Teaching large multilevel classes

Thanks and acknowledgementsIntroductionHow to make best use of this bookWhat is a large multilevel class?Benefits and challenges of the large multilevel classEleven principles of coping in large multilevel classes1 Getting to know our students Learning their names 1.1 Name toss 1.2 Picture it 1.3 Names as crosswords 1.4 The story of my name 1.5 Names and adjectives 1.6 I am and I love 1.7 Desk placards 1.8 Use real pictures Learning about our students' lives 1.9 The letter 1.10 Guess who? 1.11 Three things about me 1.12 Mutual interviews 1.13 The missing person announcement 1.14 Managing my time 1.15 Formal introductions2 Motivation and activation 2.1 Burst the balloon- expressing opinions 2.2 The preference line - explaining yourself 2.3 The quick-write 2.4 Like, dislike, or neutral 2.5 What's your number? 2.6 Again and again and again 2.7 Friendship 2.8 More about friendship 2.9 People I admire 2.10 Special places 2.11 Dreams I have 2.12 How I feel now 2.13 Slip exchange 2.14 Flip-flop books 2.15 Frame it 2.16 Colored round robin 2.17 Circle talk 2.18 Teaming up 2.19 Needle in a haystack 2.20 Optimistic snapshots 2.21 Words on cards 2.22 A solution for the problem 2.23 Student-centered dictation 2.24 The seminar3 Reviewing while maintaining interest and momentum 3.1 Answers into questions 3.2 Review posters 3.3 Student-made quickie quizzes 3.4 Group reviews 3.5 Group summaries 3.6 Vocabulary wall 3.7 Class goals 3.8 The KWL procedure 3.9 The Venn diagram 3.10 Judging people 3.11 Running dictation 3.12 My sentence 3.13 Where is my other half? 3.14 Person, place or thing4 Dealing with written work 4.1 Keep it going 4.2 Peer reviews 4.3 Writing conferences 4.4 Write before you talk 4.5 Buddy journals 4.6 Using email 4.7 Wall newspaper 4.8 Using chat rooms 4.9 Using websites 4.10 Writing about landscape pictures 4.11 Writing about pictures of people 1 4.12 Writing about pictures of people 2 4.13 Service writing 4.14 A bio-poem class book 4.15 The cumulative folder 4.16 Sentences into story 4.17 Personalized guide books 4.18 Change the audience 4.19 Clustering 4.20 The writing cycle 4.21 A resource for self-correction 4.22 Letters of advice 4.23 In the middle of the story 4.24 The spelling list 4.25 From words to story 4.26 Plot construction5 Working well in groups 5.1 Working together 5.2 The quiet signal 5.3 Give me your sticks 5.4 The text jigsaw 5.5 The picture jigsaw 5.6 Making mine long 5.7 Sentences into story 5.8 The aquarium 5.9 All for one 5.10 Group dictations 5.11 The community group project 5.12 The walk-about 5.13 Picture puzzle 5.14 Back and forth movie preview/in view 5.15 Three in one 5.16 The missing word 5.17 Alphabet shopping 5.18 Pronoun search 5.19 Words to make a cake 5.20 Things we share 5.21 Our group cheer 5.22 Dictated stories 5.23 Three good questions6 Individualizing and personalizing student work Individualizing 6.1 Multilevel dictation 6.2 The book cart 6.3 Silent task work with a self-access box 6.4 Working with words 6.5 Sentence completion 6.6 Question the reading Personalizing 6.7 Vocabulary cards 6.8 Three-minute talks 6.9 The story of my life posters 6.10 My object 6.11 The vocabulary house 6.12 The mailbox 6.13 My machine 6.14 An important decision 6.15 An important sentence 6.16 Color sadness blue 6.17 Water words 6.18 I don't like people who 6.19 Careers in my family 6.20 What we want from our work 6.21 Our own good folder 6.22 Words on my desk 6.23 Drawing interpretation7 Making students responsible for their own learning 7.1 What kind of a learner am I? 7.2 Setting goals for myself 7.3 How a teacher helped me 7.4 How can the teacher help me? 7.5 How I can help myself 7.6 Personal conferences 7.7 What kind of a listener am I? 7.8 This course will be a success for me if ... 7.9 What kind of a reader am I? 7.10 Am I brave enough? 7.11 Question posters 7.12 How do I catch and correct my own mistakes? 7.13 Instant answers 7.14 Words from the world 7.15 Questions on a stick 7.16 Many ways to be smart 7.17 Grade contracts 7.18 Self-check forms8 Establishing routines and procedures 8.1 Introducing the class syllabus 8.2 Setting up the class calendar 8.3 Checking homework, tardiness, and attendance 8.4 The daily plan 8.5 The absent student notebook 8.6 Exit notes Class rituals 8.7 Lesson starters 8.8 Today's special student 8.9 Celebrating birthdays 8.10 The complaint/suggestion/compliment box 8.11 Elves and giants: an occasional on-going ritualBibliographyIndex