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Module 2 Essays

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46 views

Module 2 Essays

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Uploaded by

Timothy C
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© © All Rights Reserved
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Download as DOC, PDF, TXT or read online on Scribd
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Levels in a Class

Taking a look at the levels in section 2.6, consider those ranging from level 0 to level 8
What are some special strategies youd have to adopt if you had a class with two levels in
it? How do the challenges of ESL/EFL teaching change in a multi-level classroom?
The English language is a global language. For many years, different international
organizations offer programs that exist with the mission of teaching English; different countries
and regions have different English language education systems; thus, differences amongst students
in their levels of English proficiency unavoidably exist. The issue of multi-level classes is becoming
all too common in the English teaching professions. Although, there are no all-encompassing
solutions for this problem, strategies do exist. Teachers could take this opportunity by learning
these strategies and making the multi-level class a more tolerable one.
Multi-level class faces some obvious obstacles. Firstly, how does one challenge the lower
students in the class while simultaneously and yet equally challenging the higher students?
Secondly, how does a teacher construct activities that also challenge the students in the middlelevel?
Firstly, before a teacher begins to develop strategies, it is paramount that the teacher be
aware of the levels of individual students. This evaluation of students need not be made using a
formal assessment; although formal assessments can provide a more complete picture of a
students level in English proficiency. Rather, a more holistic understanding of the students
strengths, weaknesses, interests and goals are essential for an inclusive and engaging curriculum
for all levels of students. Once the individual levels of the students are known by the teacher, with
proper curriculum, the multilevel class could actually be advantageous to both the teacher and all
levels of students.
Secondly, as a teacher, I would group my students into pairs. I believe in the benefits of peerto-peer interaction; at all ages, and skill levels of young child and adult learners. By recognizing
the levels of each student, the teacher can arrange students in pairs that will play the strengths
and weaknesses of each team member.
By grouping the students into pairs, the teacher accomplishes a few things. Firstly, Teacher
Talking Time could be reduced, allowing more Student Talking Time. Moreover, for the lower
level student; the pairing, which would set up a comfortable structure for the students, avoids
students pressure to perform in front of the entire group; they would be more willing to practice
under this learning environment to achieve proficiency in the English Language.
Grouping the students in terms of their levels would be beneficial. The higher level student
could act as the tutor, who gets better clarification and review of concepts from the teacher by
explaining them to their lower level classmates. As time passes by, in a dynamic and vibrant
classroom, the lower level students will progress and become the higher level students. With
the grouping initiation from the teacher, the ideology of students helping each other, progress and

learning independently is encouraging and realistic.


The challenges of ESL/EFL teaching are continuously changing in a multi-level classroom
because students progress daily. From absolute beginners to the road of bilingualism; students,
who have different proficiencies in the English language, progress daily in their listening, oral and
aural skills. The techniques that the teacher uses should inevitably change. However, the change
should be subtle and appropriate to the level of most of the students.
Firstly, the teacher must be cautious about what forms of verbs they use, as a portion of the
classroom might be entirely confused by a verb form improperly or inchoately discussed or
practiced. As time progresses, a more complex forms of verbs could be used. E.g. when the teacher
realizes most of the students could practice present continuous tense in their speech. The teacher
could begin teaching present perfect tense.
Secondly, they should also be cautious of their speech, adjusting a suitable speed for the class.
E.g. when the teacher realizes most of the students could hear phrases in a slow pace; a proof for
the improvement of student listening ability. The teacher could start teaching in a faster pace
Lastly, teacher should not forget about the old materials taught; reintroducing them to the
students daily will reinforce the knowledge of the students. The last thing we want, as teachers, is
to discourage someone who is making an effort to learn and have them respond by shutting down
their participation and a desire to improve.
Classroom Arrangement
Why is the arrangement of desks and chairs important in the ESL/EFL classroom?
Are there learning activities for which the traditional classroom seating arrangement is the most
appropriate?
Choose two of the arrangements as shown in section 2.2 Explain the types of learning activates for
which they would be most appropriate. Compare and Contrast.
From my personal experiences, higher education institutions have the tendency of ignoring
the effect that their bodies have on their teaching. For example, professors felt that the knowledge,
which they shared with students, could only be delivered through lecturing.
I believe in the advantages of the physicality of the classroom, especially in the teacherstudents dynamic. When one thinks of a classroom of second language acquisition, one imagines a
learning environment in which self-affect acts as a key factor in determining the success or failure
of the students and the teacher, in other words, active interactions between the teacher and the
students will be more beneficial for their second language learning experiences.
Because positive affect and comfort play such a role in setting the tone for the entire duration
of a class, the pre-arrangement of physical dimensions of the space in the classroom must be
carefully crafted; in doing so, the classroom can take on a dynamic, variant, engaged, and
responsive nature that will ensure student interest and willingness to take risks, which is such an
important catalyst for learning in a classroom of second language acquisition.

Although pre-arrangement of physical dimensions of the space in the classroom is important,


this does not mean the traditional classroom seating arrangement is inferior; at times, this seating
arrangement is superior. Therefore, the teacher should not be fixated on only one ideology of
seating arrangement; they should be flexible on it. Given the breadth of situations that exist daily
in the ESL/EFL classroom, the teachers should logically employ a similarly variant breadth of
classroom arrangements in accommodation.
The traditional classroom arrangement, which is formed by rows of students facing the
teacher, consists of actually fits in certain situations quite well. For example, the traditional
arrangement might be warranted during moments of individual work time, specifically writing
exercises or during individual assessments. This arrangement serves the students well in that it
can limit the distractions that might exist in a more interactive arrangement, such as a semicircle.
Moreover, this arrangement is also best for materials that need teachings through lecturing. For
example, mathematics class and ESL English grammar class would be best suitable for a
traditional classroom setting; conveying knowledge through lecturing and reinforcing knowledge
through grammar or mathematics activity such as worksheet exercises could also be a very good
combination for the learning experiences of students. This arrangement is particularly good for
some types of activities such as vocabulary relay races, or other games that do not heavily
dependent on your teammates. For example, an activity in which each person is given clues about
a word or a verb tense by the person directly behind them. In this way, the guesser can practice
listening skills by simply listening without the context of facial expressions and the clue-giver can
practice aural skills by conveying a clear message with fluency.
The semicircle classroom arrangement composed of desks or chairs that are arranged in half
circle; since everyone sits in the front row, it promotes community and encourages all students to
participate; although the grouping of students is vastly different from the traditional classroom
arrangement and while it does not invite full class discussions, students are unobstructed and can
speak directly to each other; creates equality among the group, with no designated leader
position. It can give students a chance to discuss amongst themselves, prepare for sharing, and
offer a unified opinion as a group. Doing so, the students have the responsibility on keeping the
discussion flowing, this requires teamwork and cooperation, and it could train the students to be
independent.

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