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 task runs…
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 task runs…
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 ‘Today we…
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 expect and…
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…
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 exercise’, say:…
Idea Wait time — the pause after a question — directly increases the quality of learner responses. Most teachers wait fewer than two seconds before reformulating. Example After…
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, not volume.…
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 discussion but…
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 lets the…
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