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 think, Fatima?’ distributes the floor. ‘What does everyone think?’…
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 a visible product — ‘Write your three answers on…
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 may need a higher-challenge task or a different seat.…
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 or group tasks. Example With three learners, a roleplay…
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 speaking task gives 15 simultaneous conversations instead of one.…
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 support slower ones when tasks allow. Example An open…
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 get some answers on the board.’ Pause. Wait for…
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 you writing or speaking?’ / ‘Are you working alone…
Test
What colour is it? Colours: red · blue · green · yellow · orange · purple · pink · white · black · brown Make sentences “The apple is red.” · “The sky is blue.”…