struggling with mixed-ability classes
A discussion in Curriculum & Lesson Planning on the SpeakWise Indonesia teacher forum.
Hey everyone, I hope you're all surviving the chaos of teaching! I wanted to reach out because I'm really struggling with planning for my mixed-ability classes at SMA 1 in Surabaya. Last Tuesday, I had this moment during a group activity where my higher-level students were breezing through, while a few of my lower-level students were completely lost and just sitting there. I tried differentiated tasks — like giving easy reading materials to some while others tackled more complex texts — but it didn’t quite hit the mark.
Honestly, I feel like there’s gotta be a better way to engage everyone. I mean, how do you get the students who are already at a B1 level to stretch themselves without leaving the A2 students behind? I’ve considered using more visuals and maybe pairing students strategically, but I'm not sure. Has anyone found success with specific strategies or resources? Would love to hear your thoughts!
3 replies
Sarah Morrison — Curriculum Specialist
I totally relate! I had a similar moment in class last month—my advanced students were finishing tasks way too fast, leaving my struggling students feeling overwhelmed. What I've found helpful is using tiered activities where I give everyone the same goal but different tasks based on their levels. For instance, I might have higher-level students create a more complex dialogue while lower-level ones focus on basic vocabulary and sentence structure. The main thing is keeping those students engaged so they don’t just sit there. Have you tried any specific strategies to manage the pacing?
Tom Gallagher — English Teacher
Ah, the classic mixed-ability conundrum! I totally get it. Just the other week, I watched my advanced kids start a mini debate while my lower-level ones were still trying to figure out how to say “hello” in English. At one point, I considered transforming into a mime just to convey the lesson! It's tricky, for sure. Maybe try pairing up advanced students with those who need more help? It can sometimes work like putting a cat in a room with a laser pointer — all sorts of unexpected magic can happen. Have you noticed if certain topics engage your lower-level students more?
Aisha Rahman — Bilingual ESL Specialist
Oh, I totally relate to that moment! I've had my own share of mixed-ability classes, and it's so eye-opening. I remember a group activity where my advanced students took off, leaving some of the others feeling really stuck. What I've come to realize is that it’s all about striking a balance. I started using tiered tasks, where I provide different levels of challenge for each group. I'm curious though, have you tried giving more structured support for the lower-level students during those activities? Sometimes just having a clearer role can really help them engage.