1. Slow down and repeat. Conducting a number of literacy class observations, cemented in my mind the concept that students need numerous repetitions of material that they are learning before they really learn it. However, even in literacy classes with good teachers, some of the material presented felt rushed, and the teachers were ready to move on to a new lesson. If I, as a native English speaker, felt it was rushed, I wonder how the students must have felt. Don’t be afraid to repeat the material you are teaching over several class sessions and in various learning contexts. In other words, slow down to speed up.
   
   
2. Take your time with instructions. Recently in a literacy class, I observed a teacher using an information gap activity that the class had not used before. Students were using unfamiliar vocabulary with the activity, and the teacher only provided limited instructions (with no demonstration). What ensued was a bit of classroom chaos! Aside from the fact that the teacher was mentally overloading students (new words and a new and sometimes difficult activity type), the students struggled because they had little support on how to successfully complete the planned activity. Don’t skimp on explaining how students should complete an activity—have them read instructions and ask any questions they may have. Then, provide a demonstration and closely monitor their initial attempts to confirm their comprehension. 
   
   
3. Stay away from “Do you understand?” It’s too easy for students to nod their head yes and then continue a few minutes later with no real sense of how to proceed with a particular activity. To confirm comprehension, ask students to tell you what you want them to do. Or, if you want to confirm comprehension of a vocabulary word, have them explain it to you, draw it, or demonstrate it.
   
   
4. Relate the lesson to the learners! Another class I observed was studying health, with a particular focus on words relating to health problems, such as headache, backache, etc. The teacher proceeded to teach these terms without any real introduction or connection to the students’ lives. Although the terms are certainly useful, the lesson seemed cold. In all ESOL classes but especially with LESLLA learners, you’ll draw students in if you start off by relating what you’re teaching to students’ lives and experiences. 
   
   
5. Experiment with work stations. Work stations—where small groups of students complete different activities simultaneously—are a great way to manage a multilevel class. As I witnessed in one class, one group of students may be unscrambling words in a sentence, while a second group practices the pronunciation of new vocabulary words, and a third group practices saying the alphabet. The teacher walks around to monitor each group’s progress. If necessary, the groups can take turns to try all activities. Although the use of work stations may take a bit more class preparation, you’ll get a payoff by targeting students’ specific needs. 
   
   
6. Give homework and quizzes. In the literacy classes I observed, the students seemed to welcome and even ask for homework and quizzes/tests. The teachers I observed who had given homework would spend a few minutes during the start of class to review homework. This also gave students who did not have a chance to do the homework time to go over it. This also helped with the repetition factor (see Tip #1). As for quizzes, although they may not be formally used in an adult ESOL/LESLLA classroom, the teachers I met said students enjoyed self-assessing their progress with test-type activities. 

Except where noted, all material is ©, Virginia Adult Learning Resource Center. All rights reserved.