Large multilevel classes come in many packages. Sometimes we teach short six to eight week courses, and meet our students every single day. At other times, we might meet our students only once a week. Some of us teach in settings where we meet our classes three or four times a week in school situations where English is only one subject among many. Occasionally, we are asked to teach classes that we simply haven't had time to prepare for. The block of time that faces us may seem huge and empty. Anxiety strikes, and we wonder what on earth we are going to do with all that time. Then, at other times, we are overwhelmed by the amount of material that we must cover in a short period and we find ourselves rushing through things that we know need a great deal of recycling and reinforcement. Such recycling and reinforcement is particularly essential in the large multilevel class, where some students are racing ahead while others are in great need of meaningful review. Our problem is to provide the kinds of activities that will offer the much needed review for those who need it, while keeping the more advanced learners involved and interested. We should stimulate the thinking of those who are less interested while stretching the thinking of those already well involved.

We will do both our students and ourselves a great favor if we don't rush and remember that we are teaching language and not necessarily covering material.