that learners remain challenged enough without undue stress.


• Develop a balance between individual, peer tutoring, cooperative learning and whole class teaching.


• Use learners to help one another in the form of group types, peer-assisted learning, buddy systems and so on. Ensure that learners feel included and supported in the classroom by both the teacher and their peers.


• Set up pairs and groups of learners where group members can have different tasks according to strengths and abilities. Promote self-management skills and responsibility through group roles and the types of tasks you set.


• Motivate learners and affirm their efforts and individual progress. Build confidence.


• Encourage questioning, reasoning, experimentation with ideas, and risking opinions.


•


Find out what the learner already knows and what he or she could understand with support. Then provide that support or arrange for it to be provided by a competent other person. In this way, learning becomes a two- way process.


• Use and develop effective language skills (expressive and receptive, verbal and non- verbal).


Note to the teacher: The next section of this Teacher‟s Guide (Section 2) contains the teaching guidelines for the year, per unit.


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