The release of topic 3 (Learning in communities) coincided with me struggling with new mixed-ability groups at my university. Frankly, my new students do not only have mixed abilities, actually, everything is mixed: their ages, language competences, cultural and educational backgrounds, finance, etc. Until now, I have only had individual cases of students that did not meet course entry criteria. Now, the students constitute over 50% of each group and I feel I am not prepared for this challenge. Maybe, if somebody had informed me about such disproportions in advance, I could have designed my courses better. Or not, because I am obliged to stick to the syllabus.
Our PBL meetings let me look at my courses more closely. We have worked out a model, which actually can be quite helpful. (
https://www.mindmeister.com/2087762764?t=3QhGA5AQ5w) I am proud to say that generally my instinct does not let me down but there are some areas that prove to be extremely difficult.
From the very start, one thing has been unquestionably clear to me: no matter how well a course is structured, objectives set or tools selected, the key issue is people, the participants. Without their involvement and cooperation, the course will be an ordeal for everybody. Thus, building a team and making the students feel comfortable has become my priority.
Imagine 19 students per group: 8 of them at the proficiency level in English, 19-20-year-old, travelling freely all over the world, with a wide network of international relationships. Opposite, 11 students at the pre-intermediate level (one person totally mute as he has never studied English), 17-year-old, with much narrower experience and perspective due to their age and the political system blocking their travelling opportunities and information access. No wonder they sit around intimidated, embarrassed and reluctant to speak in public, not really knowing what is going on. No wonder they flock together, occupying vending machines for snacks and drinks. How can they integrate with the others if they cannot afford a meal in the university canteen or go out for a beer, especially that they are still minors? And what would there be to talk about?
Aware of the gap and frustrated to the bone, I have engaged the whole arsenal of ice-breakers and teambuilding activities. The progress is slow but visible.
However; the other area that still gives me a stomachache is feedback. I try not to be too direct and severe, but the outcome so far is far from the expected standard. I know that the students have no chance of passing the obligatory final exam. Their performance in class is second to none. I make attempts to communicate that to them encouraging them to contribute whatever. I want to avoid intimidating them even more but I know the university system will not be as empathetic. The result is they nod their head, repeating they DO understand and I fear they don’t. It reminds me of my own experience of attending a course for teacher trainers run by British Council. Some of my co-participants misinterpreted our facilitators’ (real flesh and blood Brits) critical feedback only because it was presented to them in a polite and civilized way with a series of expressions to soften the brutality of the criticism. But am I to change into a monster to get the message across?
I am afraid the problem I am facing is a systemic one and I am fighting a losing battle. The university has taken in wrong candidates, coming from education systems whose standards are not compatible with ours. And this is the students that will pay the price.
