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)
- Non-verbal: eye contact, move closer.
- Name and short reminder of the agreement.
- Change seat or role.
- Private talk after class.
- 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.
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