ELT365 · Day 222 — Keeping Time in Class
Timing is a craft. Under-time and learners are idle; over-time and the lesson loses structure. Planned timings are estimates, not contracts.
Tag: ELT365, teacher training, ELT, classroom management
ELT365 · Day 221 — Ending the Lesson Well
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.
ELT365 · Day 220 — Starting the Lesson Well
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 what you deliver.
ELT365 · Day 219 — Checking Instructions — ICQs
Instruction-checking questions (ICQs) confirm learners have understood the task before they start — not what they should produce, but how they should work.
ELT365 · Day 218 — Giving Clear Instructions
Instruction-giving is a teaching skill, not an administrative chore. Vague instructions waste lesson time and demotivate learners.
ELT365 · Day 217 — Using Silence Deliberately
Wait time — the pause after a question — directly increases the quality of learner responses. Most teachers wait fewer than two seconds before reformulating.
ELT365 · Day 216 — Managing Noise Levels
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.
ELT365 · Day 215 — Seating Plans — Horseshoe, Rows, Clusters
Each seating arrangement carries a message about who talks to whom. Change the furniture and you change the default interaction pattern.
ELT365 · Day 214 — Arranging the Room
The physical layout of the room shapes interaction patterns before you open your mouth. Rows favour teacher-fronted work; clusters favour collaboration.
ELT365 · Day 213 — What Is Classroom Management?
Classroom management is everything a teacher does to create and maintain conditions for learning. It is not about control; it is about enabling learning to happen.