18. Special techniques for problem classes

1

In this talk we’ll try to prepare the teacher for dealing with weak classes. We’ll see how aims and objectives can be limited and the material simplified. We shall also consider the importance of tighter control over such classes. Our next concern will be large classes. We’ll see how effective grouping and organising the board and the whole teaching room can help the teacher there. We will then proceed to mixed ability classes and discover helpful techniques and activities. Finally, we’ll dwell upon causes of indiscipline and actions to be taken by a teacher to avoid or cure it.

8.1. Dealing with weak classes

18.1.1. Limitations of aims and objectives

18.1.2. Simplification of material

18.1.2.1. An initial presentation lesson for understanding only

18.1.2.2. Presenting a new structure with one verb only

18.1.3. Tighter control over learner production

18.2. Dealing with large classes

18.2.1. Teaching room

18.2.2. Group work

18.2.3. English corner and English walls

18.2.4. Blackboard

18.3. Dealing with mixed ability classes

18.3.1. Flexible grouping arrangements

18.3.2. Dictation

18.3.3. Reading comprehension

18.3.4. Writing

18.3.5. Drama

18.4. Disruptive behaviour

18.4.1. Causes of discipline problems

18.4.1.1. The teacher

18.4.1.2. The students

18.4.1.3. The institution

18.4.2. Action in case of indiscipline

18.5. Conclusions

18.1. Dealing with weak classes

In one of our previous talks we dealt with the preparation and planning of the teaching material for what could loosely be termed an ‘average’ class. In such a class there are usually around 15-28 students who are at the same level of attainment but with normal differences in intellectual ability or in ability to learn a foreign language. However, we are well aware that many classes throughout the country do not fall into the category of ‘average’. There are classes composed entirely of weak learners, who may be generally low in intellectual ability or in ability to learn English or any other (including their mother tongue) language. Then there are very large classes, sometimes exceeding 45-60 students. And at last, there are mixed ability, or even multi-level, classes where the differences between the top and the bottom parties may be very great indeed. All the three categories of learners just mentioned are usually treated by teachers as abnormal. Students of such a kind grouped together are regarded as problem classes. To top it all, there, of course, exists a problem of disruptive behaviour.

So, our aim would be to suggest teachers some techniques and activities that could possibly help them cope with any of the above mentioned circumstances.

Raphael Gefen in his article Teaching English to Less-Able Learners lists four types of learner – the very able, the able, the less able and the unable. Having this classification in mind, we would try to analyse the type of class that is composed entirely of less able learners (for example, the bottom stream in a system that maintain streaming). And, of course, we would not consider the unable students, for if they are unable then what is the use of worrying? Unfortunately, the unable are a lost cause and should ideally have the opportunity of opting out of the foreign language lesson to do extra work in another subject. Faced with such a class, the teacher obviously has problems, and much of what has been said so far may possibly may seem applicable to teaching a class of less able learners, or may no be applicable without a degree of modification of techniques and activities. Our aim is to suggest ways of modification rather than abandonment of principles.

If we look at a typical less able learner, we will generally find that his greatest weakness lies in the productive skills of speaking and writing rather than in the mainly receptive skills of listening and reading. When he speaks, he rarely does so of his own free will. He may not willingly join in the choral repetition or the drill. He will not assimilate the structure being taught and transfer it to his own use. He does not generalise from the rule or pattern that is established in order to be able to use the language creatively. He never experiments with the language, never attempts to produce something that he has not yet been taught as the able of very able learner will. He always falls back into his mother tongue even when a very simple foreign language utterance could be used. In short, he is afraid of using the foreign language. On the rare occasions that he does use a foreign language, his speech is full of errors. When he writes, he takes advantage of the time available for thought in order to translate mentally and consequently his written production is no more than a stream of foreign language items tied together by the grammatical system of his mother tongue. Even when listening or reading he pesters the teacher for translation of new items.

To cope with the class composed entirely of such learners, it is suggested that the following three principles could form the basis of a system of modification of techniques and activities mentioned previously. These principles are: a) limitation of aims and objectives; b) simplification of material; c) tighter control over learner production.