I have a mixed ability class of non-native speakers. In the beginning I struggled as to how to keep them interested in reading texts which were long, difficult and meant for native speakers. I kept making changes or incorporating techniques to keep them interested. Of many other things I did in the class, I employ different forms of readings followed by a discussion. Later I realised that to complete a whole chapter is not what is necessary, what is more important is to take up short passages in a period, or say go slow with two to three paragraphs at a time and then hold a discussion on how they connect to it or whether they connect to it or not and them lead them to a connection or difference in the selection and their life, or culture, or country. 


Like for example, today I had a Japanese folk tale to teach. I entered the class and told them they they ought to get into pairs and take turns to read one paragraph at a time. I told them today teacher is off-duty and they have to manage on their own. They were also asked to discuss what they understood after every three paragraphs, and after each group finishes reading one page they have to not just narrate the story to me but also give me their comments on it.


At the end of the class one of the students, who is lost in himself during long reading sessions, told me, "Teacher today I understood the story better than the other days". It was overwhelming to see how each group competed with the other groups to perform better, get stars, and receive teacher's praises.


This wasn't anything new I did but I realized how important it is to surprise the kids with a little change of strategies in class. They not only come up with marvellous interpretations of the story but also gain confidence that they are self-reliant in understanding the complex chapters as well.


This indeed would be rewarding for any teacher, to see her students happy when she leaves the class and not heave a sigh of relief at dispersal.