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Create an environment that is open and comfortable. This can allow for you to model in a way that is best suitable. You may also provide check-ins.

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be specific

allow for wait time

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Concept checking- asking information questions instead of “do you understand”

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Provide learners with multiple opportunities to respond so that they deepen their understanding and have more chances to accurately convey their opinion

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Speak in a manner that shows you are interested in the student about what they are discussing.

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Speak both slowly and clearly. This allows the student to have time to listen, comprehend, and make possible meaning of what is said.

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Being specific

providing as much detail as needed so the student have a clear understanding

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using body language to show you are interested (communicate without having a conversation)

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allow the student to use translanguaging - especially if you share a spoken language - then inform them of the translated word(s) they did not know in English

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Allow the student to express themselves in a way that best suits them. For example, if they choose to draw about them, allow them too. Do not force the student to do something uncomfortable to them.

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Allowing students to draw. Provide a white board for them to explain their ideas

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if you are getting them to do something, do it with them. Example: drawing

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Allow the student to see that you're being patient and not rushing them into an answer.

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Allow wait time after asking your student a question or communicating.

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Make sure you present yourself positively 

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Make sure you present yourself positively 

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using nonverbal communication to help the student comprehend what you are saying

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checking in throughout to make sure student is on track and understanding what you are teaching

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create or use mini games that can generate responses from the student, Eye Spy, guess who, etc. Connect responses to their life, which may open the door for them to speak more about themselves or about what they are learning.

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Checking in

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Make sure you are giving the learner opportunities to talk

In conversation, deliver feedback in a patient, respectful and supportive manner.

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Don’t correct more than one error at a time as it can be overwhelming and they may not understand the initial correction.

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Create a supportive environment so the student feels comfortable in their learning.

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Provide kind and constructive feedback, mainly when errors interfere with communication.

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Think, Pair, Share

Having students speak in small groups

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Ask students questions about them and before they answer, you can answer the question so they can get to know you too and understand how to answer the question.

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vocab games like simon says, eye spy etc

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Dictogloss activity

students read short passages aloud, they take notes, then are ask to reconstruct the passage in their own words to show understanding

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storytelling and retelling

have a peer tell you a story, then get that peer to tell you the story again)

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Active Listening

Eye contact

Looking at the person when they're speaking

Showing you care and listening to what they have to say

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Presenting yourself properly. Speaking to them based on your observational experience of the student, things they do, bring to school, eat, wear...

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Show and tell activity

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Pairing students with each other to practice conversations

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Speaking enthusiastically to the student

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Speak with clear pronunciation and tone of voice so that the student can listen and understand what is being said.

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Speak slowly and clearly for the learner to hear you. Do not use slang terms.

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Shadowing technique

Students repeat after the teacher, mimicking their pronunciation (e.g whispering, talking loudly)

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Ask the student to tell you about their favourite thing.

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Sentence starters

(ex. my favourite food is....)

(ex. I like to....)

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Practicing full sentences by asking questions and prompting full answers. Ex. Q: Do you like the colour pink? A: Yes, I like the colour pink

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Find someone who activity

Classroom scavenger hunt where students ask classmates questions in target language

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When the student is conversing with you continue to prompt further conversation. For example: "why do you think that?"

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Have an audio story and get them to explain what went on through the story

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Asking questions and allowing the student to answer while focusing on fluency. What is your favourite food? Sport? Etc.

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"All about me" projects

students present short speeches about themselves including their favourite hobbies, sports, etc.