ELT365 · Day 241 — Using Humour Well
Idea Shared laughter builds rapport and lowers the affective filter. The target is inclusive humour — based on ideas, not people. Never at a learner’s expense.…
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ELT365 · Day 239 — Handling Learner Errors in the Moment
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…
ReadELT365 · Day 238 — Managing Feedback Stages
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…
ReadELT365 · Day 237 — Monitoring Pair and Group Work
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…
ReadELT365 · 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 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 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…
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