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In an ideal situation, every student would be placed in a classroom appropriate to their skill level as an English learner. However, this is not always the case, whether it be due to limited school resources or individual student learning styles creating a gap in comprehension. Thus, teachers may often be faced with a classroom full of students at varying levels of English abilities. Some may be beginners and some may be more advanced. Students also tend to work at different paces and with specific approaches that are preferable to them. While there are several challenges that come with teaching a mix of abilities in one classroom, perhaps one of the most important obstacles is making sure each student feels appropriately challenged. In any classroom environment, but especially in a class of mixed abilities, there is always a danger of one or more students feeling excluded from activities if they feel an activity is too simple or too difficult for them. The key to addressing these kinds of situations is somewhat of a balancing act that requires a sense of creativity and a good rapport with students. By incorporating a variety of techniques and activities that cater to students at every language level, a teacher can most effectively engage a classroom and ensure a stimulating learning experience for all. Conducting a needs analysis is an advantageous first step toward addressing the varying levels of abilities in a classroom. By prompting the students at the start of the course to complete this analysis, they can reflect on their individual needs, learning styles, strengths and weaknesses, and motivations. This benefits the students and the teacher, giving both parties a clear idea of how to progress in the course. It also allows the teacher to better assess what lesson plans and activities are most beneficial for which specific students. One technique to managing a situation like this is to structure class lessons with more open-ended and ongoing activities. For instance, with individual or group assignments, the teacher can let students complete as much as they can in a given time instead of setting one very specific goal at the end of an activity. This means that weaker students are able to participate in the same activities and go at their own pace without feeling discouraged if they do not meet a certain expectation at the very end. On the other hand, the stronger students will also be able to go at their own pace and still feel challenged by the assignment. Similarly, ongoing activities––like keeping a journal or writing a story––will keep every student busy and avoid situations where stronger students are waiting for weaker students to complete an activity. Another way to address varying skill levels in a classroom is using different materials based on the level of ability. The teacher can split the classroom into groups based on similar skill levels and assign a task that is appropriate to each group. This technique not only allows every group to work on material that accommodates their specific capabilities, but it also encourages student collaboration and support for each other when necessary. Conversely, the teacher may also choose to use the same materials for different activities, centering the lesson on the same themes but giving the stronger students more complicated tasks to accomplish. This approach would also allow for pair work between stronger and weaker students, with the stronger students able to help explain and clarify any questions that may arise during the assignment. This effectively creates a more engaging, collaborative classroom experience for the students. However, this also requires a good balance and some teacher monitoring so that one student doesn’t dominate the situation or contribute more to an assignment than another. Lastly, one crucial aspect of managing a classroom of any kind is to treat every student equally regardless of their skill level. This means making an effort as a teacher to call on every student, address them individually, and give them a chance to participate in each lesson as opposed to calling on those who might always know the answer or are more confident in speaking up. When every student feels comfortable in the classroom, it fosters a healthy, judgement-free learning environment that is essential to balancing a mix of abilities in a classroom.
