ABSTRACT
For many teachers, the challenge of meeting children’s diverse individual needs in the classroom setting can be a daunting one. Class size can be seen as a limiting factor. There will be some pupils in the class who clearly need a high level of individual instruction if they are to progress and other pupils whose behaviour claims a high proportion of the teacher’s time and attention. Some children can work quietly and constructively with little direct teacher support while others seem unable to get along together without frequent fall-outs!
