When educators speak about diverse classrooms, they do not always refer to the cultural and ethnic composition of the groups. In many cases, the diversity that plays a significant role in the structure and type of the lessons, as well as the teacher’s approach, is based on the learning capacities and styles of the students.
One classroom may contain high- and low-performers and the learners who prefer different ways of communication and information delivery. It can be challenging for a tutor to manage diverse classrooms. One way of coping with this issue is conducting hybrid lessons based on the division of the entire classroom into groups based on the learners’ dominant ways of perception. While the group with more passive learners watches an educational film, the group of active students could engage in a discussion of the studied matter with the tutor.
In adult classrooms, the learners tend to be set in their own ways, and thus it can be almost impossible to convince them to do something they do not feel comfortable doing. In that way, when it comes to the significant diversity in a classroom, the best way out for the teacher is to use unique approaches for each group of students and prepare role-plays and game-based scenarios for the active individuals, and films, lectures, or readings for the passive ones so that they could be applied at the same time.