ELT365 · Day 230 — Rapport in the Classroom
Idea Rapport is the working relationship between teacher and learner — not friendship, but trust. Learners learn more when they feel seen and safe to make…
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ELT365 · Day 229 — Using Learner Names
Idea Using names personalises attention and signals you know who is in the room. Directing questions to named learners also distributes participation. Example ‘What do you…
ReadELT365 · Day 228 — Keeping Learners on Task
Idea Task design drives on-task behaviour. If learners go off-task consistently, the task may be too easy, too hard, or the outcome too unclear. Example Adding…
ReadELT365 · Day 227 — Managing Disruptive Behaviour
Idea Most classroom disruption is unmet need: boredom, confusion, anxiety, or social pressure. Address the cause before the behaviour. Example A learner who talks over others…
ReadELT365 · Day 226 — Working with Very Small Classes
Idea Classes of two to five learners change the social dynamic — there is no crowd to hide in. Build in solo preparation time before pair…
ReadELT365 · Day 225 — Working with Large Classes
Idea In large classes, whole-class activities eat time; pair and group work multiply speaking opportunities. Monitoring must be systematic, not random. Example With 30 students, a…
ReadELT365 · Day 224 — Managing Mixed-Level Classes
Idea Mixed ability is the norm, not the exception. The question is not how to remove the gap but how to use it — faster learners…
ReadELT365 · Day 223 — Transitions Between Stages
Idea The moment between stages — ending pair work, moving to feedback — is where lessons lose momentum. Prepare signalling language in advance. Example ‘Good. Let’s…
ReadELT365 · 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…
ReadELT365 · 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…
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