Teacher Discussion Forums

Hello again.
This year I have to teach what we call here "mixed classes",that is, have 9 + 10 yr-olds in the classroom at the same time. I'll have to do that with a) 9 + 10 yr-olds and b) 11 + 12 yr-olds, two days a week, 2 lessons each group. One 2-hour lesson (day 1) and a 45-minute one(day 2). This still happens in small primary schools and so far I've avoided it!
Each "class" or rather, each age group have their own books because the ministry has not provided something different for such cases. I understand that the situation calls for improvisation and hard work because it's impossible to follow the (stupid) book the way one would do if the kids were the same age.
I'm still at the stage of... contemplation because I don't know the children at all (tomorrow is the first day) and I feel rather awkward about the way I'll organise my material.
Any helpful suggestions? Thanks.

Liana

Hi

I've just come across a neat book called Designing learning for diverse classrooms. It works pretty well in lots of different contexts.

Mark

Can you please tell me the publishing house? I haven't seen it in bookshops over here.

HI

It's by a guy called Paul Dufficy and it's published by Primary English Teachers Association (PETA) in Australia. You could check out their website for details.

Cheers

Mark

I like to base speaking activities and new language ahead of the textbooks which should work for you with ages so close.

I have kids sometimes 3-4 years apart

Anyway, for collective group work you can shoot above everyone and introduce new language or up coming language to get them speaking first and later apply grammar to language already acquired (which is the point really.)

Then with extra time split them up and have them do their workbook tasks or other such busy work while your advancing with the other group in their textbook. Then, ready, break! and switch to the other group and repeat.

The problem is we're assuming they'll do the work, quietly, with little supervision.

Well, that's how I would approach it.

- Mark
www.mes-english.com

After experimenting with this and that, I think that this is the safest way to continue.
The problem is we're assuming they'll do the work, quietly, with little supervision.
But they don't do the work quietly etc and I'm sorry to say I just cannot work this way... Anyway, I won't get into details as we're all familiar with frustrating situations. Still, thanks Mark, I'll probably stick to that approach with lots and lots of worksheets and stuff to keep the little ones busy. I thought we might try to work on the book all together but the younger ones...do not agree. At the end of the year, I'll have the richest collection of worksheets and material for 3rd graders than anyone else in the area.