For instances, when students are given tools like sentence starters, vocabulary lists, or models, tasks feel more manageable and less intimidating, which increases motivation and participation. Another example, instead of asking a learner to freely describe a picture, a teacher might give the prompt “In the picture, I can see…” along with key words, helping the student successfully produce a sentence and feel more comfortable using the language.

For example, in an English class, a student writing a paragraph about their weekend may feel stuck, but with a model and outline, they can participate without fear, lowering their affective filter and improving learning.

For example: A child that gets nervous before oral presentations. The way the child can be more confident is that the teacher helps the students if he does not know a part of the presentation in English. For example, he is talking in English and forgets a word, this should not be a problem, the teacher will help the students to go ahead with the speech by helping him with the things he forgets or don’t know. Do not see the mistake as a problem, besides an opportunity to improve.

For example: before asking students to use new vocabulary, the teacher could provide a sentence frame or model the dynamic. This will help learners produce language without worrying about grammar and, as a result, they will feel more confident and less anxious about making mistakes, which encourages them even further to participate and practice the new language.

For example, when they have to learn the water cycle in English. Firstly, the teacher can show a video about he vocabulary of the topic and then ask different questions about what they have seen and understand. Secondly, they can make a drawing with different flashcards and phases. Thirdly, they can work in groups and explain to the rest of the class their water cycles. Finally, each trident can read and revis the topic by themselves without any help.