ELT365 · Day 222 — Keeping Time in Class
Idea Timing is a craft. Under-time and learners are idle; over-time and the lesson loses structure. Planned timings are estimates, not contracts. Example If a speaking…
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ELT365 · Day 221 — Ending the Lesson Well
Idea A strong close recycles the lesson’s aim and gives learners something to take away. Trailing off or running over time undermines the lesson’s impact. Example…
ReadELT365 · Day 220 — Starting the Lesson Well
Idea The first three minutes set the pace and signal what kind of lesson this will be. A strong start narrows the gap between what learners…
ReadELT365 · Day 219 — Checking Instructions — ICQs
Idea Instruction-checking questions (ICQs) confirm learners have understood the task before they start — not what they should produce, but how they should work. Example ‘Are…
ReadELT365 · Day 218 — Giving Clear Instructions
Idea Instruction-giving is a teaching skill, not an administrative chore. Vague instructions waste lesson time and demotivate learners. Example Instead of ‘Work in pairs on the…
ReadELT365 · Day 217 — Using Silence Deliberately
Idea Wait time — the pause after a question — directly increases the quality of learner responses. Most teachers wait fewer than two seconds before reformulating.…
ReadELT365 · Day 216 — Managing Noise Levels
Idea Noise in a language classroom is not a problem by default — productive noise (learners speaking in the target language) is the goal. Manage type,…
ReadELT365 · Day 215 — Seating Plans — Horseshoe, Rows, Clusters
Idea Each seating arrangement carries a message about who talks to whom. Change the furniture and you change the default interaction pattern. Example Clusters encourage peer…
ReadELT365 · Day 214 — Arranging the Room
Idea The physical layout of the room shapes interaction patterns before you open your mouth. Rows favour teacher-fronted work; clusters favour collaboration. Example A horseshoe arrangement…
ReadELT365 · Day 213 — What Is Classroom Management? TEST
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