TEFL Teaching mixed ability classes

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Students come from all walks of life, no person is the same whether it?s personality, ability or background. Some students are quick to learn, some slow, others can be confident, some are shy. Schools all over the world have a very difficult time trying to stream students into similar capabilities or abilities, unfortunately this nearly impossible because of large class sizes due to the lack of funding and worst still poor management / organization in schools from the very top to the bottom , where lack of properly qualified teachers who are often over worked have far too much ?Red Tape? bureaucracy paperwork to actually have time to understand and identify individual student?s needs. Unfortunately large mixed ability classes will be around for a long time to come . So how can a foreign language teacher , let alone a native teacher overcome these hurdles of teaching large mixed classes? It is important that we need to work out their own techniques and procedures to deal with these large classes (or even small mixed classes).Students will learn more if they have confidence, so tapping into each student is so important to understand their psychological needs .Of course this will take too long to pamper to every student in the time you have . Here are some thoughts that I believe will help to overcome these problems to make teaching large mixed ability classes easier . : Know your students interests ? try to relate them with teaching ideas/ syllabus : Know your students strengths -- always give them praise, be enthusiastic with them. : Know your students weaknesses -- always encourage them, never discourage. : Some students can feel they are uninvolved or anonymous so they will be unmotivated and bored.--Try to get them to engage and express their views. It can make a difference if you know their individual needs . : Try to use a variety of extra of extra materials? it helps to meet the interests and demands of various personalities. : Always point out their talents-- it shows their making progress and builds confidence. : Always be positive ?It can help change attitudes even in the smallest way . : Create a sense of structure to the lesson?it will help motivate students : Voice projection is important __ it helps change the tempo of the lesson and keeps students

aware . Let?s be honest there?s no single way to implement M .A. B. classes a teachers work is not easy. Why not if you have the time and the tools to share any successful ideas you have , it?s not difficult. Many minds are better than one . Problems can be solved if we share our positive ideas.You will find many good teachers are interested in and care about other?s problems, so listen and open up to new ideas .

Multiple Intelligences in the ESL Classroom

By Kenneth Beare, About.com Guide The theory of multiple intelligences was developed in 1983 by Dr. Howard Gardner, professor of education at Harvard University. Here is a discussion of the eight different intelligences Dr. Gardner proposes and their relationship to the ESL / EFL classroom. Each explanation is followed by lesson plans or exercises which can be used in class. Verbal / Linguistic Explanation and understanding through the use of words. This is the most common means of teaching. In the most traditional sense, the teacher teaches and the students learn. However, this can also be turned around and students can help each other understand concepts. While teaching to other types of intelligences is extremely important, this type of teaching focuses on using language and will continue to play the primary role in learning English. Example Lesson Plans (re)Introducing Phrasal Verbs to ESL Students Comparative and Superlative Forms Countable and Uncountable Nouns - Noun Quantifiers Reading - Using Context Visual / Spatial Explanation and comprehension through the use of pictures, graphs, maps, etc. This type of learning gives students visual clues to help them remember language. In my opinion, the use of visual, spatial and situational clues is probably the reason learning a language in an English speaking country (Canada, USA, England, etc.) is the most effective way to learn English. Example Lesson Plans Business Lesson Describing Trends Using Colored Pens Drawing in the Classroom - Expressions Finish the Alphabet - Adjective Recognition Vocabulary Charts Body / Kinesthetic Ability to use the body to express ideas, accomplish tasks, create moods, etc. This type of learning combines physical actions with linguistic responses and are very helpful for tying language to actions. In other words, repeating "I'd like to pay by credit card." in a

dialogue is much less effective than having a student act out a role-play in which he pulls out his wallet and says, "I'd like to pay by credit card." Example Lesson Plans Lego Building Blocks Young Learner's Games for ESL Classes - Simon Says Telephone English Interpersonal Ability to get along with others, work with others to accomplish tasks. Group learning is based on interpersonal skills. Not only do students learn while speaking to others in an "authentic" setting, they develop English speaking skills while reacting to others. Obviously, not all learners have excellent interpersonal skills. For this reason, group work needs to balanced with other activities. Example Lesson Plans Conversation Lesson: Multinationals - Help or Hindrance? Creating a New Society Guilty - Fun Classroom Conversation Game Let's Do Tourism Logical / Mathematical Use of logic and mathematical models to represent and work with ideas. Grammar analysis falls into this type of learning style. Many teachers feel that English teaching syllabi are too loaded towards grammar analysis which has little to do with communicative ability. Nonetheless, using a balanced approach, grammar analysis has it's place in the classroom. Unfortunately, because of certain standardized teaching practices, this type of teaching sometimes tends to dominate the classroom. Example Lesson Plans Match-up! English Grammar Review Different Uses of "Like" Conditional Statements - Reviewing the First and Second Conditional Musical Ability to recognize and communicate using melody, rhythm, and harmony. This type of learning is sometimes underestimated in ESL classrooms. If you keep in mind that English is a very rhythmic language because of its tendency to accent only certain words, you'll recognize that music plays a role in the classroom as well.

Example Lesson Plans Grammar Chants Music in the Classroom Practicing Stress and Intonation Tongue Twisters Intrapersonal Learning through self-knowledge leading to understanding of motives, goals, strengths and weaknesses. This intelligence is essential for long-term English learning. Students who are aware of these types of issues will be able to deal with underlying issues that can improve or hamper English usage. Example Lesson Plans Setting ESL Objectives English Learning Goals Quiz Environmental Ability to recognize elements of and learn from the natural world around us. Similar to visual and spatial skills, Environmental intelligence will help students master English required to interact with their environment.

Questi

Techniques

Asking questions effectively

Use t e ri t ki

of question.

Garbage in, garbage out, is a popular trut , often sai in relation to computer systems: If you put t e wrong information in, you'll get t e wrong information out. The same principle applies to communications in general: If you ask the wrong questions, you'll probably get the wrong answer, or at least not quite what you're hoping for. Asking the right question is at the heart of effecti e communications and information exchange. By using the right questions in a particular situation, you can impr a whole ove range of communications skills: for example, you can gather better information and learn more; you can build stronger relationships, manage people more effectively and help others to learn too. So here are some common questioning techniques, an when (and when not to use them: d

Open and Cl

ed Questi ns

A closed question usually receives a single word or very short, factual answer. For example, "Are you thirsty?" The answer is "Yes" or "No"; "Where do you live?" The answer is generally the name of your town or your address. Open questions elicit longer answers. They usually begin with what, why, how. An open question asks the respondent for his or her knowledge, opinion or feelings. "Tell me" and "describe" can also be used in the same way as open questions. Here are some examples:
y y y y y

What happened at the meeting? Why did he react that way? How was the party? Tell me what happened next. Describe the circumstances in more detail.

Open questions are good for:

y y y

Developing an open conversation: "What did you get up to on vacation?" Finding our more detail: "What else do we need to do to make this a success?" Finding out the other person's opinion or issues: "What do you think about those changes?"

Closed questions are good for:

y y y

Testing your understanding, or the other person's: "So, if I get this qualification, I will get a raise?" Concluding a discussion or making a decision: "Now we know the facts, are we all agreed this is the right course of action?" Frame setting: "Are you happy with the service from your bank?"

A misplaced closed question, on the other hand, can kill the conversation and lead to awkward silences, so are best avoided when a conversation is in full flow.

Funnel Questi ns
This technique involves starting with general questions, and then homing in on a point in each answer, and asking more and more detail at each level. It's often used by detectives taking a statement from a witness:

"How many people were involved in the fight?" "About ten." "Were they kids or adults?" "Mostly kids." "What sort of ages were they?" "About fourteen or fifteen." "Were any of them wearing anything distinctive?" "Yes, several of them had red baseball caps on." "Can you remember if there was a logo on any of the caps?" "Now you come to mention it, yes, I remember seeing a big letter N."

Using this technique, the detective has helped the witness re-live the scene and gradually focus on a useful detail. Perhaps he'll be able to identify young men wearing a hat like this from CCTV footage. It is unlikely he would have got this information if he's simply asked an open question such as "Are there any details you can give me about what you saw?" Tip: When using funnel questioning, start with closed questions. As you progress through the tunnel, start using more open questions. Funnel questions are good for:
y y

Finding out more detail about a specific point: "Tell me more about Option 2." Gaining the interest or increasing the confidence of the person you're speaking with: "Have you used the IT Helpdesk?", "Did they solve your problem?", "What was the attitude of the person who took your call?"

Probing Questions
Asking probing questions is another strategy for finding out more detail. Sometimes it's as simple as asking your respondent for an example, to help you understand a statement they have made. At other times, you need additional information for clarification, "When do you need this report by, and do you want to see a draft before I give you my final version?", or to investigate whether there is proof for what has been said, "How do you know that the new database can't be used by the sales force?" An effective way of probing is to use the 5 Whys method, which can help you quickly get to the root of a problem. Tip: Use questions that include the word "exactly" to probe further: "What exactly do you mean by fast-track?", "Who, exactly, wanted this report?" Probing questions are good for:
y y

Gaining clarification to ensure you have the whole story and that you understand it thoroughly; and Drawing information out of people who are trying to avoid telling you something.

Leading Questions
Leading questions try to lead the respondent to your way of thinking. They can do this in several ways:
y y y

With an assumption: "How late do you think that the project will deliver?". This assumes that the project will certainly not be completed on time. By adding a personal appeal to agree at the end: "Lori's very efficient, don't you think?" or "Option 2 is better, isn't it?" Phrasing the question so that the "easiest" response is "yes" (our natural tendency to prefer to say "yes" than "no" plays an important part in the phrasing of referendum questions):

"Shall we all approve Option 2?" is more likely to get a positive response than "Do you want to approve option 2 or not?". A good way of doing this is to make it personal. For example, "Would you like me to go ahead with Option 2?" rather than "Shall I choose Option 2?". Giving people a choice between two options, both of which you would be happ with, rather y than the choice of one option or not doing anything at all. Strictly speaking, the choice of "neither" is still available when you ask "Which would you prefer of A or B", but most people will be caught up in deciding between your two preferences.

Note that leading questions tend to be closed. Leading questions are good for:
y y

Getting the answer you want but leaving the other person feeling that they have had a choice. Closing a sale: "If that answers all of your questions, shall we agree a price?"

Tip: Use leading questions with care. If you use them in a self-serving way or one that harms the interests of the other person, then they can, quite rightly, be seen as manipulative and dishonest.

Rhetorical Questions
Rhetorical questions aren't really questions at all, in that they don't expect an answer. They're really just statements phrased in question form: "Isn't John's design work so creative?" People use rhetorical questions because they are engaging for the listener as they are drawn into agreeing ("Yes it is and I like working with such a creative colleague") rather than feeling that they are being "told" something like "John is a very creative designer". (To which they may answer "So What?") Tip: Rhetorical questions are even more powerful if you use a string of them. "Isn't that a great display? Don't you love the way the text picks up the colors in the photographs? Doesn't it use space really well? Wouldn't you love to have a display like that for our products?" Rhetorical questions are good for:
y

Engaging the listener

Using Questioning Techniques

You have probably used all of these questioning techniques before in your everyday life, at work and at home. But by consciously applying the appropriate kind of questioning, you can gain the information, response or outcome that you want even more effectively. Questions are a powerful way of:
y

Learning: Ask open and closed questions, and use probing questioning.

Relationship building: People generally respond positively if you ask about what they do or enquire about their opinions. If you do this in an affirmative way "Tell me what you like best about working here", you will help to build and maintain an open dialogue. Managing and coaching: Here, rhetorical and leading questions are useful too. They can help get people to reflect and to commit to courses of action that you've suggested: "Wouldn't it be great to gain some further qualifications?" Avoiding misunderstandings: Use probing questions to seek clarification, particularly when the consequences are significant. And to make sure you avoid jumping to conclusions, the The Ladder of Inference tool can help too. De-fusing a heated situation: You can calm an angry customer or colleague by using funnel questions to get them to go into more detail about their grievance. This will not only distract them from their emotions, but will often help you to identify a small practical thing that you can do, which is often enough to make them feel that they have "won" something, and no longer need to be angry. Persuading people: No one likes to be lectured, but asking a series of open questions will help others to embrace the reasons behind your point of view. "What do you think about bringing the sales force in for half a day to have their laptops upgraded?"

More Tips: Make sure that you give the person you're questioning enough time to respond. This may need to include thinking time before they answer, so don't just interpret a pause as a "No comment" and plow on. Skilful questioning needs to be matched by careful listening so that you understand what people really mean with their answers. Your body language and tone of voice can also play a part in the answers you get when you ask questions.

Asking Questions
Whatever your favorite teaching methods, they will be enhanced by including well-planned questions. Perhaps you now use questions spontaneously in your classes., For best results in developing critical thinking skills, however, you probably will want to plan and write out some of your more sophisticated questions. Here are a few ideas to try:

1.

Ask some open-ended, not just yes or no questions . An open ended question has the advantage of allowing you to draw several students into the discussion that otherwise would not participate. Some examples are: What actions might have been taken by the Federal Government before the country entered into all-out war?

2.

Ask divergent questions. A question where there is not one correct answer but where the task is to search for many possible correct answers. For example, What are some possible ways to solve the problems of poverty ?

3. 4.

Promote discussions among students. Paraphrase and drawing others in. Ask probing questions. Questions that draw the students attention to things only implied in their answers.

5.

Discourage inappropriate questions. Be tactful but firm and fearless.

CONSIDER:
Learning to tolerate the silence while students think through their responses is probably the hardest skill to master!

Blooms Taxonomy in the Art of Questioning

Researchers have often focused attention on the levels of questions being asked in college classrooms. Recently, they have found that professors tend to ask knowledge questions 80% to 90% of the time. Our goal is to include more questions that require higher order thinking. These categories of Benjamin Bloom can help you to plan effective questions:

KNOWLEDGE uestions dealing with Remembering, memorizing, recognizing, recalling information, recalling identification. COMPREHENSION uestions dealing with Interpreting, describing in ones own words, organization and selection of facts and ideas, Retell APPLICATION uestions dealing with problem solving, applying information, use of rules or principles, How is? Why is,,,? ANALYSIS uestions dealing with identifying motives, separate the whole into component parts, classify parts according to outline/diagram, compare/contrast. SYNTHESIS questions dealing with inferences or predictions, adding to what was given, combining ideas finding solutions. EVALUATION questions dealing with placing in order of priority. deciding on actions to take choosing criteria for assessing agree or disagreeing with a premise.