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In this article, teachers from around the world share their experience-based tips on how to deal with large classes and limited resources.

This very practical and 'teacher-friendly' publication was produced following a Hornby workshop on teaching large classes in Ethiopia in 2006.

In this webinar recording, Jason Anderson, winner of the 2016 British Council ELTon award for Local Innovation, explores how teachers of English working in large classes can develop local solutions to the challenges they face, by collaborating with colleagues in their school community and wider social environment.

Working in low-resource contexts in classrooms of 200+ students, two teachers share other teachers’ ideas about how to manage the correction of student writing.

Most teachers at some time in their career have to teach one-to-one classes. They find a very different, challenging and special learning context, with unique possibilities and unique problems.

Cognitive overload is a situation where the teacher gives too much information or too many tasks to learners simultaneously, resulting in the learner being unable to process this information.

Ian's talk looks at a range of teaching strategies and evaluates their effectiveness.

Comprehensible input is language input that can be understood by listeners despite them not understanding all the words and structures in it.

When teaching large classes of students year after year it can become very difficult to see each student as an individual with individual needs and abilities.