mixed levels in the esl/esol/tefl classroom

Every class is a 'mixed level' class. This is not properly considered either in teacher training or in putting together a lesson plan. And actually, the students themselves are not properly considered.

So, what can we do about it?

One way would be to stop seeing the mixed level class as a problem:

A great teacher I know says that when the 10-year-olds in her class make a maths error, she asserts an instant “wrong”. The brighter the child, the sharper her “wrong” will be. At times she is moved to say “wise mistake” – but that’s as complimentary as it gets. Years of inspirational primary practice have taught her that children don’t want to hear false praise or be asked to talk in pairs when they make a number error. The child wants to work it out, get a similar question right next time and the time after that.

Jay Doubleyou: differentiation in the classroom

There are some great materials out there readily available to deal with mixed levels in the English language classroom - especially for reading and listening input:

Jay Doubleyou: breaking news english lessons: different levels and speeds

Jay Doubleyou: randal's esl cyber listening lab

Jay Doubleyou: learn english with voice of america and esl-bits

Jay Doubleyou: authentic listening - fast and slow

There are different ways of using materials:

Jay Doubleyou: using difficult texts in the esl classroom

And there have been some clear voices giving good advice - including Gareth Rees from a couple of decades ago:

Teaching mixed-ability classes 1 | TeachingEnglish | British Council

Teaching mixed-ability classes 2 | TeachingEnglish | British Council

Here's a review from Emily Davies - with a few highlights:

According to Gareth Rees, it is important to address this situation from the first day of class. He suggests having an open class discussion to put it out in the open which I believe makes for a more comfortable classroom. It is important to stage and structure the discussion by asking certain questions such as; would you rather sit and listen or actively participate? Rees calls this a "Needs Analysis"...

Another suggestion Gareth Rees makes which seems simple and effective, is a specially tailored reading lesson for mixed ability classes. Have each student read the same text and when they are finished have stronger students do detailed dictionary work on the vocabulary in the text while the teacher can monitor the weaker students with whatever problems they may have had with the text...

One teaching practice TEFL International employs is always having the class work in pairs. This can be very helpful in a mixed- ability class because the teacher can pair up stronger students with weaker students.

Another similar TEFL International teaching practice which is very useful for classes with mixed abilities is the use of working in groups. As TEFL International calls it, the Activate Activity, it gives the chance to use the language in a more relaxed environment.

Tefl article - TEFL Teaching Classes of Mixed Abilities #386 | ✔️ ✔️ ✔️ ITTT

As part of the needs analysis - and further into the course - questions are always useful, as the student can answer at their level:

Jay Doubleyou: questioning and problem-solving

Jay Doubleyou: the maieutic method of teaching and learning

As well as 'before and during the learning', students want some help after - with some good feedback:

Jay Doubleyou: students want feedback

And if students are to have lots of opportunities for practicing speaking, then leave them to it!

Jay Doubleyou: keeping down teacher talking time

Finally, in 'real life', people have to learn to communicate in very different situations anyway:

Jay Doubleyou: "As the market develops … education will become organically linked again into … family homes, workplaces, sports centres, town halls, reading rooms in pubs, debating chambers, book stores … but you won't see the youth ghettos we call schools and colleges"

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