Know your students.

The students pass each other a ball and the person who takes the ball has to say his/her name and an animal or
object with the same first letter than his/her name.
The teacher divides the students in pairs in order to talk about themselves (likes, dislikes, families, hobbies).
After that, each student has to present to the whole class what his/her partner has said.
The students are assigned a colour / animal / food / number At the beginning of the lesson we (teachers) say a
word, for example "yellow" and the student who has that word stands up and introduces him/herself. As the
course goes on, students have to give more information about themselves and according to what they are
studying.
At the beginning of the class, the students introduce their partners. For example: "my partner is Mara"...
Know their names using little cards with their names written on them.
Play a game the first day. Each student has to say their name and the name of their partner.
In pairs, they have to introduce their partner to the rest of the class. Then, they change the role.
Each student has to put on their tables a piece of paper including their name and an adjective which describe
them.
We have to learn the names of each student in the class and use one hour each week to ask about their lives,
feelings, motivation...
In order to learn or remember the students' names, each one of them will have a card with their name written on
it. They will put it on their desk so the teacher can see it clearly.
Know their names, jot down their interests, do an oral activity in order to make them talk about their likes or their
feelings.
Using their native language in order to know them better, forming a circle and they have to describe themselves.
Ask for what they like and dont like.
Introduce your partner.
Divide students in groups of 5/6 children and they will have to say their names and three characteristics of
themselves. These must be related to their personality, their family, their favourite colour, animal, etc. Once
everybody has introduced themselves, each student will have to introduce one of their partners (of his/her group)
to the rest of the class and to the teacher.
Through a game in which all the class will participate, the teacher will indicate the different types of group
formation. For example: "Group according to the month of your birth".
Circle technique: the teacher asks students to make a circle. They have to say their names, first individually, and
then they will play a game. This game consists of repeating the name of their neighbour partners aloud when they
receive a tennis ball.
Develop a sense of security.
The students tell a story that made them feel comfortable (in their life).
To correct in an unobtrusive way.
Establishing routines: the way of starting and finishing the lessons.
The teacher gives positive feedback.
Correct students' mistakes in an unobtrusive way (scaffolding).
The whole group with the help of the teacher decide the rules they must follow and write them on cardboard and
post them on the wall.
The last ten minutes of the class will be focused on speaking about how they have felt during the day.
Giving positive feedback and avoiding negative punishment.
Every day, at the beginning of the class, we give a motivational phrase. For example: "Smile, it's going to be a
great day!".
Have the lesson plan organised and explain it to the students.
Using scaffolding techniques with the aim that the students feel secure and can be confident using the target
language.
Give them a piece of paper where they have to put their names and pass then to their partners. They have to
write down positive features of this partner.
At the beginning of the class the teacher will introduce what they are going to do that day, which materials and
space they will use, how they will work such us in whole group, in individual way, in pairs
Assign students occupations. For example, one responsible for opening the windows, another that goes for chalk
or markers...
To develop a sense of security on children we should use techniques based on positive feedback. This feedback
will be done by repeating positive sentences like: "Well done, you are doing it properly!", "Continue speaking, you
are going to achieve it!".

Encourage a sense of belonging.

The students sit in the same group and every Monday they exchange their places; thus they can feel they belong
to the big group.
To use secret signals/codes.
Developing a common project during the year in which all students have to participate in order to achieve the
goal.
Each week students have to change their partner to encourage the relationship between them.
Try to solve individual problems in a cooperative way, where all students have their own voice.
Once or twice a week, they put their name in a chart with different emotions (happy, angry, sick, etc.). So the rest
of the classmates can know if anybody has a problem and they can solve it together.
They will have specific roles such as closing the door, window... These roles will change every week.
Creating a set of codes between the teacher and the students who belong to the same group.
The students are included in all decisions so the teacher will inform them about what's happening in the class, in
the school, in general. They have to feel part of a community.
An activity where the students use some kind of password that only that class group know.
Teachers should take into account their opinions and show interest for each one.
Give them a name as a group and a pet.
Divide the class in groups and each group must create a secret code which they will communicate through. During
the year, after an established period, the members of each group change in order to promote the relationships
among children.
Through a game in which all the class will participate, the teacher will indicate the different types of group
formation. For example: "Group according to the month of your birth".
Use materials like posters, cards in which students will have to fill in with their likes, their hobbies, their
routines these posters will be made in class and they will be stuck on the wall. We consider that when they see
the posters they are going to recognize them as a part of the class group.
Promote self-esteem and confidence.
The students say one positive aspect to the classmate who is in front of them.
Top spend five minutes every day in order to reinforce or give positive feedback to one student of the class. For
example: "David, you are a good person, you always help your partners."
The teacher asks students to work with different partners during a period of time. After some time, each student
has to tell something positive about a partner.
Teachers have a positive attitude taking into account students' opinions.
Promote the participation of all students. Try and give positive feedback.
The teacher proposes a group task which students have to do and present. Then, the teacher will provide
individual feedback so they feel more confident.
Giving a prize as stickers when they do a task successfully.
The teacher should give them some responsibilities creating autonomy. The students must be role models to
follow.
The teacher has to thank and praise the students every time they contribute.
Let them speak freely and make them know we are interested in what they are saying. Introduce their opinions or
interventions in the teacher's explanation.
Create a positive atmosphere, a familiar relationship, and eliminate the fear to talk in public and make mistakes.
We learn from mistakes.
Let them know there is no problem when they mistake.
The teacher gives positive reinforcement when any of his/her students participate, for example, with a simple
phrase such as: thanks! Moreover, he/she gives positive feedback in the case that students make a correct
answer. And when students are wrong, the teacher gives some constructive advice
Propose challenges that imply certain difficulty so that they can overcome them.
At the end of the week, the students, who has done the homework and their behavior have been pretty good, will
receive a present.
Be

fair and consistent.

When the teacher takes volunteers to do an activity, she/he chooses the first student that raises his/her hand.
If someone does not follow the rules, the class has to decide a "punishment" for this person.
Making equal decisions based on the rules that have been fixed at the beginning of the course among the whole
class.

Teachers must be objective in their behaviour to students.

Give an equal treatment to all students.
Teachers must keep their promises.
At the beginning of the course the class will establish a rule system related to behaviour.
All the students have the same rights, obligations and rules. The way of punishing must be the same for everyone.
Each week, a member of a group is responsible for class management (tidy the materials, turn the lights on/off,
clean the blackboard...).
Focus the student in some concrete activity, like sharpening pencils, so they could relax.
Adapt the lesson considering their previous knowledge and respecting each level and pace.
Arrange the class every week. Change roles to make them participate.
Create rules between everybody and to promote that students achieve them.
Do some debates.
Create a system of rules that children decide with the help of the teacher. When a problem comes up the teacher
will use these rules in order to be fair.

Provide positive feedback.

When the students answer a question or do an activity, the teacher remarks some good things that the student
said.
To give positive reinforcement when a student participates actively in an activity.
When students act according to the wanted behaviour, for example speaking in English, the teacher gives them a
flashcard. At the end of the class, students who have a flashcard are given a reward.
Using positive words or expressions. For example: Excellent!, You can do it!, Well done!, Perfect!, Good job!...
Thank students for their participation even if the answer is wrong.
Apart from the teacher's feedback, the teacher encourages students to give positive feedback among them.
Students need to know the different points they have to observe in order to give a good response.
The teacher will use expressions such as "very good" to encourage students to participate.
When the students develop good behaviour then the teacher should give them a stick and when their behaviour
is not good enough, the teacher must encourage them using positive sentences.
The teacher should say things like "Well done!", "Good job!"...
Use smile stickers whenever the students say something right.
Repeat correctly what they say wrong. Correct unobtrusively.
Stickers with positive phrases when do a correct activity.
The teacher gives positive reinforcement when any of his/her students participate, for example, with a simple
phrase such as: thanks!
Moreover, he/she gives positive feedback in the case that students make a correct answer. And when students
are wrong, the teacher gives some constructive advice.
Each time that the students overcome a personal challenge, they will advise how to improve it and the teacher
will compliment them for their progress.
As we have pointed before, we are going to use positive feedback using sentences as: "Well done, you are doing it
properly!", "Continue speaking, you are going to achieve it!"
Value your students' opinions and preferences.
The teacher can use some materials that students like (movies, music, videos).
To give students the option to express themselves and not interrupt them (own voice).
Exploring the preferences about a topic and introducing them in the lesson plan.
Give students the opportunity to express their opinions, giving them the attention that they need.
Promote that students give their personal opinion about the topic.
Promote that students don't judge the opinion of others.
The teacher can ask the students which types of activities they like the most, so they can do them more times.
At the beginning of the course, the students have to answer an initial test about their favourite hobbies.
At the beginning of each unit, the teacher asks them about a way to work it.
In certain activities, students should choose the topic they want to work on.
Give the students the chance to present some topic they like, like dinosaurs or whatever. Also give them time to
express their opinions about the lesson.
The teacher should take into account their opinions and preferences before starting the activities.
Listen to their opinions and use them in order to let them know that they are important and the teacher is there
to help them.
Use their preferences to develop our lesson plan.

First of all, the teacher must express his/her gratitude for students participation and if the intervention is useful,
he/she highlights the idea.
Do a personal interview to each student (between 5-7 min) to know their fears, their hobbies
We can use the posters that we said before and ask them always what they think about the different themes
which appear in the book.

Motivate your students.

The teacher uses some topic that students are interested in (example: cartoons, sports)
To use token economy.
Beginning all the lessons playing a song related to the topic if possible.
Teachers have to show enthusiasm with classroom activities. Additionally, these activities should be close to
students' real life.
Put three boxes in the classroom. One where students put papers with thankful messages, another box with
messages to improve a concrete aspect (eg, behaviour), and the last one where students write messages to
congratulate their partners.
Ask for their likes and preferences; give positive feedback; do activities related to their previous knowledge and
near context.
Provide them with the opportunity to go to a trip if they use the foreign language in class.
The teacher should create a positive classroom atmosphere in order to make them feel comfortable.
The children would make a list of songs they like. At the beginning of the day it would be played on the radio.
Explain the lesson going from their preferences to the academic content. Give them opportunities to speak
whenever they want.
Use different resources and be aware that language is useful for communication.
They have a piece of paper where they have to write what they can do/teach and what they want to learn. Then
they will have a partner who will help them to learn something and to be taught too.
Use an interesting topic related to students preferences.
Relate the contents with interesting aspects for students such as their hobbies.
With positive feedback we will get to motivate our students. Moreover, using the positive feedback through the
use of present we will get it.
Use your body for effective communication.
The students play a mimic game. The teacher says an English sentence and they should represent it in sign
language (for that, the teacher will provide a sign language dictionary).
To use the correct corporal position and gestures.
Developing active listening by using body language, for example, when saying "well done" to students put the
thumb up.
Teachers should use non-verbal communication to help their explanations.
The teacher has to move around the classroom.
The teacher gives positive feedback by clapping.
Create roles using your body; represent parts of the story they have studied.
The teacher will establish a sign system. For example when the teacher claps his hands the students have to keep
silence.
When the students have good behaviour the teacher should support them using body language. On the other
hand, when students have bad behaviour the teacher should use his/her body as a barrier.
The teacher has to move around the class, use gestures according to what he/she is saying, he/she should avoid
to have a monotonous tone; in order to explain the meaning of a word, the teacher should use non verbal
language (point at something, represent it with their hands...).
Use the body while you are explaining. Raise your arm for asking them to be quiet.
Act out a daily situation. For instance, take the bus, go to the supermarket...
Let them express their feelings with their body in an oral activity.
Use the body, especially the hands, to promote that students pay attention and understand the contents. For
example, if you are talking about the parts of the body, when you introduce a new word you can move this part
and in this way children can relate the word with its meaning.
At the same time that the teacher is explaining content, he/she must use nonverbal communication to facilitate
the comprehension of the same one.
Use techniques such as clapping 3 times our hands in order to ask for silence. We can add more gestures like this.