Teacher Discussion Forums

Please help. . . . I start teaching a new group of adults in TWO DAYS TIME and there are certain adults who have a fairly "good" knowledge of English whie others are complete beginners - WHAT TO DO is the question and how do I handle this ?

Could it be a potential problem or . . . . ?

Thanks

Hi Theo, sorry that this reply is coming a bit late to be of much use (not that it is or will be of that much use LOL - I suppose the least I can do is ask how it's now actually going, perhaps not as bad as you were fearing?).

In pretty much every private language school that I've ever taught at, there has been a fair range of ability within any one class due to a variety of factors, especially the thinness and inconsistency usually of the entry-level aural/oral testing, and the personalities/willingness of the students to talk/participate etc. A larger class can of course help obviate levelling problems (you can mix people up in pairwork, the general din will cover and help disguise difficulties, feedback and correction can't be as immediate and/or thorough etc), while a smaller class will give you at least the opportunity in e.g. chit-chat stages to grade your language accordingly (the lower student will get some listening practice when you're conversing with higher levels, and have some idea of what the general topic(s) might be when it's their tun to speak and tell you something); and in my experience, the higher students in either sort of class don't mind partnering up with the less able or granting them their turn (and grading language is a skill that learners too need to master, in this era of international/world English). So often the "problem" sort of sorts itself out! Just be ready with some easier words and phrases, and possibly translations*, for those times when somebody just isn't getting it.

*Where are you teaching, by the way? In a monolingual EFL environment, or a multilingual, more ESL one? This will affect the options open to you and/or possibly class dynamics generally (sometimes it's hard to tell which will work out better, in student-student, or students-teacher terms).

Hello again Theo...lol

This is a great question because it happens often and if not handled correctly it can become a problem for the students. If too much attention is paid to either the higher level students or the lower level students, the others will suffer.

I recommend splitting the levels into groups and working with each for an equal amount of time while keeping them busy while you are working with the other groups. They can do writing or speaking exercises in the down time.

I am not big on mixing levels as you can see.

I hope that helps.

http://livinglanguages.net/english-teac ... adrid.html

http://livinglanguages.net

Theo,

Multilevel classes are very common in adult basic education in the U.S.

In addition to the grouping techniques mentioned above (same ability together, mixed abilities with higher level helping lower level, partners, etc) you can also do open ended activities that allow students to work at their own levels. For example, students can all write about the same topic, but can write different amounts and you can have different expectations about vocabulary and so on. Everyone can read from the same material for the same amount of time, but some students will read further than others.

Another method is to use some self access materials. These can be worksheets, games, listening tapes, books, and so on. Place them where students can see them all, label them according to level, and have the students choose their own activities for a while. Put an answer file out too so students can check their own answers.

The is no right or wrong method. Usually a combination of all of these things works best.

If you would like to learn more, you can read this article. http://www.ncsall.net/index.php?id=443

If you can get a copy of Teaching Multilevel Classes in ESL by Jill Bell, I recommend it. I found it to be very useful.

Thanks Lisie for your input - noted and yes, not an easy one this !

While most in my class/classes have a basic and/or smattering knowledge of English, three of my students have nil, repeat NIL knowledge and battle to grasp what is being said. Time will not allow to give extra lessons and/or split groups.

Methinks that once I also noticed a website OUP or ?? that plays back wrods - will check .

Otherwise any further comments and suggestions will be welcomed as low levels in particular are taking big time strain !

Thanks and ciao fir now . . .

Theo,

If you have some students who are absolute beginners and others who have some language abilities, then group work sounds like your best bet. Get the higher level students working on activity and then you will have time to give the lower level students extra attention. And encourage higher level students to help lower level students understand what is going on.

I also find that adding as much visual support as possible is necessary with beginners so that they understand more. Set the context with pictures, drawings, props, acting it out... then they'll at least know what the topic is. And the extra visuals will help everyone in your class, not just the absolute beginners.

Thanks once again Lisie. . . 'food for thought.

Some students in a group appear to have more patience in helping than do others.

Regards and again in appreciation.

Theo,

I agree with what Lisie is saying, you need to differentiate between the more advanced learners but still target and challenge the beginners even though it will be on a different level. A good website that I have used is www.geoffpetty.com following a session of staff development led by Geoff himself. He talks a lot about Hattie's work and active learning. When I have used this in my sessions I have found it to be extremely useful as an indication to how much each learner has actually grasped the task in hand. By encouraging them to complete the task for themselves they make conceptualisations which means it is easier for them to recall information when they need to draw on it in the future. It has seemed to work for me so far!

Another way I ensure I am challenging each of the learners is to reiterate previous learning at the start of new sessions and also try and reinforce the same point through a range of teaching styles (visually, verbally and kinaesthetically).

Hope this is of some use to you! Good Luck with it all,

Sarah

Hi Sarah,
Thanks for your input and have checked-out Geoff Petty's site - 'looks good and will review again later.

I also liked your comment on challenging each of the learners to REITTERATE previous learning at the start of a new lesson. I feel strongly that more knowledge will be instilled in this way compared to a recap of what's been taught in the previous lesson. It seems logical that by "putting them on the spot" in this way produces the required results - yay I say and this I will try !

So yes Sarah, indeed a help you've been and thanks.

Theo

I had to teach a multi-level (pre-int to - advanced) class once in my CELT training... I taught ways of apologizing, I wrote a big list (starting with suggestions from the students) and told everyone to learn at least 5 new ways to apologize. I explained the difference in usage between things like very sorry and deeply sorry and I must apologize etc. and the different registers and so on.

Then the students were given gapped sentences and had to fill in the appropriate apology from the board, depending on the situation. (eg. aahhh my foot!)
Then they were given a sets of pictures (turned town and chosen at random by each group) and had to invent stories from them, using the new language.

So I think essential phrases like this that people get wrong even at higher levels, and then something creative that will be equally challenging for everyone works.. but how to do it over an extended period, or how to teach complete beginners along with other people who have some level of English.. I don't know!

Hello Kralik,

Thanks for your input - appreciated.

I found it necessary to remove beginners who were truly battling and place then into a smaller class thus giving them more exclusive attention. Perhaps a luxury for them and not for me but it certainly has helped them and has created a better balance with other remaining remaining students .

Have a good weekend.

Theo

Hello Theo,
Hope you found some solutions to your problem...
In my opinion, when you have many different levels in the same group of learners, I would suggest to take the stronger students' knowledge and presence to help the weaker students. Otherwise, you can do one main activity for the whole group and ask easier tasks to the lower students and harder tasks for the stronger students. This way, everybody learns and make the same effort corresponding to their own level of difficulty!

Your ideas do have merit - thank you !
However, when using teachings manuals plus workbook it isn't as easy then and better to split the group if the learning level is to great.

What does help is getting the better ones to help the slower ones.

Separately, I find that I take a l o n g time advancing through units/modules in the student books as I do much off my "own bat" . . . simply a passing comment to you as it doesn't worry me as such.

Have a good weekend and thanks again.
Theo