WHAT IF STUDENTS ARE AT DIFFERENT LEVELS IN THE CLASSROOM? 

                                   3rd year  student of English philology 

              faculty,  Karshi  State University

                    SHOSURA KHUSENOVA TOSHTEMIR QIZI

                                                                                                         

 ABSTRACT                      

This article discusses the problem of pupils having varying levels and some useful approaches to use in the classroom. Differentiated, according to the author, is a strategy that “tailors instruction to meet the individual needs, strengths, and interests of all learners.” The article also offers numerous methods for putting diversified education into practice, including flexible grouping, giving students a choice, and using materials effectively.

 Keywords:

Mixed-level students, formative assessment, multi-sensory instruction, peer-tutoring,   set different academic expectations, ESL multilevel activities.

INTRODUCTION

Before you’ve even had a chance to finish passing the worksheet around to the entire class, you  have  a   student, let’s call him Billy, who has finished it. Another student, Lily, is seated in the back and has no idea how to approach the situation at all.  Not the best scenario, would you say? Unfortunately, it does occasionally occur, and it can worry TEFL instructors of all experience levels. What do you do then?  Do you move on and leave poor old student Lily to keep their fingers crossed and hope for the best, or do you leave student Billy to sit there and fidget while the rest of the class catches up? Neither seems seem good, don’t they?

Despite being in the same class, students may not all be at the same academic level. This is evident in all classes, but it can be particularly obvious in a class intended to teach a language to non-native speakers. It is the responsibility of the teacher to recognize these variations in students’ skill levels and adjust their lesson plans accordingly. Like any other teacher, all of the above-mentioned situations happened to me in my classroom when I started my teaching career.

WHAT HAPPENED IN THIS CASE?

Students in the class were at various levels, and a number of issues occurred that affected both my performance as a teacher as well as the students’ performances.

1. Boredom: When the topic seemed too simple for advanced students, they felt bored and disengaged.

2. Frustration and low self-esteem: Struggling students could not keep up with the class’s pace because they did  not comprehend  the topic, they  grew frustrated and disappointed. While advanced students became overconfident and underestimated the difficulty of upcoming obstacles, struggling students had low self-esteem and believed they were not smart enough.

3. Burnout and stress: I also suffered from having to accommodate students with varying levels of ability in the same lesson. I always had to try to make sure everyone in a heterogeneous classroom was being challenged and learning the material.

WHAT APPROACHES TAKEN?

 Regardless of the students’ individual ability levels, I searched for numerous techniques to create a challenging and supportive learning atmosphere where all students would be encouraged to realize their maximum potential. When trying to solve the issues, I started with diagnostic testing. The exam comprised questions that gauged whether or not students would possess the expected abilities required to grasp the new ideas in the course. Test results identified students’ particular needs and gaps in their knowledge, enabling me to classify them based on their developmental stage. I made a chart with the student’s name, grade, and any special requirements. To simply erase as fresh information was needed to track the pupils’ development, I used a pencil. After starting the class off with a warm-up exercise for the entire group, I moved on to a pairwork activity (cross-ability) and a small-group activity (like-ability), assisted students by moving from group to group, and finished with an activity or game for the entire class.

Formative assessment: Throughout the learning process, students were continuously evaluated to help them understand their strengths and flaws. Formative assessment data was used to modify lessons and offer specialized support to all students.

Selecting materials: Because there were a lot of students with comparable English proficiency levels, finding a core textbook for the class became helpful. The same textbook series needed to be used on more than one level. The use of a theme-based strategy was the best decision. One excellent strategy to keep the classroom environment feeling like a class in a multilevel setting is to keep all of your kids working on activities and lessons that are centered on the same theme. Thus, I used this strategy. It did not only make the pupils feel that they were all a part of the same group, but it also saved my time and helped me feel more organized. The theme was then used as the basis for further activities like games and debates. 

Doing different tasks with the same material/technology and setting different expectations according to their abilities: 

Where teachers use the same material with the whole class, differentiation can still take   place. We can encourage students to do different tasks depending on their abilities. For instance, a reading text may contain sets of questions at three distinct levels. The better pupils will accomplish the first two sets easily, but they will have to put in a lot of effort on the third, the teacher instructs the class. The least capable kids might not make it past the first set. In a language learning activity, the teacher can request basic repetition from certain pupils while requesting more complicated statements from others. When asking students for answers or opinions, the teacher can make it clear that some students will only need to say one word, while others will be expected to provide longer, more in-depth responses. She can make sure that students are given roles or responsibilities that are appropriate for their level in role-plays and other speaking or group exercises. This technique was also one that I enjoyed most using because it helped to create a friendly atmosphere and meet every student’s academic needs. As a result, boredom among advanced students and low self-esteem among struggling students started to lessen.

Multi-sensory instruction: This method involves teaching English language skills utilizing all five senses (sight, sound, touch, and taste) and creating multiple ways to learn and understand the same concept, taking into account different learning styles, abilities, and interests. To engage students with different learning styles, teachers might use a variety of teaching materials such visual aids, audio recordings, and hands-on exercises. According to this, the lessons were held using different teaching styles integratedly. For example, when teaching topic vocabularies about transport, sheets with pictures and their translations were distributed at first. This was important to differentiate the spelling and pronunciation by seeing them on paper and pronouncing them. Listening tasks, word puzzles, and making up sentences were the next stages of the teaching process of new words. At the end of the lesson, the results were as expected.

Peer tutoring: In this approach, students of various skill levels are paired up so they can benefit from one another’s knowledge. For instance, in a writing class, an advanced student might be partnered with a struggling student so that the advanced student can mentor and help the struggling student. Remind students that teaching is the best way to learn, and encourage them to volunteer as peer tutors. Think about getting a volunteer. The students were so eager to teach each other because, in my opinion, working in groups, teamwork, and other activities were the reasons for having strong relationships in the classroom like a family.

Personalized Learning Plans: Students can go at their own speed and receive focused training in areas where they require more assistance or challenge by having individual learning plans made for them based on their  strengths  and  limitations. In their workbooks, there were main tasks and optional tasks, and students were given tasks based on their abilities. Fast learners did optional tasks besides the main ones while their partners were accomplishing the main, compulsory task of the book.

Play games: Games are a great way to involve all levels of English learners. Even a game geared towards beginners can give advanced students a chance to practice speaking and listening. Plus, all students are more likely to learn when they’re having fun!

Pick teams: Choose teams strategically, make sure that no team contains only advanced students and no team contains primarily beginning students. The teams will be diverse, which will make everyone feel included and challenged. By choosing team captains and allowing them to alternately choose teammates, you might also allow students to choose their teams. Because advanced students are likely to be chosen first and then beginners, the teams will likely contain a mix of students from each level. 

Active participation: Due to the active participation required, games aid in learning. Even better, give the victors a prize like an extra credit point. Everyone will be compelled to join since this will promote competition. The participation is what helps English language learners at all levels. In order to give pupils practice speaking, choose a game that involves speaking, such as “I Spy” if you are teaching colors. Choose games that can be played in pairs or small groups, like “Twenty Questions,” to increase participation because every student will have a chance to participate.

Having fun:  Even if the game isn’t the most difficult for your advanced pupils, your students will still have fun and practice their English if you pick one they like. A strong learning incentive is enjoyment! Your kids will be more motivated to practice their English if they have the opportunity to engage in something silly or competitive. This repetition will help learners at all levels feel more at ease with unfamiliar terminology and grammatical structures. As a matter of fact, the majority of the teaching process consisted of playing games. Games not only helped learn the language in an easy manner, but they also gave a chance to put the knowledge obtained into practice. 

The following activities were the most used ones to teach in a balanced way.

ESL MULTILEVEL ACTIVITIES

ESL Multilevel Activity 1 – Buddy Reading

This exercise is open to classes of any size. For instance, pupils pair up for buddy reading. In this mixed-ability activity, one student reads while their “buddy” corrects the reader’s pronunciation. With adults, it is frequently simple because it is akin to studying with others outside of class. Do demonstrate this for the group first, though. It is advantageous for all sides when higher-level students keep an eye on lower-level students. Interesting though it may seem, having lower-level students observe higher-level students frequently aids the latter in being aware of the mistakes they do.

ESL  Multilevel  Activity 2 – Peer Editing

Similar to this, peer editing enables students to assess each other’s work and provide feedback that is appropriate for their skill levels. Independently, students can write rough drafts. More complicated and lengthy writings can be written by advanced ESL students than by their peers. The final step before drafting the final draft is peer editing. Along with grammar and punctuation, students can talk about the text’s content. Of course, playing games is the ultimate multilayer ESL activity. The beauty of games is that, despite students having widely varying English proficiency levels, they are typically excellent at fostering meaningful connection between them. So that all pupils may take part in the games together, teach the required grammatical rules and new vocabularies beforehand.

ESL Multilevel Activity 3– How it’s Made

“How it is made” requires directions on assembling something.

Instructions on how to assemble something are needed for the activity How It’s Made. Making peanut butter sandwiches or other straightforward meals is enjoyable, despite the fact that it involves some preparation. Every student must select where they fit in after discussing their task with the other students that have the same stage in the process. Use this technique with Lego, puzzles, or blocks. Give the more knowledgeable students longer instructions or more complicated processes. Putting the wheels on the Lego car is an easy task for beginners. The model’s instructions can be made slightly larger by photocopying them. Then, divide them up and assign one or two paragraphs to each student. To ensure sufficient instruction, it’s ideal to have one model for every three or four students. For maximum participation and speaking practice, it is recommended to have one model for every three or four pupils.

How It is Made Variant

If you do not have any instructions on hand, another strategy is to explain that no pupil may move a piece without first speaking. A pupil MUST speak in English if they wish to pick up some material to see if it fits the model. For example, using a crossword with some red flowers: Advanced pupils describe their actions in real time, saying things like, “I’m just going to test if this small red piece fits on here… it looks like that it  might be a part of a flower. Oh no, that’s wrong. Instead of saying, “I think this is a flower,” or “It fits/it does not fit,” a lower level student would say, “I think this is.” Students may also repeat any line; it is not necessary for it to be associated in any way with the model’s or puzzle’s theme. So a beginner student could say, “I like pears.” They are now qualified to attempt a component on the puzzle or model thanks to their input. Working in multiple groups, they can compete against one another to determine who finishes first.

ESL  Multilevel  Activity 4 – Jigsaw Reading

 Jigsaw reading takes little time to set up. Choose a reading text to start with, then use activities to introduce the vocabulary and grammar. Next, divide the text into sections, giving more difficult passages to advanced students and shorter, easier passages to lower-level students. The article or tale is then read silently by each student. After reading, students can either write or present an oral summary of the article or story. As an alternative, students might recreate the article in the proper order and compare it to the original text together. Give each student three or four images that are similar but not identical and instruct them to work in pairs. So, for instance, put four images of cars that are similar on the board or table. One student responds to the questions posed by the other pupils while holding a duplicate image of one of the cars. These pupils use questions to whittle down their options and identify the corresponding image. Because asking questions is harder than answering them, the more advanced students should do so.

RESULT: At the end of the term, a huge difference was witnessed. Precisely, a strong relationship between students, a strong desire to help each other and study together, improvement in slow learners’ language capability, and consolidated knowledge because of games and practices are just a few examples of the approach taken.

CONCLUSION

However, multi-level-class problems have advantages. Yes, advantages!

Everyone’s social abilities, but notably those of high achievers, are enhanced in heterogeneous teams. High achievers by definition have no issues with academic material. Their need for improvement in interpersonal connections is frequently greater. High achievers gain coaching, encouragement, praise, tutoring, and patient waiting skills in mixed teams. Our high achievers develop their leadership abilities by putting them to use in their teams.

In short, multi-level classes are not easy to teach, but are certainly an excellent opportunity to develop one’s teaching skills. This is a vast topic. 

Enjoy your vocations !

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1.  https://www.teflcourse.net/blog/5-strategies-of-teaching-mixed-ability-classroom-ittt-tefl-blog/

2.   https://www.fluentu.com/blog/educator-english/different-levels-of-esl-students/

3.  https://www.kaganonline.com/free_articles/dr_spencer_kagan/396/10-Reasons-to-Use-Heterogeneous-Teams

4.  https://www.richmondshare.com.br/multi-level-classrooms-a-challenge-worth-facing/

5.  https://www.i-to-i.com/tefl-blog/tefl-classroom-and-expert-advice/how-to-teach-mixed-ability-classes/

6. https://teachingenglishgames.com/esl-multilevel-activities/

7.https://larryferlazzo.edublogs.org/2011/09/05/the-best-resources-on-teaching-multilevel-eslefl-classes/

8. Jeremy Harmer, How to teach English new edition

9. https://www.fluentu.com/blog/educator-english/different-levels-of-esl-students/

10. Teaching English to Multi-Level Classes | Teaching Tips | English Club

https://www.englishclub.com/teaching-tips/teaching-multi-level-classes.php

We are hosting our Metamorphosis gathering again! This is a chance for people to share music, art, and writing and to dialogue across different generations (hence the name, the concept of ideas morphing and changing over the years). This event is also a benefit for the grassroots Afghan women-led group RAWA, which is organized by women in Afghanistan who are currently supporting educational and income generation and literacy projects in their home county as well as assisting earthquake survivors. (We don’t charge or process the cash, you are free to donate online on your own and then attend!)

This will be Saturday April 6th, 2-4 pm in the fellowship hall of Davis Lutheran Church at 317 East 8th Street in Davis, California. It’s a nonreligious event open to all, the church has graciously allowed us to use the meeting room. You may sign up here on Eventbrite.

Also, we encourage everyone in the California area to attend the third annual Hayward Lit Hop on Saturday, April 27th. This is a public festival with different readings from different groups throughout downtown Hayward coinciding with Hayward’s choosing a new adult poet laureate, culminating in an afterparty at Hayward’s Odd Fellows Lounge. Several Synchronized Chaos contributors will read from their work at the 2024 Lit Hop.

This month, for April’s first issue, we’re reflecting on the change of seasons. We’re moving from winter to spring, or summer to fall in the Southern hemisphere. Much of the other work here deals with changes in moods, situations, stages of life, or with cultures and societies in times of change.

J.D. Nelson’s haiku evokes intriguing and disorienting seasonal transitions, while Jacques Fleury offers up an impressionistic reflection on a sunrise and the liminal state of consciousness between sleeping and waking. Hurliman Almuratova contributes a poetic piece about spring’s eventual return as Sayani Mukherjee glories in radiant poppies, Don Bormon listens to the symphony of natural sounds around him and Maja Milojkovic revels in the scents, colors, and renewal of spring. Annie Johnson exudes about diaphanous dawn, moonlight, and newborn creation in her poetry.

Mesfakus Salahin sees love all over the natural world around him. Kristy Raines speaks of a steady love where people know the depth of their connection even without using words. John Edward Culp writes of the tender growth of a relationship where there is trust. Davronbekova Sevinch speaks to the need to preserve integrity and trust. Graciela Noemi Villaverde writes of a gentle and silent love among the larks and lilacs. Inobat Karimova describes how her girls’ agricultural science club at school reflects the respect of her society for women, nurturing, the land, and life. Tammy Higgins’ photography concerns intersections of human culture and nature where nature remains present and vibrant.

Amirova Niginabonu’s work speaks to the cycles of nature and the ways of the mind as Michael Robinson reflects on loss and resurrection during the church season of Lent.

Dildora Toshtemirova writes of celebrating her birthday after the loss of her parents. Sevinch Raxmanova illustrates coming of age amidst the loss of her parents and grandparents. Nosirova Gavhar’s piece focuses in on a single date to represent her grief at the loss of her mother.

Music pulls Taylor Dibbert back to thoughts of a marriage that ended, as Bill Tope describes an unconditional love that begins awkwardly but becomes very real until the title character’s death. Uzbekoyim’s poem reflects the pain of deeply caring for someone who does not return the care. Daniel De Culla comments on the vulnerability of women and children and the precarity of family life.

Surayyo Usmonova’s poetic story intermingles love, loss, and sorrow as J.J. Campbell speaks to longing and forbidden desires and Prasana Kumar conveys the pain of silence and words left unsaid. Sabina Rasulova writes of dreams dashed with reality and the absence of loved ones. John Sweet wonders what life is worth in a harsh and alienating world.

Mykyta Ryzhykh evokes the “silent emptiness” of alienation and modern warfare and Bill Tope dramatizes the toll of war and military and political oppression on civilian families and children. Azemina Krehic mourns the losses of so many mothers and the violence against women in Bosnia. Christopher Bernard highlights the folly of cycles of conflict and revenge in the Middle East. Mahbub Alam also expresses his hope that Gaza will find the peace he sees in nature. Linda Gunther reviews Ruta Sepetys’ WWII refugee survival story Salt to the Sea, exploring character development and internal and external conflict. In Nahyean Taronno’s detective story, while justice triumphs at the end, deception and violence seem a continual threat. Laylo Bakhtiyorova dramatizes the intensity of emotional pain, but reminds us that it will pass.

Muheez Ohamilekan gently encourages caution before being swept up in uncontrollable experiences as Maurizio Brancaleoni compares the uncertain journey of life to a train trip with an unstated destination.

Mark Young’s postwoman poems allude to life’s surprise gifts: one never knows what might arrive in the mail. Alan Catlin’s found poems repurpose other famous modern works in a fresh and surprising way, like Polaroids from the lives of artists.

Christina Chin, Shane Coppage, Marjorie Pezzoli and Jerome Berglund send up a group of concrete collaborative haiku that play with words and language.

Eddie Heaton crafts impressionistic takes on relationships and words and literature through long voyages of the mind. Goran Tomic alludes to a different kind of voyage through his collages of vintage images of flowers and clothes and buildings, illustrating city life in the time of the flaneurs.

Sevinch Tolquinova celebrates the value of reading and learning from books. James Whitehead illuminates the honest empathy of Richard Vargas’ poetry collection leaving a tip at the Blue Moon Motel.

Brian Barbeito crafts a long series of character sketches and vignettes, while Noah Berlatsky’s humorous piece speculates on what sort of poet he wants to become. Ifora Olimjonova compares introverts to extroverts and suggests that many people are somewhat in the middle.

Jeffrey Spahr-Summers speaks to a society in transition with his poems on the latent cultural and racial tension in South Africa. Z.I. Mahmud writes of the power and limits of words and memory in Toni Morrison’s Beloved, and how the novel’s characters reclaim their flesh and history.

Thaalith Gimba offers up a dramatic poem of self-assertion, as John Grey crafts muscular poems on human needs and physical existence. Qurbonova Gulsanam extols the power of dedication and self-efficacy in working towards a goal as Donoxon Ibodullayeva reflects on the potential for developing Uzbek youth leadership through school and after-school organizations. Lilian Dipasupil Kunimasa’s childlike poems trace and celebrate our creative journeys through life. Dildora Toshtemirova urges readers to join her in living their dreams as Stephen Jarrell Williams speculates on whether he can bring his into reality.

Duane Vorhees’ poems of the gods and the ancients situate personal and cultural history within geological and natural timescales.

Bahramova Ifora Sunnatillayevna outlines the research of historical astronomer Mirzo Ulug’bek as Amirjonov Og’abek describes the ancient Islamic architecture of Samarkand. Wazed Abdullah commemorates the independence and pride of Bangladesh. Akhrorova Sarvinoz illuminates the historical and cultural value of cities in Uzbekistan, Rasulberdi Ashiraliyev highlights the Uzbek heritage of jurisprudence and the rule of law, Mirzo Ulugbek outlines types and structures of Uzbek businesses, and Xushroy Abdunazarova speaks to the history and beauty of the Uzbek language.

Gulsevar Xojamova encourages educators of Uzbek youth to draw on the nation’s cultural heritage in their lessons. Irodaxon Ziyoyeva discusses how to combine modern and traditional educational methods in the classroom, Shoshura Husaynova explores how to teach English with idiom and cultural context, Muhammadamin Xojamov addresses methods of mathematics instruction, Tolipova Zebuniso Ulug’bekovna draws on modern psychology and learning style theory in her recommendations for children’s education in Uzbekistan, Gulbahor Ergasheva discusses online learning technology, and Gulsevar Xojamova speaks to the role of information technology in modern Uzbek schools.

Makhfiratkhon Abdurakhmonova and Abdullayeva Dilkhumor Abdukarimovna discuss strategies for effective early childhood education while Azi Umurzoqova highlights the importance of preschool education to her Uzbek homeland.

Uzbek writer Ruxzara Adiliqizi’s poetry carries a delicate mixture of love and patriotism. Boqijonova Madinabonu relates a story of the hard work and dedication of a mother, while Abdullayeva Feruza urges respect for parents and acknowledgement of their care. Farzona Koshimova writes of the importance of manners and respect for elders while Dilnurabonu Vayisova dreams of traveling the world with her mom.

We hope that this issue will deepen your heart and awaken your curiosity as you travel with us. Bon voyage!

The Mind's Gambit

Part 2: The Confrontation

Inside the store, Max moved swiftly, his eyes scanning the glittering jewels displayed in glass cases. He carefully selected his targets, pocketing them with practiced ease.

Suddenly, the lights flickered on, and Reynolds emerged from the shadows, his gun drawn. "Freeze, Max! You're under arrest," he barked.

Max's smirk widened as he turned to face the detective. "Ah, Detective Reynolds, fancy meeting you here. You always did have a knack for showing up at the most inconvenient times."

Reynolds frowned, his grip tightening on his weapon. "Save it, Max. Your charm won't work on me. You're going away for a long time."

Part 3: The Negotiation

Max chuckled, his eyes gleaming with amusement. "Come now, Detective. Let's be reasonable here. You know as well as I do that you don't have enough evidence to put me away. But perhaps we can come to a mutually beneficial arrangement."

Reynolds hesitated, his mind racing. He knew Max was cunning, but he couldn't deny the truth in his words. Without concrete evidence, Max would walk free.

"Fine," Reynolds finally conceded. "But you're under my watch from now on. One wrong move, and I'll make sure you rot in jail."

Max grinned, extending his hand. "Deal."

Part 4: The Partnership

In the weeks that followed, an unlikely partnership formed between Max and Reynolds. Under the guise of cooperating with the police, Max continued his criminal activities, always staying one step ahead of the law.

As they worked together, Reynolds couldn't help but grudgingly admire Max's cunning and intelligence. Despite his criminal nature, there was something undeniably captivating about him.

But lurking beneath the surface, Reynolds remained vigilant, knowing that one wrong move could shatter their fragile alliance.

Part 5: The Betrayal

Months passed, and their partnership flourished, with Max becoming bolder in his heists and Reynolds growing more determined to bring him down.

But as they planned their biggest score yet, Reynolds began to suspect that Max was playing him all along, using their partnership as a means to an end.

Doubt gnawed at Reynolds' mind as he struggled to reconcile his growing admiration for Max with his duty as a police officer.

Part 6: The Showdown

The night of the heist arrived, tension crackling in the air as Max and Reynolds stood outside the bank, their eyes locked in a silent battle of wills.

But as they made their move, chaos erupted, and Reynolds realized too late that he had underestimated Max's ruthlessness.

In the heat of the moment, Max turned on Reynolds, his eyes cold as ice. "I'm sorry, Detective. But you were always too smart for your own good."

Before Reynolds could react, Max's gun fired, and darkness enveloped him.

Part 7: The Revelation

When Reynolds regained consciousness, he found himself bound and gagged, his head throbbing with pain. As he struggled against his restraints, Max loomed over him, a smirk playing on his lips.

"Surprised, Detective? You always thought you had me figured out, but you were wrong. I'm not just a criminal; I'm a master manipulator."

Reynolds seethed with rage, his eyes burning with fury. "You won't get away with this, Max. I'll make sure of it."

Part 8: The Escape

With a chuckle, Max stepped back, leaving Reynolds alone in the darkness. But as he turned to leave, Reynolds saw his opportunity, seizing it with all the strength he had left.

With a burst of adrenaline, Reynolds broke free from his restraints, lunging at Max with a fierce determination. Caught off guard, Max stumbled backward, his composure faltering for the first time.

But before Reynolds could land the final blow, Max regained his footing, delivering a swift kick to Reynolds' chest, sending him sprawling to the ground once more.

Part 9: The Revenge

As Reynolds lay battered and bruised on the cold pavement, Max loomed over him, his gaze filled with contempt. "You should have known better, Detective. No one outsmarts me."

But as Max raised his gun, ready to deliver the final blow, Reynolds saw his chance, his hand darting out to grab a nearby weapon.

With a roar of defiance, Reynolds fired, the gunshot echoing through the night as Max crumpled to the ground, his reign of terror finally at an end.

Part 10: The Aftermath

As dawn broke over the city, Reynolds stood victorious, his heart heavy with the weight of his actions. Though he had stopped Max, he knew that the scars of their encounter would never fully heal.

But as he looked out at the city skyline, Reynolds knew that he had upheld his duty as a police officer, bringing justice to those who sought to disrupt the peace.

And though Max may have been cunning and manipulative, in the end, it was Reynolds' unwavering determination that prevailed, proving that even in the darkest of times, light will always triumph over darkness.


Nahyean Taronno is a student of grade eight in Harimohan Government High School, Chapainawabganj, Bangladesh.

Nature's Sound

In the hush of dawn, the world awakes,
To the gentle sounds that nature makes.
A chorus of birds, in the canopy sings,
As the whispering wind, its message brings.
 
The rustle of leaves, in the ancient trees,
A soft, subtle hum, carried on the breeze.
The babble of brooks, over pebbles and stones,
In nature's orchestra, each has its tones.
 
The pitter-patter of rain, on the forest floor,
A rhythm, a beat, a natural encore.
The buzz of the bees, as they dance in the air,
A melody of life, without a single care.

Don  Bormon is a student of grade nine in Harimohan Government High School, Chapainawabganj, Bangladesh.

The Independence of Bangladesh
 
Through 71's war we got independence 
We are free hence. 
In the heart of Bengal, 
A nation's pride, 
Independence Day, 
A journey's stride. 
With courage and hope, they took their stand, 
Freedom's flame ignited, 
Across the land. 
Bangladesh's story, in history's rhyme, 
A nation's spirit, enduring through time.

Wazed Abdullah is a student of grade nine in Harimohan Government High School, Chapainawabganj, Bangladesh.

Date

I opened my palm and wandered around the ruins asking for bread, when I heard the call to prayer. I ran to our hut and saw my mother lying lifeless next to the four-cornered cloth, and my heart broke. As it was time to break the fast, I brought some water in a bowl and I gave it to my mother to drink. I couldn’t look at my mother’s face. She barely smiled and closed her eyes saying: «break fast.» In the
morning, when I looked at her near dawn, her breath was not coming out of her throat, there was no blood on her face. My eyes were filled with tears, and when I opened the lifeless, fisted palm that fell on the empty table, there was a single date.
If I took it, the date would smell like my mother…

Nosirova Gavhar was born on August 16, 2000 in the city of Shahrisabz, Kashkadarya region of Uzbekistan. Today, she is a third-year student of the Faculty of Philology of the Samarkand State University of Uzbekistan. Being a lover of literature, she is engaged in writing stories and poems. Her creative works have been published in Uzbek and English. In addition, she is a member of «All India Council for Development of Technical Skills», «Juntos por las letras» of Argentina, «2DSA Global Community». Winner of the «Korabl znaniy» and «Talenty Rossii» contests, holder of the international C1 level in the Russian language, Global Education ambassador of Wisdom University and global coordinator of the Iqra Foundation in Uzbekistan. «Magic pen holders» talented young group of Uzbekistan, «Kayva Kishor», «Friendship of people», «Raven Cage», «The Daily Global Nation», Argentina's «Multi Art-6», Kenya&;s «Serenity: A compilation of art and literature by women» contains creative works in the magazine and anthology of poets and writers.

Spring
 
In fields of green, where flowers bloom, 
The air is sweet with nature's perfume. 
The sun shines bright, the sky so blue, 
As spring arrives, the world anew. 
Birds sing melodies, dance in the breeze, 
Leaves unfurl on the budding trees. 
Life bursts forth in vibrant array, 
Welcoming the warmth of a brand-new day. 
Gentle rain showers, the earth's embrace, 
Awakening life with each drop's grace. 
In spring's embrace, we find rebirth, 
A symphony of joy, across the earth. 
So let us revel in this season's delight, 
As nature paints with colors so bright. 
For in the heart of spring's gentle hue, 
We find hope, and dreams anew.


Maja Milojković was born in 1975 in Zaječar, Serbia.
She is a person to whom from an early age, Leonardo da Vinci's statement "Painting is poetry that can be seen, and poetry is painting that can be heard" is circulating through the blood.
That's why she started to use feathers and a brush and began to reveal the world and herself to them.
As a poet, she is represented in numerous domestic and foreign literary newspapers, anthologies and electronic media, and some of her poems can be found on YouTube.
Many of her poems have been translated into English, Hungarian, Bengali and Bulgarian due to the need of foreign readers.
She is the recipient of many international awards.
"Trees of Desire" is her second collection of poems in preparation, which is preceded by the book of poems "Moon Circle". 
She is a member of the International Society of Writers and Artists "Mountain Views" in Montenegro,and shealso is a member of the Poetry club "Area Felix" in Serbia.