Idea On-the-spot correction interrupts fluency tasks — use it sparingly. Delayed correction preserves flow and lets you address the most important patterns. Example During a role play, note errors on your notepad. Afterwards: ‘I heard…
Idea Whole-class feedback after a task has two parts: content feedback (did they complete the task?) and language feedback (how did they say it?). Do content first. Example ‘What did your partner recommend?’ (content) —…
Idea Monitoring is purposeful observation: you are listening for content (task completion) and language (for feedback). It is not tidying the desk or waiting. Example Carry a notepad. Note two or three language points you…
Idea Who works with whom changes what learners produce. Teacher-assigned pairs are not arbitrary — they are a pedagogical decision. Example Pairing a stronger and a weaker learner on a fluency task scaffolds the weaker;…
Idea The board is a shared, permanent record of the lesson. A clear, organised board plan — written before the lesson — prevents mid-lesson confusion and supports visual learners. Example Divide the board into three…
Idea Wait time is the deliberate pause after a teacher question. Extending it beyond three seconds increases both the length and quality of learner responses. Example Ask a question, then look around the room in…
Idea Student talk time (STT) is not just speaking-skill practice — it is thinking time in the target language. Every minute of productive STT is a minute of acquisition. Example A five-minute pair discussion, well-monitored…
Idea Teacher talk time (TTT) includes instructions, explanations, modelling, and filler. High TTT crowds out learner speaking practice — the goal of the lesson. Example Recording yourself for ten minutes reveals how much you explain…
Idea Where you stand sends a signal. Standing at the front during pair work keeps the focus on you, not the task. Move into the room to monitor. Example During a writing task, crouch to…
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 mistakes. Example Acknowledging a learner’s answer before evaluating it…