Nominate weaker students to answer easier questions
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Use stronger students to support the weaker ones / give feedback / correct errors
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Demonstrate the activity with weaker students several times
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Pair up weak with weak and lower your expectations
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Praise as much as you can to boost their feeling of achievement
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Keep your language simple, use a lot of gestures and signals, pause often
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Keep weaker students in smaller groups
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Monitor receptive skills practice as carefully as you monitor speaking or writing tasks
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Never compare students’ performances
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Establish ‘buddy’ system – keep stronger students responsible for weaker students’ participation and progress
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Dominant students can dominate for only a certain amount of time
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Praise dominant students for encouraging shy ones to speak + get
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Do have plenty of fun activities to balance ‘serious’ and ‘boring’ ones: board games, spelling races, vocabulary and grammar cards games, creative mini-projects etc.
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Think carefully what to correct and when and how you should do it
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Be sensitive to your students’ moods: be ready to sometimes throw your lesson plan out of the window and teach Dogme
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Encourage learner autonomy and your students’ work outside class: e.g. set up Google classroom and share different kinds of of homework for different levels of students there;
