How to Work Effectively with a Heterogeneous Classroom

R. Naryanan, India

Dr. R. Naryanan is lecturer of English at University College of Engineering (Anna University Constitution College) Arni, India. He is particularly interested in Indian writing in English and English language teaching. He has presented nine papers & published eleven papers in various international journals in the area of English language teaching. He holds an MA (English Literature), an MA (Linguistics) and an MPhil (Indian writing in English) & PhD in Applied Linguistics. Besides, He has taken professional memberships in English Language Teachers' Associations of India, IATEFL (18360) of UK, Linguistics Society of India and an Editorial member in Iranian Journal of Language Studies. Presently he is doing research on Noam Chomsky’s views on language and linguistics. E-mail: narayanan_8268@yahoo.co.in

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Introduction
What is a learner’s personal profile?
Some general problems in the heterogeneous classes
Problem 1
Problem 2
Some individual problems in the heterogeneous classes
Problem A
Problem B
Problem C
Conclusion
References

Introduction

A heterogeneous class is one that has different kinds of learners in it, as opposed to a ‘homogeneous’ class, where the learners are similar. This definition cannot, however, be directly applied to the real world: there is in fact no such thing as a ‘homogeneous’ class, since no two learners are really similar; and therefore all classes of more than one learner are in fact heterogeneous. Thus for our purposes the term may be better defined as ‘classes whose members are particularly, or unusually, heterogeneous’, and which therefore present special problems for both learners and teacher. (Penny, Ur 2005:302)

Another definition sometimes applied to such classes is ‘mixed ability’. This term is, I think, misleading. What most teachers understand by it in practice is classes of learners among who there are marked differences in level of performance in the English language. However, the implications of the term ‘ability’ include not just the immediate observable ‘ability to perform’ of the learners, but also their ‘potential learning ability’; and the former is not likely to be a simple one-to-one result of the latter. Learners’ present proficiency may have been influenced by various other factors such as different previous opportunities for learning, better or worse previous teaching, higher or lower motivation. Even if we rephrase the term ‘mixed-ability’ and say ‘mixed-proficiency’, this still does not cover all aspects of heterogeneity as applied to a class of language learners. Learners are different from one another in all sorts of other ways that affect how they learn and need to be taught.

First step the teacher suppose to do in his/her heterogeneous class is to collect the learners profiles.

What is a learner’s personal profile?

A learner’s profile is a collection of information relating to an individual learner. Its purpose is to provide a picture of the learner’s previous and current development and future potential in terms which relate to self-access learning. Besides, it also gives an overall picture about the learner (his schooling, family background, knowledge about the language and so on).

In our daily teaching, we face mixed-ability classes, which imply having not only students with mixed language-learning abilities, but also students with different learning styles, different attitudes, personalities, cultural backgrounds and interests. I want to propose that we look at our students as individuals, identifying their unique problems and indicating the appropriate solutions in each case. Here I have discussed a few general problems and individual problems with some suitable solutions and suggestions to facilitate heterogeneous classrooms.

Some general problems in the heterogeneous classes

Problem 1

Effective Learning As a teacher, our aim is to reach all of our students. However, it is well known that every student has a different way of learning, and learns and progresses at different speeds. Thus, while some students may find the learning task very easy to deal with, others may find it difficult to understand. Besides, learning also depends on what students have brought with them into class. Since each comes from a different family, a different environment and so on may be an obstacle for the teachers in reaching the students, which eventually results in ineffective learning. Moreover, although it is quite difficult for the teacher to know about each student and to follow what each one does during the lessons even in small classes, it is important for teachers to monitor each and every student and to reach their needs in a variety of ways to achieve effective teaching.

Suggestions

1. Diversity: If we plan to profit from heterogeneous groups, we need to believe that diversity is not a drawback.
2. Participation: It is important to create an opportunity for every member of the class to participate.
3. Graded task: We need to think of tasks in terms of the appropriate degree of challenge for each level group. Text level of challenge + task level of support = students success.
4. Environment: As atmosphere of support, collaboration, respect and learner autonomy should be fostered. This is vital if mixed-level classes are to work effectively.

Problem 2

Materials

Since most language textbooks are designed for an ideal homogeneous classroom environment, teachers always have to deal with the problem that students react to the textbook differently due their individual differences. First of all, some students may find the textbook boring and very hard, whereas some find it interesting or very easy. In addition, as language teaching course materials are currently based on content-based or theme-based syllabi, some students may find the topics dull, strange, or meaningless; whereas others find it enjoyable, familiar or interesting. Therefore, it is usually necessary for the teacher to evaluate and adapt the materials according to his/her class.

Suggestions

1. The teacher needs to determine the different language levels which coexist within the same class.
2. Secondly, carry out a survey to find the number and the language level of the students who are enrolled at the institution.
3. Thirdly, the teacher can prepare a diagnostic test to confirm the data gathered in the survey.
4. And then, by putting students in three main groups- low, average and good –and grading the tasks according to these groups.

Participation

Since the classroom is the first and only environment for many good language learners, they should use this chance as much as possible. However, some of the students find it difficult to speak in the target language for many reasons ranging from interest to confidence, from age to knowledge. Other students, however, would like to express everything they think or feel by using the new language. As a result, some students may take many turns, while others do not speak for the entire lesson.

Suggestion

Instruct them to avoid from speaking before the other person has finished. Emphasize that turn-taking is a true form of respect.

Interests

Interest problems may arise due to the differences among students in terms of their attitude towards the subject matter and/or the teacher; their knowledge of language; and their personality. For instance, some students may find lessons boring, as the topic has no familiarity with their own life or their interests. Furthermore, some of the students may not be interested in the lesson, unless they do get the chance to express their own ideas since the teacher talks too much during the lesson or the other students take many turns. Hence, teachers should be aware of the different interests of the students to organize and to arrange activities accordingly.

Discipline

Often the quicker students finish the tasks given before the other students. As a result, they may misbehave while waiting for the others to finish. The weaker students, on the other hand, cannot finish the tasks as quickly as the strong ones and may loose their confidence and/or show ill-disciplined behaviour for a variety of reasons related to that. Consequently, mixed abilities may result in classroom management problems. Hence, I can’t single out a reason for this problem. Here is a checklist of the mistakes many teachers make when they fail to engage their learners’ attention and that leads to discipline problem.

• Makes a poor first impression.
• Has no objectives.
• Is dull and dry.
• Stands or sit frozen in one spot.
• Makes no eye contact.
• Has no sense humour.
• Is unprepared.
• Shows no enthusiasm.
• Has poor visual aids.
• Does not use the students’ names.
• Is inaudible and writes illegibly
• etc.

Some individual problems in the heterogeneous classes

Problem A

Lack of attention

Students say things like I can’t focus or I don’t know what or how to study.

Procedure

Focus: lead ‘your students’ into reflecting: Why am I learning this? What is it that I am learning? Can I link it to what I have learnt before?

Plan: if your students have to write a paragraph, start from Pre-writing techniques and then teach them how to brainstorm ideas, what is a topic sentence?, and supporting ideas and so on. If they say I don’t speak English outside the classroom, you could suggest, for example, that they attend conversation classes, watch movies in English, visit internet sites where they can practice English and look for pen friends.

Self-evaluation: make ‘your students’ responsible for their own learning. They should ask themselves reflective questions, such as how much writing have I done in the last six months? Have I improved?

Problem B

Lack of interaction

Some students monopolize the class; they talk too much and don’t let other shyer students speak. They never listen to their peers (Especially in GD).

Procedure

Cooperation: instruct/teach ‘your students’ to control their competitiveness in the classroom. They should learn to interact appropriately in pairs and in groups, accepting their peers’ differences and opinions.

Empathy: encourage ‘your students’ to be aware of their peers’ thoughts and feelings. Great learning opportunities occur when people feel comfortable and understood.

Turn-taking: teach ‘your students’ how to become good listeners. Instruct them to avoid from speaking before the other person has finished. Emphasize that turn-taking is a true form of respect.

Paraphrasing: This is the best tool for grasping meaning and clarifying what has been said. Students should learn to ask questions such as Do you mean..., is it x or y? and so on.

Problem C

Poor memory

Students say things like I can’t remember vocabulary.

Procedure

Advise ‘your students’ to use images, mindmaps and sounds to memorize new terms. For kinaesthetic students, you can use mime or movement to convey meaning.

Classification: students can group words of the same kind, e.g. nouns, verbs, functions. These should, of course, all be contextualized.

Revision: You can loop back on your teaching every class or every week, eliciting from your students what was taught.

Conclusion

As language teachers we are constantly trying to find ways to inspire our students and get them involved. It has been challenging experience for the teachers of English language to tackle the problems in the heterogeneous classrooms. Of course, being language teachers we should work together to bring out some solutions for the problems which may be take some years and a lengthy process, but rewards are countless.

References

Harmer, J.1991. The Practice of English Language Teaching. Harlow: Longman Penny, Ur 2005. A course in Language Teaching. Cambridge: London

Please check the Train the Trainer course at Pilgrims website.
Please check the Building Positive Group Dynamics course at Pilgrims website.