GOOD CLASSROOM ATMOSPHERE

Here at HOP&SCOTCH we believe that a teacher should be a trainer - they need to try to do
everything they can to help students achieve their goal of studying English. We do not just motivate,
but inspire our students to study, and we always make sure that the lesson and all of its components
are ​beneficial ​
and ​interesting ​and our students feel ​comfortable ​at any moment. Good classroom
atmosphere is mostly created by the teacher - no game or activity can save a lesson if the teacher is
low on energy.

Once again, ​
benefit​, ​interest​, ​comfort​. Here’s what you need to keep in mind:

● be polite and greet all the people you see - not only your students or people you know, but the
other teacher’s students and the other teachers;
● start interacting with your students as soon as they come - if a student comes to
HOP&SCOTCH one hour before the lesson starts, we will ask them a couple of questions
about their day to make them feel welcome, then, we, of course, do not need to spend this
extra hour talking to that student and, if necessary, can just excuse ourselves by saying “sorry,
there are some things I need to do before the lesson”;
● the more interactive and communicative the lesson is, the better. e.g. we do not give grammar
lectures - we elicit and interact with students;
● you may delegate some of the students’ questions to other students if you think they might
know the answer (e.g. you've studied this topic before) - ask them to define words for each
other, but do not overuse it - be sure that the right and precise answer is given and clear;
● do not overexplain - answer the questions that were asked, do not turn all the students’
questions into possibilities to teach them something more;
● try to make your explanation of grammar as clear and short as possible: avoid repetitions and
overexplaining.
● be flexible - if you see that something goes wrong, the students don’t want to do something the
way you planned or transform the activity - don’t push them into any boxes, allow them to be
creative, as long as there’s enough benefit, interest and comfort;
● if anyone speaks Russian or uses their phones - make sure your students know that they are
breaking the rules, but be tactful - the rules are there to help them study, not to make us feel
powerful;
● if a student asks you too many questions - try to help, but don’t waste too much time - it’s OK
to say “Let’s discuss it during the break” - but don’t overuse that phrase;
● be WITH your students - move around, join conversations, play games with them - students
love it;
● teacher talking time should be limited in favour of students’ talking time - the less you say - the
better;
● try to manage your time - every 5-7 minutes you should ask yourself if you are dragging
something and if it’s better to move on or not + be aware of the timing;
● and MOST IMPORTANTLY - have fun and enjoy communicating with your students and
helping them - that’s one of the best things about being a teacher.
 BEING A GOOD TRAINER
A good trainer:

● acts confidently during the lesson;

● can admit their mistakes and show willingness and motivation to fix them;
● is personally interested in the lesson materials;
● shows their ability to help and to offer help, answer any question;
● communicates warmly with the students, without being their “buddy”;
● can create and establish the atmosphere of controlled fun;
● notices students’ reactions and mood and reacts to them;
● is actively interested in students lives and is not indifferent to their problems, feelings,
thoughts, life events;
● can interest and inspire a student;
● smooths out the conflicts within a group;
● gives students equal opportunities to communicate;
● praises students;
● supports students who are not confident, reacts to self-critical comments in a supportive way;
● expresses tolerance towards any opinions and views (we have no discrimination of any kind).

ASSESSING A LESSON

During practical lessons, other teachers and trainees will be assessing your lesson based on the
following criteria:

Primary parameters (important for the lesson as well as the whole course)​:
● language:
For Elementary / Pre-Intermediate:
● accuracy ​- correctness (lack of errors);
○ 1 - 1 slip is OK;
○ 0,5 - 2 slips on a different topic or 1 mist.;
○ 0 - 3 slips, 2 mistakes.
● level-appropriacy​- ability to adapt one's language to suit the students' level;
For Intermediate / Upper Intermediate:
● range - ​variety of vocabulary and grammar used;
● accuracy;
● level appropriacy.

● General aim​:
○ practically beneficial ​(​students clearly see what real-life communicative task
they will be able to solve at the end of the lesson, the situation is common and
realistic enough, students can easily imagine themselves in it);
○ inspiring ​(each student is personally interested and emotionally engaged in the
topic of the lesson and eager to discuss it; the teacher is interested in the topic
and passionate about helping students talk about it);
 ○ functional ​(examples of Grammar and Vocabulary items are used within the
context of the communicative situation; the examples are followed by the names
of the items and not the other way around)
○ interactive (starts with questions (small talk); does not start with questions that
are too specific or personal):
○ purposeful ​(​students know what “product” they will be able to create at the end
of the lesson and can themselves evaluate their success and communicative
achievement):
○ efficient​​(the aim is defined with minimal time and effort);
○ coherent ​(all the elements of the general aim are connected and follow each
other in a reasonable and logical way);
○ cohesive ​(only for Pre-Intermediate) (Grammar and Vocabulary components
should be part of one communicative situation / narrative).

● teaching speaking:
■ organising efficient production:
● making sure that the task is productive ​(Sts have to use target
language);​
● giving clear instructions ​(T makes sure that all Sts know what and how
to do);
● monitoring students’ performanc​e (​T monitors the accuracy of how the
instructions are followed, takes notes on mistakes to be corrected​ );
● giving constructive feedback on students’ performance (T comments
on how successfully Sts completed the task, praises them, follows by an
error correction session):
■ timing ​(if there is no time left for production at the end of the lesson or the
lesson is over more than 5 mins before the time it was supposed to finish)​ .
■ interactivity ​(involving students in a dialogue from the perspective of speaking
(and not emotional involvement) all through the lesson; here goes eliciting,
asking questions, T-S interactions.
■ (only for group lessons) ​equal speaking opportunities (nobody is passive
and silent, nobody talks too much);
■ (only for group lessons) collecting feedback from students ​(feedback is
collected from everyone);
○ small talk ​(during the lesson students have a possibility to talk outside the topic,
but not too much);
○ pre-text and post-text discussions ​(Pre - generating interest, predictions; post-
feedback).
○ (only for group lessons) variety of interaction patterns ​(various forms of
work: pairs, groups, mingling, etc.);
○ (only for group lessons) organizing pairwork ​(changing pairs or organising
work in pairs/trios when/if appropriate);

● interaction with students:

○ being a passionate teacher ​(the teacher is able to inspire students, get them
interested in the topic, the materials, the teacher themsleves + being inspired by
those);
 ○ (only for group lessons) initiating interactions with and between students
(given instructions to communicate on top of production, motivates students to
keep the conversation going in production, S-S interaction initiated by the T);
○ monitoring students’ reactions and adapting to them ​(teacher notices and
reacts to students discomfort, e.g. changing the conversation topic or smoothing
out conflicts);
○ (only for group lessons) distributing attention ​(nobody feels left out, equal
amount of attention is given to all students - they are praised and "criticized"
equally, taking into account their personalities);
○ teacher talking time ​ (talks not too much, not to the detriment of students' talking
time; grammar/vocabulary predestination interactivity is assessed in a different
order of parameters);
○ (only for group lessons) being involved in group/pair work ​ (joins in
conversations, but gives students chances to be autonomous);
○ body language and eye contact:
● positive body language throughout the lesson and while giving
instructions;
● no closed poses, body language helps create energy;
● looks students in the eyes, constantly moving from one to another;
● does not read the lesson materials though may look at them occasionally.
○ extralesson interaction ​(before the lesson - greeting students, asking about
their days);
○ using positive language ​(praises students, doesn't use negatively coloured
language (e.g. boring task)).

Secondary parameters (important only during the lesson)​:

○ internal aims​(answers the question "how this task will help me achieve the general
aim", not repetitively, specifically and in a relatable way):
■ reference ​(reference to how it helps me solve the communicative task of the
lesson):
■ presence ​(internal aims are present before every new task of the lesson):
■ examples ​(examples of target language are included in the aim):
■ variety ​(aims are not repetitive (1 repetition is allowed):
■ coherence (​all the elements of the aim are logically connected):
○ sequencing activities​​(PPP and gradual increase of difficulty);
○ time management ​(enough time for everything, but not too much);
● narrative ​(all the tasks are part of one "story);
● selecting appropriate activities/materials/resources and interaction patterns
(choosing materials that are appropriate for students' level and interests + help achieve
the lesson aims + appropriate forms of work);
● flexibility ​(adapting lesson materials to sts during the lesson before something goes
wrong);
● damage control ​(reacting and fixing smth after it goes wrong);
● pace ​(students feel that the lesson and its stages go not too fast, not too slow);
 ● eliciting (​asking questions to check what students know / can guess before or during
presentation + CCQ (Concept checking questions to check how students understand
something):
● preparation for the lesson ​(equipment is ready, speakers work, there are enough
copies of materials, they are appropriately designed, there are no typos, the teacher
knows how to present all the words students will meet, ready to answer questions that
could be reasonably predicted);
● classroom management ​(no russian, no phones, no flooding + making sure sts are
taking notes, reacting to sts' leaving, coming back, being late);
● mistake correction ​(enough mistakes are corrected on the go, enough mistakes are
corrected within delayed correction sessions, correcting strategies are varied and
appropriate);
● dealing with emerging vocabulary ​(new words are presented efficiently and
effectively (spelling, meaning, pronunciation):

Tertiary parameters (important for a part of a lesson):

○ presenting grammar​​(boardwork, function, form, examples);

○ presenting target vocabulary or functional language ​(appropriate presentation
strategy + meaning, spelling, pronunciation (for lower levels and/or difficult words));
○ providing context ​(contextualization - the teacher helps students analyze the text to
elicit the meaning, form and function of a grammar item or the meaning of vocabulary
items (grammar must be contextualized, vocabulary should be contextualized);
○ language practice and production (enough practice exercises and production
activities);
○ using listening / reading materials (generating interest, predictions, pre-teaching, gist
and comprehension tasks, feedback - the order of the stages);
○ GTKY / Warm-up​​(at the beginning of the lesson):
■ during a practical lesson: an activity to practice the previous lesson material, no
longer than for 5 mins;
■ during a graduation lesson: a Get-To-Know-You activity for no more than 15
mins;
○ ending the lesson (students are given a chance to reflect on the result of the lesson,
enough homework is given, it matches the lesson content, homework is printed and the
instructions are given on how to do it):
■ homework ​(is given appropriately):
■ reflexion (present or absent):
 HOW TO PLAN A LESSON

1. Find a given lesson in the course plan for the level standard;
2. Find a coursebook ​with the item(s) mentioned;

Tip 1.​If you cannot find a good unit or an interesting enough context, or if you are not sure that the
vocabulary you chose is level-appropriate - do not hesitate to contact a trainer and ask for advice.

3. Formulate the general aim of the lesson. (To see how to do that go to session 1 of the
program);
4. Do all the tasks in the chosen coursebook unit. Check the workbook and the ​teacher’s book
as well - it might help you understand the original logic of the authors and hint at some useful
ideas;
5. Follow the ​PPP structure - ​having completed and analysed the content of the coursebook,
you should be able to understand which parts of the PPP structure need to be added or
deleted, adapted or improved (you may start with grammar or vocabulary - in general, there is
no difference what to start with):
a. make sure the grammar item is contextualized in the reading or listening part of the
lesson;
b. make sure your grammar presentation (board plan) is ready;

Tip 2.​Take an A4 sheet of paper and draw your board plan.

Analyse it from the perspective of components (title, form, function, examples), level-appropriacy
(you might need to check a couple of course books of the same level to know exactly what needs
to be presented), color-coding and efficiency (is there anything that can be omitted or elicited
without writing down, anything that can be shortened or reformulated in a briefer and clearer way).

c. make sure there are enough practical exercises;

d. make sure there are enough grammar production activities (at least one limited and one
unlimited creative production activity);
e. make sure that grammar production activities are productive and communicative;
f. make sure your vocabulary presentation is interactive (think about the format e.g. visual
aids);
g. make sure there are enough practical exercises;
h. make sure there are enough vocabulary production activities (at least one limited and
one unlimited creative production activity);
i. make sure that vocabulary production activities are productive and communicative;
j. make sure your functional language presentation is interactive (think about the format
e.g. visual aids);
k. make sure there are enough practical exercises;
l. make sure there are enough functional language production activities (at least one
limited and one unlimited creative production activity);
m. make sure that functional language production activities are productive and
communicative;
 n. if appropriate, create a mixed production activity, where students will have a chance to
use the items together;
6. Think about the format of the tasks - keep it fun and varied - do not forget to look into
teacher’s book resources to find some communicative activities there;
7. Make sure you are ready with the instructions and you know ​how ​you are going ​to announce
the tasks (write the announcements of tasks down; the more creative the task - the clearer
and more detailed the instructions);
8. Align all the components with the lesson aim​, make it logically and narratively connected
(e.g. add a couple of basic topical vocabulary items into the grammar practice exercises and
connect them with the communicative situation that is highlighted in the lesson aim, make sure
that all the components of the lesson help you achieve one and the same general aim);
9. Write down all the ​internal aim components (before each new stage/task of the lesson you
need to explicitly answer the question “How does this task (text, audio, activity) help me
achieve the general aim of the lesson (learn to communicate better in a particular real-life
situation)? ";
10. Review the plan​- make sure everything necessary is there, it is logical and systematic;
11. Think of how your students are going to reflect on what they have learnt and achieved at the
end of the lesson - write down the ​reflexion ​component of the aim;
12. Prepare ​ homework ​- it should take students around 1,5 hours to complete. Common
homework components are*:
a. grammar component (e.g. English Grammar in Use);
b. vocabulary component (e.g. English Vocabulary in Use);
c. functional language component (e.g. English Vocabulary in Use);
d. workbook component;
e. creative task component (e.g. “write an essay”).

Tip 3.​Mind that homework should follow the same PPP structure as the lesson, e.g. have grammar
rules (presentation), practice and production (mostly written, not to be confused with a writing
homework task). If your lesson has a new grammar topic - homework must include grammar, if
vocabulary - vocabulary, if both - both, plus another component that is appropriate (e.g. a workbook
unit).

13. Check your ​timing ​- try to estimate how much time each task might take, prioritize the PPP
structure components and think about where you may lose or save time. (Common
“time-wasting” stages are grammar and vocabulary presentation, checking practical exercises,
eliciting). Ideally, students should change what they are doing every 5-7 minutes;
14. Prepare some ​“just-in-case” production activities - ​give yourself options and be ready with
at least 5 production activities for both grammar and vocabulary. You will be able to choose
the most suitable ones during the lesson, based on the time you have, your students’ level and
mood, etc.;
15. Review the plan again**.
16. Plan the warm-up activity based on the materials of the previous lesson.

NB. We ask our students to check homework themselves with the keys and ask their teacher any
questions that might arise. We try to make our students autonomous and encourage them to do
homework regularly, and there is no use for them in their teacher checking their homework.
** ​There are no perfect coursebooks, no perfect teachers and no perfect lessons. You can find a
good enough coursebook unit, adapt it, make sure that it meets our requirements and that would be a
good enough lesson. A lot of time is often wasted on looking for an interesting text, that has both
grammar and vocabulary components and is also educational and fun for anyone, especially the
teacher. Use coursebooks and teacher’s books and do not chase perfection. If your lesson
preparation takes more than twice the time of the lesson you are probably being more creative than
you need to be for a practical lesson.