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Making your teaching student-focused 1
In many classrooms, the teacher speaks most of the time and students listen quietly. This is particularly common when classes are large and resources are limited. However, students learn better when they are active and involved — they have ideas, experiences, and energy that can help learning. Think about your own classroom. Do your students speak a lot, or mostly listen? When do students have a chance to practise? What would happen if students were more active in your lessons?
Q2: What stops you from making your lessons more student-focused?
- Loud noise: Some noise is normal in active classrooms — it often shows students are engaged and communicating
- Large classes: Pair and group work allow more students to participate at the same time
- Textbook pressure: Student-focused activities can help students understand content more quickly and deeply
- Behaviour concerns: Clear instructions and routines can keep activities organised and focused
- Student expectations: Many enjoy being more active once they experience it
- Teacher / parent expectations: Explaining the benefits can build support over time
- Participation and language practice are likely low — students listen but do not speak
- Motivation may be lower when students are mostly passive — they may feel less connected to the lesson
- Learning is still happening through listening, but student independence is also low
- Teacher control is high — the teacher manages everything and directs the whole lesson
- Students are in groups and talking to each other — participation and language practice are much higher
- Students who are smiling and interacting show higher engagement and motivation
- The teacher facilitates rather than lectures, giving students much more independence
- Teacher control is slightly lower, but learning is often deeper and more memorable
- This kind of classroom requires trust, clear routines, and good instructions — but it is achievable even in large classes
Write your ideas for each teaching strategy in the table below.
| Teaching Strategy | Your ideas |
|---|---|
| How much the teacher talks | |
| How students practise new skills | |
| The type of questions asked | |
| How students are grouped | |
| How students’ ideas are used in lessons |
These small, practical changes can significantly shift a classroom towards active learning:
| Teaching Strategy | Action |
|---|---|
| How much the teacher talks | Pause after explanations and give students time to discuss or practise — aim to reduce your own talking time |
| How students practise new skills | Use short pair work or group activities after every new explanation |
| The type of questions asked | Ask open questions (not just yes/no) that require students to think and explain |
| How students are grouped | Try pairs, small groups, or whole-class activities — vary the grouping regularly |
| How students’ ideas are used in lessons | Build on what students say — use their examples and experiences in your explanations |
Watch the video below of teachers talking about the changes they made. As you watch, think about whose ideas you like and would like to try in your classroom.
“I noticed my students were very quiet and only answered when I asked. So I started using simple pair work after explanations.”
“My students love to talk, but before it often caused problems. So I decided to use that energy more positively through short speaking activities.”
“When students started speaking more, they became more confident and interested in the lesson. At first, I was worried about noise and losing control — but I gave clear instructions and time limits, and it worked well.”
“I still explain things, but now I always give students time to practise in pairs or groups. Now the classroom feels more active, and students enjoy learning more.”
These are small, practical changes. Over time, they can make your teaching more effective.
For each strategy below, choose the option that best describes where you are now.
- Many classrooms are teacher-centred by default — this is normal, but it limits how much students learn
- Students learn better when they are active, not just listening
- Small changes — like pairwork after explanations — can significantly increase participation
- Practice is essential: students need time to use what they are taught
- Teachers can start with simple, low-risk activities and build from there
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