Nominate weaker students to answer easier questions
15
Use stronger students to support the weaker ones / give feedback / correct errors
15
Demonstrate the activity with weaker students several times
15
Pair up weak with weak and lower your expectations
15
Praise as much as you can to boost their feeling of achievement
15
Keep your language simple, use a lot of gestures and signals, pause often
15
Keep weaker students in smaller groups
15
Monitor receptive skills practice as carefully as you monitor speaking or writing tasks
15
Never compare students’ performances
15
Establish ‘buddy’ system – keep stronger students responsible for weaker students’ participation and progress
15
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
15
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.
15
Think carefully what to correct and when and how you should do it
15
Be sensitive to your students’ moods: be ready to sometimes throw your lesson plan out of the window and teach Dogme
15
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;