MANAGING MIXED CLASSES

October 2011By Jorge Luis Gavilanez

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Mysterious Deaths

Mickey and Minnie are found dead on the floor, surrounded by water and broken glass. No weapons were used to kill them; they did not kill themselves.

How did Mickey and Minnie die?

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“Mixed ability classes are the norm, not the exception”

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What do we mean by mixed ability?

• DIVERSITY is the key.• Every class is made up of a group of

individuals. Each individual is different in terms of their knowledge and ability.

• Talking about language, the individual differences are very pronounced, mainly where there is a marked difference in language level.

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• Ss learn at different rate, there are slow and fast ss.

• Some ss find learning a second language easy and some find it difficult.

• There may be other influences: …English speaking family. …travelled to English-speaking countries…Satellite TV, CD-Rom.…a future ambition for a job

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Aspectos of DIVERSITY

• Gender in the group: boys and girls, the differences are influenced by cultural conditioning, level of maturity (female ss often mature earlier than male), development of the different skills.

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• Gender in the group: boys and girls, the differences are influenced by cultural conditioning, level of maturity (female ss often mature earlier than male), development of the different skills.• Interests of students, can be influenced by gender roles, ss background etc.

• Classes in which there are clear differences in the learning styles.

• The Multiple Intelligences (MI).• Differences in the level of the language in

general or in the level of their abilities in the receptive and productive skills.

• Different levels of motivation and attitude towards learning English.

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PROBLEMS!!

SOME WEAK SS. DON´T EVEN TRY

Stronger ss get bored when I spend time

explaining the weaker ones

The stronger ss. dominate and

don´t let the weaker ones

paticipate

Some weak ss. sit at the back and start disrupting

Half of the ss have finished an exercise when the other half have just

begun

Most of my ss. don´t

understand anything in

English

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OTHERS…?

Some ideas to solve the problem!!

• Catering the different learning speeds, styles, multiple intelligences and others.

• Classroom management skills, ensure that all learners are involved as much as possible.

• Learner training, you can make students aware of effective learning behavior and strategies.

• Motivating students. Sense of achievement

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Motivation• - Extrinsic Intrinsic - Sense of achievement. - Diverse activities. - Class environment. - T´s attitude - Self steem

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Catering for different types of learner

• Aims- to present some recent approaches to how

learning styles and intelligences affect learning- to help teachers identify and adapt course

books to the differences.- to help teachers plan lessons that allow

different learning preferences.- to raise awareness of our own teaching styles.

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Multiple Intelligences Try to include all these aspects when

you plan your lessons.Verbal-linguisticSpeaking, reading, writing or editing.

Logical-mathematicalNumbers, classification, critical thinking , problem solving and calculations

SpatialVisuals, colors, art, graphs, and pictures.

BodIly-kinestheticMovement, exercise, drama, and crfts. PLANNING

MusicalMusic, sounds, rhythms.

InterpersonalGroup work, peer sharing and discussion.

IntrapersonalPrivate learning time and student choice.

NaturalistField trips, ecology studies, nature observation and understanding

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Whose son are you?

A man and his son get in a car accident. The man dies, and the injured son is rushed to the hospital. At the hospital, the doctor operates on the boy, saving his life. The boy is the doctor´s son.

How is it possible?

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Cognitive learning styles of ss.Neuro-linguistic Programming -NLP

Left-Brained thinkingAnalytically-asking questionsSort thingsTranslation into their L1Grammar rules, grammar formulas

Right-Brained thinkingHolistic and intuitive view of the language.IdiomsLirics of popular songsWriting stories

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Different Learning Styles for Different Learners

Left Brain Right Brain

VerticalLinear Categories, listsAnalyticalVerbalRealisticConsciousLogicalAware, alertObjectiveSees detailsFocuses on partsRational

CREATIVE IMAGINATION Non-verbalSees things as a whole

SUBJECTIVETOUCH RhythmMusic Shape Taste Hear

Touch

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Left Brain

• Givel all the ss the following instructions: Think of a number. Multiply the

number by three. Add one. Multiply by three again. Add the number you originally thought of.

Now ask for their answers. From their answers you can tell them what their originally number was.

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Sensory Channels to Learn VAK

• Auditive: EARS

• Visual: EYES

• Kinesthetic: HANDS17

4MAT SYSTEM

1. Activating Knowledge To get others interested - Brainstorming- Ice-breaking- Rapport- Use of pictures, games, chats.

3. Using Knowledge Learning by Practice-Development of the 4 skills- Exercises, worksheets-Hands on activities- Texts- Drills

2. Gaining Knowledge Teaching factual Information- Grammar rules- Vocabulary- Pronunciation rules- Intonation rules

4. Appling KnowledgeDoing sth. personal with new knowledge-Oral presentations- Writing letters, stories, journals.- Real life applications

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TETRAMAP we all have a unique mixture of all 4 elements and our

preferences may change in defferent situations.EARTH (FIRM)“Because I know best”

Practical , Sense Learner

Direction: HOW

AIR (CLEAR)“Because I have proof”

Analytic Learner

Reason: WHAT

WATER (CALM)“Because I care”

Imaginative Learner

Unity: WHY

FIRE (BRIGHT)“Because it´s fun”

Dynamic Learner

Motivation: IF?

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Classroom management skillsSome useful tips

• Spread attention• Learn and use ss´s names• The t´s attitude• Managing learning activities• Using the board• Classroom layoutBESIDES…

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• Encourage a sense of self esteem• Encourage respect and create bonds between learners

of different levels.• Ensure that everyone has something to contribute.• Motivate weaker ss. to contribute.• Provide opportunities for acquisition of the language.• Make lessons relevant to the learners.• Enable learners to focus on meaning and

communication rather than only in grammar.• Allow learners to show off their knowledge and “teach

the teacher”

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MOTIVATION

• Extrinsic Intrinsic• Creating an English environment• Creating a good atmosphere• Be fair and don´t discriminate• Class activities• Personalization• Don´t compare ss. performance

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Learner training

• Participation• Organizing notebooks• English outside the classroom• Error awareness• The good language learner• Strategies for skills work• Keeping records of work• Seating arrangement

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Grading tasks for fast and slow learners

• An example-dictation• Advantages and disadvantages• Picture dictation• Vocabulary activities• Reading and listening• Find things to do with fast learners• Use pair and group work

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Activities with different responses

• Project work

• Role plays. Drama

• Responding to a text

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Open-ended activities

• Diaries or journals.• Choosing vocabulary to learn• Asking or answering qs.• Dictation and questions• Responding to a picture• Using stories• Using video• Using a story• Ss presentations

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CONCLUSION!!

FORTUNATELY!WE ARE DIFFERENT HUMAN BEINGS LET´S CELEBRATE DIVERSITY LET´S TAKE ADVANTAGE OF IT OTHERWISE THE TEACHING WORLD WOULD BE

BORING!!

THANKS A LOT !27