Teaching in a multilevel classroom

I personally think that I am clear on my students’ abilities when I recognize that they should learn content and language, both integrated.  

The initial assessment, which is not graded, helps me to identify student’s own strengths and weaknesses. This is the beginning to correct their learning deficiencies and misconceptions because the idea is to help students learn that they can engage in self-assessment and continuous improvement of performance.

The first evaluation helps me to identify higher level students who later on, during the process of learning, will help me to  help one another. Those students are always rotating. The second day of class I usually talk to them to help me not to use the mother tongue when they are in class. I try to teach them to target on the objectives of learning.   

I have to adapt some strategies when I have lower level students in my class. It is not appropiate to leave them behind. So, one of the strategy  is to walk closer to them, smiling, telling them that they are learning and that it is OK, if they make mistakes. It’s the process of lerning! The other strategy is to finish classes earlier (20’ before) and I personally give them some orientations. I also prepare some exercises in advance to work with them for 5 minutes and give feedback immediately. It ‘s hard since clasess are too big.

To include pairs and groups according to different levels for collaboration activities  I would like to begin and end with whole-group activities to foster a sense of unity among the students. This is something new for me, but I think it will work in my classes.

One of the principle in terms of assessment is to take into account language abilities like fluency, accuracy and  vocabulary that are mostly accurate, and respond appropriately to my students’ output. I try to recognize most errors that they make and give feedback later on for the whole class. Sometimes I do it individually when I see that students like to be corrected.