Introduction
Mixed ability classes and teaching is a kind of education strategy where students can work together with teachers despite the differences in individual skills, personal interests, personalities and learning needs. Despite the fact that most classes are often multi-level, instructors, particularly the less experienced find giving instruction to such classes a very tasking job.
The work of lesson planning for every student as determined by the different learning abilities and styles is quite challenging. The teaching styles have to correspond to the students’ capabilities and learning styles, but the classes often have a great variation in these abilities.
Nonetheless, non-homogeneous class can be looked at in a positive manner because it serves as trigger for instructors’ professional growth and development. This is because it calls for the use of a variety of strategies, teaching styles, responsibilities and interaction patterns.
Theoretical Framework
Mixed-ability classes are groupings of students who have greatly varying capabilities, motivation for learning, experiences, interests, learning needs, learning styles, Language, cultural background among other characteristics (Baker 2002, p. 25). These classes are also multileveled hence pose varying degrees of challenge to the teacher based on how multileveled they are (Baker 2002, p. 45).
It’s pertinent to distinguish between the mixed ability classes and teaching because whereas the class could be mixed in terms of the student abilities, the teachers may not be employing mixed ability teaching styles.
Common Challenges as a result of the differences in class include;
- Getting all the students to pay attention, learn and take part in class
- Avoid boring the fast learners (Tomlinson 2005, p. 262)
- Avoiding loosing focus as younger students or slow learners can feel intimidated by stronger learners
- Planning different activities for the varied needs of the learners
- Grouping may demean weaker students and may refuse to go to lower groups
Ireson and Hallam (2003, p. 56) proposed that instructors needed to appreciate the different or varied abilities of the students because it is natural for children to develop at different rates. As a result, the student would prefer different thing ranging from learning styles and how they present they work.
All the students would demonstrate a range of abilities with strengths at different times of study sometimes based on the topic under study or the style of teaching being used (Ireson & Hallam 2001, p. 56). When students are taught with their preferred style of learning, they are likely to perform just as good.
Regardless of the place or the type if school, the existence of mixed ability classes are inevitable. Each individual has unique characteristics and need which are very different from the rest of the students in several aspects (Ireson & Hallam 2001, p. 57).
Gender, attitudes, intelligence, confidence, motivation, language development, ethnicity, age and culture play a very big role in determining the learning preferences of each student.
Teachers should consider all the different factors and assess particular situations of different groups. The ultimate objective is to ensure that all the students make progress in academic performance (Tomlinson 2005, p. 262). This means, teachers have to make the most for this to take place and it entail monitoring and detecting differences among the students.
Baker (2002, p. 45) gives an argument that, teaching was not all about having children in class that is the challenge but that each of the required attention because of the differ ability level. She further explains that keeping the student attentive to the lesion was very difficult in such classes.
They can generally have poor motivation and can get frustrated because, the poor students may not be attended to because of time constraints (Baker 2002, p. 45). Additionally, the learning style may not match the teaching approach and the students many seem uncooperative and lose attention easily hence precipitating into commotion in the class.
Lesson planning and preparation of teaching material consume a lot of time for the different students. This could sometimes make the teachers feel inadequately prepared and not able to cope with the class as Hess (2001, p, 78) identifies.
Teaching a mixed ability class can be taught efficiently when the teacher appreciates that the whole class cannot be taught by controlling the class from the front. The students are well taught if they are they are permitted to learn as individuals (Hess 2001, p, 78).
However, this may fail when the teacher insists on teaching the students as a group of homogenous individuals or average students. It would be unrealistic to expect that students with different capabilities to learn through the lesson and curriculum at the same pace (Susan & Judith 2005, p. 5).
Important Factors for Working with Mixed-ability Classes
Creating a Proper Atmosphere
It is pertinent that the teacher creates positive learning atmosphere where students can feel relaxed and at ease to express their strengths and weaknesses (Hess 2001, p, 78). There is a very strong connection between a good class atmosphere, good behaviour and classroom management. In order to create the best learning environment, it’s pertinent that the teacher establishes a good relationship with the students.
For instance, the teacher can ensure that he/she learns the names of the students fast enough and also find out more information on their lives, cultures, language, weaknesses and interests (Susan & Judith 2005, p. 6). This can be done in the initial stages of the class where students can be asked to write detailed essay about themselves.
Anxiety could be a barrier for the students (Brown 2002, p. 76) especially when they are afraid of making mistakes in the class and be laughed at by the rest of the students. Teachers should not depend so much on the precision but to concentrate on individual competence and develop situations with composed and welcoming environment.
The students will be made to know that it is usual to make mistakes and it was part of learning. The teacher should set the rules for learning to the students. Organization is important for the good atmospheres (Brown 2002, p. 76). The teacher should explain the importance if each lesson with objectives clearly outlined.
Clear instructions should be given to the students at the beginning of each lesson. Assessment is very important for the teacher as it will him/her to find out how the lesson went on and how to improve.
Responsibility for Students
It is important to make students be part of the process of assessing learning by creating small discussion groups with the instructor. For instance the instructor can discuss with the students how the assignment went and the issues that could be improved among others.
Brown 2002, p. 67 stresses the significance of assisting students in identifying their learning strategies to enable them to develop better study skills that work best for them. Hess (2001, p. 78) insists on the importance of collaboration and cooperation especially where they monitor their own work, their classmates’ and give feedback. This would allow them to take responsibilities.
Clear Instruction
This is one of the best means of dealing with mixed ability classes in terms of teaching. The instructor should present easy instructions as this would make students decipher the meaningfulness of the instructions faster (Brown 2002, p. 61). Tasks can be introduced by use of different methods so that various students’ abilities can be addressed (Baker 2002, p. 45).
When the teacher explains concepts, it is proper that he/she uses proper, relevant and concrete illustrations. The various methods of teaching reinforce the students’ ability to understand (Brown 2002, p. 69). After the instruction, teachers should allow their students some time to think them over and even discuss with their classmates and ask for clarifications.
It is also appropriate for the instructor to plan complex tasks in manageable steps because unclear presentation of tasks to students or ambiguous instructions can result into more problems. Some of the students could find the lesson too hard (Hess 2001, p, 78), some could even give up trying while a few would be comfortable.
Motivation and Differentiation
Leiding 2002, p. 37, categorically explains that the personal interests of the students, their experiences, emotions and ideas should be incorporated into lesson plans. Extensive has been conducted on the significance of considering these aspects and the results indicate that they are likely to develop better understanding when teaching is based in their internal motivation (Tomlinson 2005, p. 262).
It was traditionally thought when teachers insist on the experiences and interests of their students as well as on prior knowledge was a disregard of scientific methods. Currently, these considerations have the backing of cognitive research which has demonstrated that learning was a process of constructing meaning out on new information or unfamiliar events with regard to familiar ideas and experiences (Leiding, 2002, p. 38).
Teachers should also make use of student –centres activities and the content of instruction should be based on the learning needs of the students. This can be achieved by allowing them to freely express themselves when learning like in writing or speaking.
This could be about event their watched or experiences they went through. Hess, 2001, p. 79 emphasizes that students should share their opinions in class as they connect and related to their experiences, this should also be done with regard to their future plans.
Differentiation is used for motivate students and this can be done in three aspects of education; the teaching material, the process of teaching and the product. Material can be differentiated in terms of visual, audio or both presentations (Tomlinson 2001, p. 67).
The process can be class discussions, group works, individual assignments etc. the product can be differentiated based on how students are able to present what they learned like in a test or an examination.
Solutions to Specific Challenges in Mixed Ability Classes
In order to give children a chance to benefit from the lesson being taught, it is paramount to consider the differences among them in lesson plan preparation and implementation.
In order to even plan for future classes (Baker 2002, p. 48), the teachers need to understand the possible challenges and the possible best solutions for multi-ability classes. Some of the challenges are already highlighted in previous paragraphs, however, these are the solutions to some of them;
Resources and materials for teaching
Most learning material like text books and curricula are developed and designed for average students and for homologous classes. For the multi-ability class, students respond differently to these materials (Leiding 2002, p. 38). This means the teacher will difficulty in finding the appropriate teaching material to fit needs of the class.
The solution would be to adapt some material from elsewhere to address these needs like simplifying the language (Baker 2002, p. 56). The teacher can design new material to use for teaching like using pictures to illustrate objects in class.
Tasks for students
Some weaker students could find course book homework very difficult. As a result they often fail to carry out their assignments hence lag behind as the teacher moves ahead with other students (Susan & Judith 2005, p. 9). In order to ensure that these students get to learn as well, the teacher can develop easier version of the same home work for them (Hess 2001, p, 81).
The teacher can give cues to help students to figure out for themselves how to do the homework like reducing multiple choices which could be confusing. The instructor can encourage group work and open ended tasks which will allow students independence to express their opinions and work at their own paces.
Individual strengths, needs and interests
In a multi-ability class each student has his/her own interests and needs and this is what builds their attitude towards learning and the instructor. The teacher may fail to know the interests, strengths and needs of his/her students. This will mean there will be no connection among them and they will not blend well in class (Leiding 2002, p. 38).
The solution is that the teacher should take interest in the students’ likes and dislikes, language abilities and culture. He/she may try to find out the topics or subjects that interest each student hence derive their possible interest from this. Engaging students in a wide range of activities and assessing them would help the teacher to identify the strengths of the students based on their involvement and performance (Hess 2001, p, 82).
Participation
because of language development differences and prior knowledge, the level of participation in class activities is often varied because some students lack confidence while other are pushy and pestering ready to express themselves.
The teacher can solve the problem of variation by employing different activities in the lesion to match different intelligences (Brown 2002, p. 73). The teacher should not concentrate only on the extrovert students but also call on the shy ones to contribute their opinions. Student groups should be mixed as well.
Conclusion
In education, working with mixed abilities classes in particular, the teacher is an important element. This is because she/he is the manager of the classroom and therefore in charge. The teacher can determine whether the instruction achieves the objectives of learning or not. The difference students all depend on the direction of the teacher.
This is the reason why, the strengths and weaknesses of the students in mixed ability class can be addressed specifically by developing good atmosphere, introducing motivation, responsibility and given children personal responsibilities.
Adopting a flexible methodology of teaching mixed ability classes is the most challenging undertaking for teachers, they have to invest a lot of time and energy in designing lesson plans and they are required to learn new management an organizational skills an undertaking that could stretch beyond their pedagogical skills.
Reference List
Baker J. 2000. The English Language Teacher’s Handbook: How to Teach Large Classes with Few Resources. New York: Continum: London: Cassel
Brown D.H. 2002. Strategies for Success: A Practical Guide to Learning English. New York: Longman
Hess N. 2001. Teaching Large Multilevel Classes, Cambridge: Cambridge University Press
Ireson I., & Hallam, S. 2001. Ability Grouping In Education, London: Paul Chapman Publishing
Leiding D. 2002. The Won’t Learners: An Answer to Their Cry. Lanham: Scarecrow Press
Susan H. & Judith I. 2005. Secondary School Teachers’ Pedagogic Practices When Teaching Mixed And Structured Ability Classes, Research Papers In Education, Vol. 20, No. 1, pp. 3-24
Tomlinson C. A. (2005). Grading and Differentiation: Paradox or Good Practice? Theory into Practice, 44(3), 262-269
Tomlinson C. 2001. How to Differentiate Instruction in Mixed-Ability Classrooms, Alexandria, VA: ASCD Professional