Teaching Strategies in Mixed-Ability Classes - Assignment Example

TWO TEACHING STRATEGIE Mixed-ability classes means classes where students differ greatly in ability, motivation for learning English, needs, interests, educational background, styles of learning, anxiety, experiences and so on (Ainslie, 1994). Every teacher faces the challenges that come with mixed-ability classes because, as Tomlinson (1999), Berry & Williams (2002) and Shank (1995) observe, every class is multileveled. Some classes are more multileveled than others and thus more challenging and demanding for the teacher. Baker (2002) affirms that ‘it is not just the fact that there are many students in a class, but that all of them are at so many different ability levels that provide the biggest challenge. Baker further claims that in mixed-ability classes it can be close to impossible to try keeping the attention of all students. Their motivation maybe low and the teacher can in return feel unmotivated because there is lack of enough time to help the less academically talented students. 1. Creating a good atmosphere ‘The advice on how to work with these classes is appropriate for students of all ages and abilities,’ (Kelly, 1974). It is undoubtedly vital that teachers create a relaxed and a positive atmosphere in the classroom (Ainslie, 1994). Wright (2005), being a proponent of this theory, points out that there is a strong connection between an education conducive classroom environment and having good behavior management since the two create a good learning situation. In creating a good environment it is vital for the teacher to form a good relationship between with the student. This is possible for instance when the teacher learns the students´ names as quickly as possible, in addition to learning about their lives, what they like and hate, interests and difficulties. This should be started as early as possible in a new course, for example by writing a letter to the students and asking them to write back about themselves. This makes the students feel looked upon as individuals and promotes a good relationship (Hess, 2001). Anxiety is a learning barrier for some students according to Brown (2002). For fear of being laughed by the rest, students can be afraid of making mistakes when they write or talk. As Lessow-Hurley (2003) points out it is material for the teacher not to rely too much on the grammatical correctness but rather focus on communicative competence and create motivating situations characterized by a calm and welcoming environment where the students are made to understand that it is normal to make mistakes are actually a part of the normal learning process. This realization will lead to less anxiety among the students and further creating a conducive learning environment.. It is very important for a teacher to set certain rules with the students about how to behave in a bid not to interfere with an objective learning situation. A teacher should discuss such rules for a good learning situation with the students and explain why the class needs has to have them. (Bowman, 1992) Clear and informed organization is a prerequisite in order to attain a good atmosphere. A teacher should not only explain what they are going to do a lesson but also explain to the learners why it is important, what they are going to learn and how they are going to work towards achieving these objectives. A professional teacher ought to begin each lesson by issuing clear instructions to the target class and conclude by addressing the need for the class to get routines as frequently as is possible. These routines create a sense of stability and structure which is helpful to many a weaker student (Bowman, 1992). To the good teacher, assessment has all to with perfect lesson delivery, not just after certain units but a topic to topic basis. The important of this is that it helps to provide an analysis on how the lesson went and how it can be improved in the future by better instructions, group work and so on (Tomlinson, 1999). 2. Developing the student’s responsibility for learning It is indeed very wise to let the students be part of assessment by allowing them discuss in manageable groups with the teacher for instance how an assignment was like, what could be improved and other elements of assessment. Journal writing, whole class discussion or individual written assessments submitted to the teacher can likewise be some of the sure-fire opportunities for the students to give the teacher helpful ideas on how to improve different aspects of teaching (Tomlinson, 1999). Brown (2002) and Supple (1990) join hands to stress the importance of helping the students to learn different learning strategies so the students can develop their own study skills that work for them. ‘A teacher should also ensure that cooperation and collaboration are promoted,’ Kelly (1974) and Hess (2001). On a more serious note, they further argue that teachers should encourage the students to help each other out, to seek help from thier classmates and give each other feedback on their work since this has been seed to improve the students´ ability to take responsibility for their own learning. Hess (2001) is emphatic about the importance of letting the students monitor their work and their progress by for instance using checklists of what is to be done. Teaching, of course, ultimately depends on the willingness of the student to learn: unless the learner takes some responsibility in the shape of active cooperation and effort, there will be no learning in spite of the efforts of excellent teachers (Hess, 2001, p 159). It is indeed fruitful for the weaker students to be versed with self-assess material so as to enable the student to make personal follow up follow on the progress and evaluate how it takes place. This material needs to have clear instructions on what the student needs to do and also provide some questions for the student to reflect over when a task has been completed (Shank, 1995). Goldstein (1998) clearly states that helping the students plan their work and develop study skills is a good way to increase the students´ responsibility for their own learning, which should be the goal for the teacher to attain. Letting the students, of course on their own, to gradually develop responsibility builds up their self esteem, and in this light it is imperative for the teacher to give them motivation and positive feedback. Inclusion Inclusion is the activity of integrating children with disabilities into the general situation of education and classrooms. Also to be placed in the classroom is students with behavioral problems. The setting for inclusion is a one in which children are: learning together through integration, not labeled or stereo-typed as disability students, and share the same curriculum as their classroom counterparts (Brice, A. & Miller, J.R., 2000). This concept of inclusion was founded barely a few decades ago, but is of late finding its way into classrooms in not only the United States but also in the entire world at a fairly rapid pace. The ultimate query is, ‘Does is in return benefit both general education students and students with disabilities?” The answer to that is varied and is typically dependent upon a number of factors. The factors revolve around teachers’ training, the learning and teaching approaches employed by the different teachers, and the nature of curriculum be embraced. The determination of whether or not inclusion is worthwhile to all students involved in a classroom can be realized in a multiplicity of ways. Examples of these analytical ways include: authentic performance-based assessment, portfolio assessment, curriculum-based, standardized testing, observations, student-centered assessment strategies, and document analysis (Salend, J.S. 2000). Apparently, there are many benefits to the concept of inclusion to all different groups of students in the ‘inclusive classroom’. A more specific benefit to the students being included is that should the atmosphere within the classroom be good then the students’ self-esteem skyrockets. ‘Acceptance and appreciation of all, enhancement of ability to deal with special needs of other students, learning to handle working with different students, and many others’, as observed by ( Tichenor, S.M., & Heins, B., 2000) are among the benefits of inclusion. Standardized testing is a sure-fire way of testing maturation in specific content areas. Authentic Performance-Based Assessment has been graded as the more project-based way of measuring growth. Primarily, Portfolio Assessment is based on curriculum and provides an avenue to view each student’s own work and thus investigate growth. In viewing the students’ behavior in response to inclusive education, the practice of observation comes in handy. There exists another alternative of gauging the insight into the students’ growth in an inclusive classroom which is well stipulated in Student-Centered Assessment Strategies, which involve use of journals and think-clouds as (Salend, J.S., 2000) says. In many situations, inclusion has been incredibly beneficial to all students involved, but at some cases this strategy has seem to show the opposite. The recurring instance however is that whenever the concept of inclusion is done correctly and carried out by experienced and well trained teachers the benefits far reaching and giving than do the negative aspects of it. The proponents of Inclusion feel that Inclusion, when appropriately incorporated in the regular school environment, offers the disabled student a conducive environment where gaining educational, communicational, and social skills is made easier and discrimination-free. In an inclusive environment, disabled students are extended the opportunity to learn and acquire social skills among the appropriate age role models who are not disabled. As is obvious, when a disabled student attends a neighborhood school, there is a great opportunity for them to participate in a variety of school activities, including recess, lunch, and music, sports, and student government. When the disabled students get to participate in a variety of activities, it will help them later in life since they will have to work with others who are not disabled. Furthermore, inclusion of students with disabilities in the school positively influences the attitude of the non-disabled students in four major ways namely their self concept, reduced fear on human physical and psychological differences, an increased tolerance of other people, and the gain of new friends. They learn to look past the special needs of these persons and thereby get to know the true nature of these special classmates, which indeed is a quality that carries and qualifies them throughout their the rest of their lives. REFERENCES Ainslie, Susan. (1994). Mixed Ability Teaching: Meeting Learners´needs. Netword 3: Teaching Language to Adults. London: Centre for Information on Language Teaching and Research. Baker, Joanna. (2000). The English language teacher’s handbook: how to teach large classes with few resources. New York: Continuum; London: Cassel. Berry, Eve and Williams, Molly. (1992). Teaching Strategies for Multilevel ESL classes. Facilitator’s Guide. Oregon: Clackamas Community College. Bowman, Brenda. (1992). Teaching English as a Foreign Language to Large Multilevel Classes. Washington, DC: Center for Applied Linguistics. Brown, Douglas H. (2002). Strategies for Success: a practical guide to learning English. New York: Longman. Dörnyei, Zoltán. (2001). Motivational Strategies in the Language Classroom. Cambridge: Cambridge University Press. Goldstein, Sam. (1998). Overcoming underachieving: an action guide to helping your child succeed in school. New York; Chicester: J. Wiley & Sons. Green, Simon. (2000). New Perspectives on Teaching and Learning Modern Languages. Clevedon: Multilingual Matters. Hess, Natalie. (2001). Teaching Large Multilevel Classes. Cambridge: Cambridge University Press. Kelly, A.V. (1974). Teaching mixed ability classes: an individualized approach. London: Harper & Row Ltd. Leiding, Darlene. (2002). The won’t learners: an answer to their cry. Lanham, Md: Scarecrow Press. Lessow-Hurley, Judith. (2003). Meeting the Needs of Second Language Learners: An educators guide. Alexandria, Virginia: Association for Supervision & Curriculum Development. Shank, Cathy C, and Terrill Lynda R. (1995). Teaching Multilevel Adult ESL Classes. Eric Digests. Washington DC: Adjunct ERIC Clearinghouse for ESL Literacy Education. Supplee, Patricia L. (1990). Reaching the gifted underachiever: program strategy and design. New York: Teachers College Press. Tomlinson, Carol Ann. (1999). The differentiated classroom: responding to the needs of all learners. Alexandria, Virginia: Association for Supervision and curriculum Development. Wright, Trevor. (2005). How to be a brilliant English teacher. New York: Taylor & Francis Inc. Sweden. Skolverket.. Curriculum for the non-compulsory school system Lpf 94. Ödeshög, Sweden, 2006. Read More