showing his/her better English skills was like showing OFF, and it set him/her apart from the others, who ostracized that student. Whatever exercises or activities you use for the other (greater number of) students, let the chips fall as they may for the exceptional ones. If you can manage the time to help, give him/her a few extra things to do with their ability, but don't push.

[PAULH]

[Brooks]

yeah, I have a plan. The syllabus is due soon, and I will write it soon.

My goal is for all my students to learn. I don`t want to be like a Japanese teacher and teach to the middle.
Returnees don`t always like the peer tutoring. Some are cooperative but some get bored.
I am thinking of supplemental activities that everyone can do.

[Glenski]

Brooks,
In my experience in HS, Japanese teachers DO teach to all students. In fact, they spend countless hours outside class to provide study support, make-up exams, counseling, etc. in order to get each student to pass.

In my opinion, all teachers should provide their main lesson plans to "teach to the middle"; that is, to teach to the majority of students who have similar levels of ability. After that is done, teachers should provide extra assistance to the lower ability students to help them learn what was presented, and should try to find ways to encourage the higher level students so they are not bored.