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** The teacher uses lots of scaffolding to help learners.
** He demonstrates the speaking activity with a learner.
** He includes a vocabulary exercise.
** He writes new words on the board.
** He uses lots of "signposting'to help learners.
** Whole class mingle-interview.
** pair work , individual work, group work

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This is a way of introducing different outcomes to learners.

Tiered instructions offer learners the opportunity to extend themselves, while ensuring that everyone can achieve the baseline task. This helps to guard against ‘fast finishers’ because those learners already have an option to do something extra.

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To check my learner's understanding I use following techniques.
* gap filling
* role play meeting a friend.
* reading text and identify errors with time prepositions.
* writing about last holiday.
* role play of making an appointment to see a doctor.
* making poster to show the 'rules' of using prepositions of time.
* making cards with time prepositions.

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After giving input I ask learners to work in pairs or in group. Sometimes I decide who works with who. I mix different abilities into a group or pair. Sometimes I tell them to make pair or group for their own choice. So, they become more active to solve the problem.

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We see different types of scaffolding she uses in this class.
* Provided verbs
* Defined how regular and irregular verbs constructed.
* Sequence of writing
* What things should be discussed in the beginning, middle and at last.
* Gaps filling.
The scaffolding she uses here are more effective for a student to complete the story.
Generally we do not use these type of scaffolding in our class. I do believe I can use these techniques in the class room.

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In 2015, I asked students of class five if they are interested to celebrate Pahela Boishak. If yes, how it can be arranged. Some students come forward and started talking each other how they can arrange it. Some learners decided to decorate whole school. I just gave permission them. I was pleased to see a student who is so dull as all teacher and students say, she started drawing different types of flower in corridor. Some students started doing practice dancing with their favorite songs. I sew all students who usually remain inactive became more active than good students.

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We should use different texts such as- listening a clip from a TV or radio interview with a celebraty talking about something they did.
An article from daily newspaper. Teachers tell learners about what he did at the weekend or last night. Then it turns to the students.
A story book can help most presenting text.

The media used to present the language is audio of conversation and then worksheet. We can also use video clips, flashcards of weekend activities, picture story, music and puppets.

The tasks used to present the language is listen and tick what you hear, describe your weekend: find something in common with a partner, read and underline the verbs, make the verbs into past form, spell the verbs, writing an email.

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*** uses poster paper where procedures of mixing colors are written.
*** PowerPoint presentation.
*** materials related with the lesson plan.
*** using dialogue practice.
*** Allowing students doing independently.

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Like Allwyn, I start with getting to know what learner needs are, what learner expectations are. First I get know what abilities learners bring to the classroom. Then I differentiate the content of my lesson by making several task such as challenging, supported. Sometimes I ask strong learners to choose challenging task and slow learners to choose supported one. Once they all are able to do the task correctly then challenging tasks are giver to all of them. But now a days I use media to differentiate my content. I use PowerPoint presentation, flashcards, video, worksheets, a role play, a craft activity. I find content by media can bring learners attention more.

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Differentiation means the action or process of differentiating or distinguishing between two or more things or people. There are mixed ability students in the classroom. So teacher should differentiate students into different categories as their need. Teacher will treat as per student need.
I use various techniques, different approaches, methodologies and activities to differentiate students. I also ask simple question so that all the students can give the answer. Gradually I go to high level questions so everybody can be able to answer. Thus I boost the confidence to lower achievers.
Most of the time I use as Mohammed says; make groups. In every group I have students with high abilities, middle abilities and lower abilities. I ask high abilities students to teach lower abilities.

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Gathering knowledge and presenting knowledge help to value diversity most. Teacher knows about the needs of different students and can make a plan to treat as per student need.
students come closer to each other as well as teacher. Students from different needs become very enthusiastic to learn new things. They also feel pleasure getting known about others taste and behavior.

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How learners are different from each other?

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How learners are different from each other?

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Learners are physically different from each other like eyes, hair, and skin. They are different from learning style, taste, behavior, like and dislike. Some students come from aristocratic family; some are from very needy family. Some students can learn quickly; some can learn slowly or different ways. There are different kinds of students having different needs.
But, all students get same teacher, same uniform, and same behavior from teacher.
It’s our duty to serve as need.