# Routines and Behaviour in Language Classes

## Set up the class (first two weeks)

| Routine | How |
|---------|-----|
| Classroom agreement | Learners suggest rules (in English, with help); agree 5-6; display them |
| Start of lesson | Same pattern: greeting, date and aims on the board, warmer |
| Attention signal | One signal for silence; practise it |
| English use | Agree when L1 is fine (checking instructions in pairs, dictionary moments) and when English only (tasks) |
| Phones | Agreed use: dictionaries and recordings yes, messages no; phone box for young learners |
| Lateness | Late learners join quietly; a task on the board they can start; talk privately if it continues |
| Homework | Same day, same place to hand in; short and checked |
| Seating | Planned seating that changes regularly (`scripts/seating_plan.py`) |

## Common challenges

| Challenge | Strategies |
|-----------|------------|
| Learners use L1 in tasks | Explain why English matters; teach the language they need for the task (useful phrases on the board); short tasks; make L1 use a learning resource where helpful, not a ban |
| One learner dominates | Roles (timekeeper, note-taker); talking chips; nominate others; speak to them privately: ask them to help quieter learners |
| Quiet learners | Pair work before whole-class; rehearsal time; written answers first; never cold-call first |
| Mixed levels | See the differentiation skill: tiered tasks, roles, grouping |
| Large classes (30-60) | Groups with leaders; choral work; one set of materials per group; quick checks with fingers or cards |
| Fast finishers | Planned extension tasks on the board |
| Low motivation | Relevant topics; learner choice; visible progress (can-do checklists); variety |
| Disruptive behaviour (teens, young learners) | Calm, private, consistent; describe the behaviour, not the person; follow the school policy; positive reinforcement of good behaviour |
| Adults challenging the teacher | Acknowledge, explain the rationale for activities briefly, invite feedback in a structured way |
| Cultural expectations | Explain learner-centred activities; some learners expect lectures and grammar; build trust by showing progress |

## Escalation for young learners and teens (example)

1. Non-verbal: eye contact, move closer.
2. Name and short reminder of the agreement.
3. Change seat or role.
4. Private talk after class.
5. School procedure (contact parents, coordinator).

Praise specific behaviour publicly; correct behaviour privately.

## Classroom language to teach early

| Learners need | Phrases |
|---------------|---------|
| To ask for help | Can you repeat that, please? What does ... mean? How do you say ... in English? |
| To work in pairs | Your turn. Let's start. I think... What do you think? |
| To check | Is this right? Can I see? Number 3 is... |
| Apologies | Sorry I'm late. Sorry, I didn't hear. |

Put them on a poster and use them yourself.

## Teacher presence

- Move around the room; stand where you can see everyone during whole-class stages.
- Vary your voice; stop talking while learners are not listening.
- Use names.
- Keep calm: the class reflects the teacher's state.