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This method has worked very well with classes of adult immigrants. Although motivated to learn, they also have family and work concerns which take up their time outside of class.
I had divided the grammar work up into modules the students did at their own pace. At the end of each day, I asked each student what they felt they could do for homework, encouraging those who had both jobs and families to care for to commit to just a few questions. The next morning I recorded the results (homework done or not) in my attendance book.
It worked well -- most of the students did most of their homework every day. But I didn't realize just how successful this method was until the time I handed out a worksheet for everyone to do for the next day -- and not one of them did it!

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