Grammar is the structural foundation of our ability to communicate.

The more we understand

how language works, the better we can monitor the meaning and effectiveness of how we and
others use language. Grammar is the foundation of an individual's ability to learn to read and
write fluently. Understanding how we can best help students develop their English grammar as
educators is essential for helping them develop English as a second language. The study of how
learners acquire a second language (SLA) has helped to shape ideas about how to teach second
language grammar. Grammar is regarded as an essential component of language learning. When
students are taught grammar, they are indirectly taught how to use language. Previous research
indicates that teaching grammar is essential for L2 learners in order to improve their language
learning (Thornbury, 1999). Grammar teaching is difficult because teachers must prepare
grammar lessons that are both interesting and encouraging to their students. To achieve this,
teachers must create new approaches and activities. These approaches and practices vary
according to the student's level and locality.
One of the issues that most English teachers face is teaching large, multi-level classes and
catering to different learning styles. We frequently deal with numerous classes and students in
the classroom. Teachers frequently feel out of control when teaching large classes with multiple
levels. It can be challenging for even the most experienced educator to assist a large class. This
will make a lot of noise, especially in a chaotic environment where all students talk at the same
time. As a result, it will be challenging to hear individual students speak up. Organization,
according to Hess (2001), is the answer to a chaotic environment. Students are better able to stay
on task and understand what is expected of them when they are organized, among other things.
Establishing good control is made easier by having a designated area on the board where
homework assignments are always placed, directions for the first activity of the day are written
in, and all scheduled activities for the lesson are listed (Hess, 2001, p. 4). Since every student
learns in a different way, we need to use a variety of methods to teach grammar to those who
prefer to learn grammar inductively and those who prefer to learn grammar deductively. They
typically believe that small classes are the best. However, based on my observations, when a
class has a small number of students, there is a tendency for them to know everything about each
other and soon become quite tired of one another, making the class dull. There will also be less
interaction between students for a few of them. Because large classes allow students to improve
their language skills, teaching large, multi-level classes can help them develop and improve their
speaking and grammar skills, especially when learning a second language. Large classes can
make learning more meaningful and interesting by allowing students to share their experiences
with the entire class. While catering to different learning styles According to Kinsela (1995), a
learner's preferred method of learning is referred to as a learning style. "A person's natural,
habitual, and preferred way of absorbing, processing, and retaining new information and skills"
is what it is. As educators, we are aware that each student has unique learning styles. There are
students who learn through auditory, kinesthetic, and visual methods. A student's likelihood of
success in the classroom increases with their level of engagement with their education. The first
thing you should do as a teacher is learn about and comprehend the various learning styles. After
that, you should give your students a variety of learning experiences to meet their individual
requirements. In addition, Willing (1987) identified four distinct categories of language learners:
those who are concrete, analytical, communicative, and authority-oriented. Contextual learners
like to encounter grammar in context. Analytical learners, on the other hand, prefer to identify
grammar rules and principles through the inductive study of language. As a result, they are likely
to respond well to tasks in which a grammar point is supported and explained by some kind of
evidence. Additionally, communicative learners prefer to learn inductively and encounter
grammar in context, where the connection between form and function is clear. Students who
value authority-oriented learners favor a deductive method in which the instructor provides a rule
and then gives them opportunities to apply it. Students can become more involved in and in
charge of their own education by reflecting on their preferred learning methods, which can be
facilitated by learning styles. Additionally, every student in the classroom will be more engaged
if each lesson is tailored to their specific needs. It is very important for teachers to prepare the
learning environment well. and knowing every student's learning style, they have to ensure that
there is proper time allocation for the learning process of the students.