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TEACHING MIXED-ABILITY CLASSES
Yulchiboyeva Muhayyo Umarovna
Xudoyorov Barhayot Maxamataminovich
Teshaboyev Izzatjon Islomjon o‘g‘li
Teachers at Polytechnic N. 1, Fergana region, Dangara district
ABSTRACT: The purpose of this paper is to explore teaching mixed-ability
students in educational establishments.
Keywords: mixed-ability students, teachers, classroom, method, activity.
INTRODUCTION
Education’s primary goals include teaching pupils how to think critically,
make decisions, and grow mentally in addition to providing them with useful
knowledge. Teachers should pique students’ imaginations, inventiveness, and
curiosity while also expanding their perspectives, deepening their thinking, and
broadening their knowledge base. Every student, nevertheless, has unique potential.
They pick up knowledge or come to a conclusion based on their gender, learning
style, or temperament. We refer to this kind of class as a mixed-ability class. This
research investigates the teaching of students with varied abilities in educational
settings.
LITERATURE REVIEW
Classrooms characterized by a wide variety of student achievement and
learning levels are commonly referred to as mixed-ability classrooms. The learning
styles and strengths and weaknesses of the students in these sessions vary. Various
academics have described this subject in a variety of ways by drawing on their varied
experiences and perspectives from various learning settings. Ansari (2013) for
instance describes a mixed-ability class as comprising of not only learners with
various capacities but also those that have a broad range of preferences and learning
styles. McKeown (2004) believes that many teachers see a mixed ability class as
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consisting of a group of average and able children with a subset of children who
have learning problems.Ireson & Hallam (2001) contend that educators must
acknowledge that students in mixed-ability classes have varying strengths and
limitations as well as varying rates of development. Their preferences for learning
and presenting their work varies. In addition to a diversity of talents, a mixed ability
class also includes a range of learning preferences and styles. Depending on the
subject being studied and the preferred learning style, each student will exhibit
strengths at different times. Students will not perform as well if they are using their
chosen learning style while working out. Every class, even the ones that have been
predetermined, has a certain amount of mixed ability.
METHODOLOGY
Research method: Interview. An interview is a structured conversation where
one participant asks questions, and the other provides answers. Interviews usually
take place face-to-face, in person, but the parties may instead be separated
geographically, as in videoconferencing or telephone interviews. Interviews almost
always involve spoken conversation between two or more parties. In some instances
a “conversation”can happen between two persons who type their questions and
answers.
When: 28th of October; Where: at school;
How: face-to-face and videoconferencing
Data collecting tool: Interview
Participants:
U.Z-work place:21st school in Margilan; experience:3years; teaches 3;4;5;7th grade
pupils; level B2
A.N- work place:47th school in Buvayda; experience:11years; teaches 2;5;7;10;11th
grade pupils; level C1
SH.N- work place:21st school in Margilan; experience:6years; teaches 3;4;5;9th
grade pupils; level C1
B.X- work place: school in Rishtan; experience:2years; teaches 3;4th grade pupils;
level B2
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T.E- work place:school in Beshariq; experience:2years;teaches 4;5th grade pupils;
level B2
Interview questions:
1.How do you divide them into groups?
2.How do you organize your materials?
3.How do you give home assigments?
4.Data analysis and discussion
While some of the responses given by interviewers were the same, some of them
tried to add some additional points. All of them use a variation of the jigsaw
technique and it works really well in groups with a lot of students who have English
as a second language. They provide a basic starting point for the information they
have to disseminate and encourage them to use their mobile devices to research
further information. They’ve only used this in smaller sized groups though as the
time it would take to prepare and then present in large groups would be problematic.
Two of them also use Meetoo to encourage thinking and learning and formative
assessment -which can be used with any sized group.
When it comes to prepare materials, 70% interviewers answered the same; they
rewrite the materials which is appropriate for the level of the students and it makes
them feel tired. For the last question they said that It is straightforward to give
different students different homework. The teacher should give weaker students
homework which really consolidates the class work and should give the stronger
students work that will widen their knowledge.When teaching mixed ability classes
the weaker students will be missing things during the lesson or failing to understand.
And the teacher should use homework to address this. Writing tasks are great for
homework, as a productive skill that can be performed individually. The teacher can
expect more from the stronger students and use it as a way to identify their
weaknesses, which may not be so apparent during the class.
CONCLUSION
The results of this survey show that teachers in almost all schools and classes deal
with a great deal of difficulty when educating mixed-ability children efficiently.
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Teachers are thought to feel out of control or out of touch with their students when
they share unfavorable unexpected findings. In order to address these problems,
teachers must employ effective management techniques. This can be achieved by
using a variety of techniques to test different approaches and select the best
performing ones.
REFERENCES:
1.Baker, Joanna. (2000). The English language teacher’s handbook: how to teach
large classes with few resources. NewYork: Continuum; London: Cassel.
2. Maia Gurgenidze. Methodology: Teaching mixed ability classes. GESJ:
Education Science and Psychology 2012/No 1. (20).
3.Berry, Eve and Williams, Molly. (1992). Teaching Strategies for Multilevel ESL
classes. Facilitator’sGuide. Oregon: Clackamas Community College.
4. Hess, Natalie. (2001). Teaching Large Multilevel Classes. Cambridge: Cambridge
University Press. Kelly, A.V. (1974). Teaching mixed ability classes: an
individualized approach. London: Harper&RowLtd. Основные термины
(генерируются автоматически): ESL, GESJ.
