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A classroom should be an environment that is safe, positive and conducive to learning (Burden, 2013). The teacher should display a positive, encouraging, friendly and patient attitude. It is necessary for the teacher to be prepared for a lesson. Being prepared can be the difference between success and failure. Preparation for a lesson should include being on time, being organized and having plenty of gap fill exercises such as word searches or crossword puzzles to keep the students occupied. Being prepared for a lesson requires a teacher to understand how to manage the classroom. Have clear rules and expectations for the students so there isn’t any confusion. It is important to get to know your students. Knowing your students enables the teacher to modify the lessons and make them relateable and interesting for the students (Burden, 2013). Classroom management is essential to efficiently and effectively delivering a successful lesson (Burden, 2013). How you set the classroom up depends of several variables. Determining how the classroom desks are set up depends on the size of the class and the size of the room, the personalities of the students. Part of being prepared to teach an ESA lesson, the teacher must have a firm understanding of the ESA teaching model. This model involves the phases of Engage, Study and Activate. In the Engage phase the teacher’s goal is to get the students emotionally involved in the lesson using conversation, games, pictures, and music among many other things. This is the teacher’s opportunity to get the students excited and motivated about the lesson. The Study phase is when the lesson is introduced, and the teacher attempts to elicit information from the students. During this time the student’s grammar, vocabulary and pronunciation are focused on. Lastly, the Activate phase is where the students practice what was taught in the study phase. The students can work in groups or pairs to create work that was learned in the previous phases. All three of these phases need to be present for learning to occur. A lesson using Engage, Study and Activate in the ESA order is referred to as “Straight Arrow” (ITTT, n.d.). A second way to use ESA is called the “Boomerang”. This sequence of ESA uses Engage, Activate, Study, and Activate (EASA). The third sequence is called the “Patchwork”. This sequence of ESA is Engage, Activate, Activate, Study, Engage, Study and Activate (EAASESA). This sequence is flexible and can be changed as needed but should begin with Engage and end with Activate (ITTT, n.d.). During the ESA lessons the teacher should be standing or walking around the classroom making eye contact. When the teacher asks a question, the question should come first and the name of the student it is directed to should come last. This is to ensure all the students are paying attention (ITTT, n.d.). References Burden, P., (2013). Classroom management 5th ed. Creating a successful K-12 learning community. John Wiley & Sons, Inc. Hoboken, N.J. International TEFL TESOL Training. (n.d.) Retrieved August 21, from https://db.teflserver.com/eeap/index.php/faq/
