Multi Level Classes

Multi level classes can present challenges to teachers who must engage the interest of all the learners in their classes while helping them achieve their diverse educational goals. Also, addressing the diverse needs of a multi level class presents challenges for the teachers and requires training, experience and extra time for preparing lessons and materials. Lesson planning and classroom management while they're time consuming are very essential elements of a successful multi level class.

In a multi-level class, there are several factors that teachers need to take into consideration when grouping learners. Among those factors are the level of literacy and education in the native language, language level in English, age, and culture of the students.

First is the level of literacy and education in the native language. Students with native language literacy skills can learn to transfer their knowledge to learning English literacy. These students may progress faster than students without that foundation in the first language.

Next is the Language level in English. Students with lower language skills and those who are generally less vocal may naturally segregate themselves from the more outspoken or advanced-level students. This prevents the quiet or lower level students from getting the extra help they may need and that which the more advanced students might provide.

Another factor is Age. Young adults differ socially and cognitively from older adults. Although adolescents tend to progress more quickly in their language learning, they also need more structure, guidance, and support to stay motivated.

Finally is Culture. Cultural norms and conflicts can have a powerful impact on classroom learning and dynamics. While cross-cultural exchange is mainly a positive aspect of diverse classes, teachers must be aware of the dynamics rooted in ethnic conflicts among various groups, social status and tensions.

Teachers can do diverse ways to promote success it their multi-level classes. In the first place, the teacher needs assessment which simply means teachers must determine what each learner needs and wants to learn. Ongoing needs assessment may include standardized tests, alternative assessments, one on one interview with learners, group discussion and learner observation.

Therefore, this allows students to express their individual needs and provides teachers with data that can help them adjust the content of the class to meet students' needs.

Another way to promote success in a multi-level class is lesson planning. Here, teachers can prepare parallel lessons for learners and different levels. Planning should include strategies for managing a variety of group, pair and individual activities.

Other things that we should take into consideration are the Grouping Strategies and Purposes. These are essential in a well-run multilevel class. Teachers should determine when whole group activities, small group activities, pair work and individual works are appropriate.

In addition to it, teachers should determine when it is best to place learners in heterogeneous (learners with disparate skills or varying ages or from different cultural groups) and when it is best to place learners in homogeneous groups (learners with similar skills, similar ages, or from similar cultural groups).

Another basis by which teachers may group students is their preferred ways of learning. Teachers can draw on multiple intelligence theory to understand the different ways their students learn and demonstrate proficiency, and group the students accordingly.

Using native languages is another way of promoting success in mixed-level classes. Less advanced students might fall behind if only the second language is used. When possible, teachers may use learners' native language to clarify instructions so that all students remain engaged. Additionally, teachers may ask one student to help another student who speaks the same language so that students can negotiate meaning together.

The above mentioned strategies and challenges when practiced and applied by an IELTS teacher would make the multi-level classroom effective, productive and would help the students achieve their diverse educational goals.