RELATIONSHIPS
Getting to know your students
Names, introductions, surveys, choice boards and student portfolios.
Explore activities →BACK TO SCHOOL • ENGLISH TEACHERS
Welcome Back to School
Create A Classroom Community.
Start the year with activities that help students connect, participate, and feel that they belong—ready to use tomorrow, built to make a difference.
01 Build relationships
02 Spark participation
03 Create belonging
START HERE
Welcome Back to School Activities
A practical starting point for building relationships, routines and a positive classroom community.
6 ready-to-use ideasGOALS
Setting goals and objectives
Help students understand what they want to achieve and why it matters.
Explore the activities →ROUTINES
Classroom code of conduct
Create shared expectations for a respectful, predictable classroom culture.
Explore the activities →RESPONSIBILITY
Activity 4: Classroom jobs and tasks
Give students meaningful responsibilities that build ownership from day one.
Explore the activities →LANGUAGE
Classroom language and decoration
Make English visible, useful and part of everyday classroom routines.
Explore the activities →DIAGNOSIS
Diagnostic assessment
Find out what your students already know and what they need next.
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Why Classroom Community Matters
A strong classroom community helps students feel that they belong, that their contributions matter, and that they can learn without fear of judgment.
Belonging
Students feel valued, included and comfortable being themselves, creating a stronger foundation for learning.
Trust
Positive relationships with teachers and classmates help students ask questions, take risks and learn from mistakes.
Collaboration
Students learn to listen, share ideas, support one another and work toward common goals.
Participation
When students feel connected and respected, they are more willing to contribute, communicate and stay engaged.
Confidence
Encouragement and meaningful feedback help students build confidence and develop a stronger sense of what they can achieve.
Growth
A supportive classroom gives students room to develop academically, socially and personally at their own pace.
Before asking students to perform, make sure they feel safe, supported and ready to learn.
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Pedagogy
Classroom Community
Teacher Development
"Maslow before you Bloom" – What It Really Means for Teaching
01
Maslow's Hierarchy of Needs – A Quick Overview
Five human needs to keep in mind when creating the conditions for learning.
Physiological needs
Food, water and rest.
Safety needs
Feeling safe, having routines and being free from harm.
Love and belonging
Friendships, acceptance and connection.
Esteem
Confidence, feeling valued and believing “I can do this.”
Self-actualization
Developing potential and becoming your best self.
02
Bloom's Taxonomy – A Quick Overview
Six levels of thinking that can help teachers design increasingly complex learning tasks.
Remembering
Recall facts, words and information.
Understanding
Explain ideas in your own words.
Applying
Use what you have learned in a new situation.
Analyzing
Examine parts, patterns and relationships.
Evaluating
Make judgments and justify decisions.
Creating
Produce something new from what you know.
03
Putting It Together
→
If a student is hungry, afraid, isolated or convinced they will fail, complex learning may become much harder. The phrase is therefore best treated as a teaching principle, not a rigid scientific sequence: support students' needs and readiness while designing opportunities for increasingly complex thinking.
Teacher takeaway
You don't have to choose between care and rigor.
Build the conditions for participation, then challenge students to think deeply.
04
Real-Life Classroom Examples
Small teacher moves can help create better conditions for learning.
Notice when fatigue or hunger is affecting concentration and respond appropriately within your school's context.
Make routines predictable and the classroom calm and respectful.
Use pair work, names and low-risk introductions to help students connect.
Set achievable goals, give specific feedback and celebrate progress.
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Activity 1
Getting to Know Your Students
A thought to carry with you Every student brings a story, a strength, and a way of learning. The better we know them, the better we can help them grow. — TeachersHeaven
Getting to know students in the first days of school is not just a formality. It helps teachers build relationships, understand individual needs and create a positive classroom culture.
WHY IT MATTERS
Why Getting to Know Students Matters
Go beyond the name. Discover the learner.
When teachers understand their students—their interests, strengths, experiences, motivations, and challenges—they can create learning that feels relevant, inclusive, and meaningful.
1
See the whole student — not just their grades or performance.
2
Build stronger connections — trust creates the foundation for learning.
3
Unlock motivation — connect lessons to what students care about.
4
Spot opportunities — recognise strengths, needs, and potential earlier.
5
Create belonging — make every student feel seen, valued, and heard.
Knowing your students changes how you teach—and can change how they learn.
Here is how to know your students better
Activity 1
Start learning your students' names
Use quick, memorable speaking activities to learn names while students practise English.
Open activitiesActivity 2
Get to Know You Student Survey
Use a profile survey as an early diagnostic tool.
Open survey guideActivity 3
Choice Board: Getting to Know Your Students
Give students structured choices for introducing themselves and creating a digital profile.
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Start Learning Your Students' Names
These activities help the teacher learn names quickly while students use useful English.
a. Name Chain Speaking
Students say their names and repeat the names that came before them.
- Objective: Practise remembering names through a cumulative speaking chain.
- Student 1: “I'm James. J-A-M-E-S.”
- Student 2: “He's James. I'm Leila.”
- Student 3: “He's James. She's Leila. I'm Michel.”
- Adaptation: Use groups of 6–8 in large classes.
- Language focus: Pronouns and the structures “He's… / She's… / I'm…”.
b. Name Tent: Name and Dream Job
Students create a visible name tent with a preferred title, first name and dream job. The teacher creates one too.
Example: Ms Jane — The Teacher.
Students can add their name tents to an online portfolio and revisit their goals later.
c. Name Game: The Story Behind Your Name
Students share who named them and what their name means.
- Who named you?
- What does your name mean?
Optional prompt: “My name is ____. My ____ named me because ____. My name means ____.” During later attendance, invite no more than three students to share, and always allow students to opt out.
Teacher and students introduce themselves
Start with the teacher. Share your name, teaching philosophy, classroom principles or something students will remember.
Truth or a Lie
Write several statements about yourself, mixing true and false statements. Students guess which are true. Then reverse the activity: students write two truths and one lie about themselves.
Time: 3 minutes to prepare. Monitor and help with vocabulary before students share.
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ACTIVITY 2
Get to Know Your Students Survey
A student profile survey can work as an early diagnostic assessment. A Google Form can collect and organize responses automatically.
READY TO USE
Start with the sample survey
Use the ready-made form as a starting point, then adapt it to your students and classroom context.
Open the sample survey →01
Make your own copy
Follow these simple steps to create an editable version.
- Sign in to your Google Account.
- Open the form.
- Click the More button (⋮).
- Select Make a copy.
- Choose a title and Drive location.
- Click OK.
02
Let AI analyse the survey
Turn responses into useful classroom insights.
Download responses as CSV from the form's Responses area, then upload the file to an AI tool you trust and ask it to identify patterns, summarize open responses, recommend actions and justify each recommendation using the data.
Useful analysis prompt
“Analyze this student survey data concisely. Identify patterns and strong preferences, summarize open-ended responses, recommend actionable classroom activities, and justify each recommendation with evidence from the data.”
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ACTIVITY 3
Choice Board: Getting to Know Your Students
Choice boards give students a menu of structured options while working toward shared learning goals.
01
Why use a choice board?
Offer meaningful options while keeping learning goals shared.
Autonomy
Students make meaningful choices.
Engagement
Creative, analytical and collaborative options can increase participation.
Differentiation
Options can vary in difficulty and format.
Mixed-level support
Students can work at an appropriate level without being publicly labelled.
02
Student choice board
Four practical ways for students to introduce themselves.
Create your digital hub
Build a simple online profile or portfolio.
Animate your introduction
Use an interactive worksheet and optionally turn a profile photo into a cartoon.
Write your biography
Create a short professional bio for a student portfolio.
Everything About Me poster
Create a visual self-introduction and publish it in the portfolio.
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CHOICE BOARD • MORE
Why Use a Choice Board?
Choice boards combine structure with meaningful student choice, helping learners engage with shared goals in ways that fit their interests, strengths, and learning preferences.
01
What is a choice board?
Structured flexibility with a clear learning purpose.
Choice boards are instructional tools that present students with a menu of activity options, allowing them to select tasks that align with their interests, strengths, and learning preferences. Typically organized in a grid, these boards provide structured flexibility, ensuring all students work toward the same learning objectives while choosing how to engage with the material.
02
Key Advantages
Four ways choice can strengthen student learning.
Fosters Autonomy & Ownership
- Students make decisions about their learning path, increasing motivation and accountability.
- Encourages self-reflection as learners evaluate which activities suit them best.
Boosts Engagement
- By incorporating creative, analytical, and collaborative options (e.g., “Write a poem” vs. “Debate a theme”), choice boards tap into intrinsic interests.
- Reduces resistance by replacing rigid assignments with student-led exploration.
Supports Diverse Learners
- Cater to varied learning styles (visual, auditory, kinesthetic) through multimodal tasks (e.g., “Draw a storyboard” or “Record a podcast”).
- Accommodate different pacing; advanced learners can tackle extension activities while others review foundational skills.
Promotes Differentiation
- Teachers can design tiered options (by difficulty or skill focus) without singling out students.
- Ideal for mixed-ability classrooms—every student accesses content at their level.
03
Why It Works
Structure and freedom can work together.
Choice boards blend structure with freedom, making learning personal and inclusive. They transform passive recipients into active participants—a cornerstone of modern, student-centered English instruction.
TIP FOR TEACHERS
Start small.
Start with 3–4 options, then expand as students adapt to the model!
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THIS IS ONLY THE BEGINNING
More TeachersHeaven ideas arecoming.
Back to School is our first collection. TeachersHeaven will grow into a practical space for English teachers — one useful idea at a time.
Speaking
Vocabulary
Grammar
Pronunciation
Classroom Management
Assessment
Writing
Listening
Teacher Development
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TEACHERHEAVEN • PEDAGOGICAL INSIGHT
"Maslow before you Bloom" – What It Really Means for Teaching
✨ Before we ask students to perform, we must ensure they feel safe, seen, and supported.
✨ Meeting their basic needs isn’t extra work—it’s the foundation of meaningful learning.
Maslow before you Bloom.
THE BIG IDEA
As teachers, we all want our students to think critically, solve problems, and engage deeply in learning. That’s the goal behind Bloom’s Taxonomy—a framework that outlines levels of thinking, from remembering facts to creating new ideas. But before students can learn at those high levels, their basic human needs must be supported. That’s where Maslow’s Hierarchy of Needs comes in.
Think readiness first → then challenge students to think deeply.
01
Maslow’s Hierarchy of Needs – A Quick Overview
Think of these as conditions that can influence a student's readiness to learn.
Physiological needs
Food, water and rest.
Safety needs
Feeling safe, having routines and being free from harm.
Love and belonging
Friendships, acceptance and connection.
Esteem
Confidence, feeling valued and believing “I can do this.”
Self-actualization
Developing potential and becoming your best self.
02
Bloom’s Taxonomy – A Quick Overview
The thinking journey we want students to take once they are ready to engage.
Remembering
Recall facts, words and information.
Understanding
Explain ideas in your own words.
Applying
Use what you have learned in a new situation.
Analyzing
Break ideas into parts and examine relationships.
Evaluating
Make judgments and justify decisions.
Creating
Produce something new from what you know.
CONNECT THE TWO
Putting It Together
If a student is hungry, afraid, or feels invisible, it can be incredibly difficult to focus on analyzing a poem or solving a complex language problem.
You can’t climb to the top of Bloom’s pyramid if you’re stuck at the bottom of Maslow’s.03
Real-Life Classroom Examples
Physiological
A student who didn’t have breakfast might struggle to stay focused during a morning lesson.
Safety
A calm, predictable classroom can help students who do not currently feel secure elsewhere.
Belonging
A new student may engage more readily after building relationships through a buddy or pair activity.
Esteem
Achievable goals, effort-focused feedback and small wins can help students rebuild confidence.
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GOAL SETTING
Setting goals for the students by the students
Goal-setting becomes more meaningful when students help choose what matters to them, turn it into a clear target, and decide how they will work toward it.
A thought to carry with you Your brain will work tirelessly to achieve the statements you give your subconscious mind. And when those statements are the affirmations and images of your goals, you are destined to achieve them! — Jack Canfield
Writing a goal down can make an intention more concrete and give students something they can revisit, track and revise. SMART goals provide a practical framework for making goals clearer and more actionable.
Why Goal-Setting Matters?
Use these classroom strategies to help students turn intentions into meaningful, manageable goals.
1
SMART Goals Framework
Help students make goals specific, measurable, achievable, relevant and time-bound.
2
Collaborative Goal Setting
Give students opportunities to discuss goals, ask questions and receive useful support.
3
Break Down Goals into Manageable Steps
Turn a large goal into smaller actions and milestones that students can actually work on.
4
Regular Check-ins and Adjustments
Review progress regularly and adjust the plan when circumstances or evidence call for it.
5
Teach Reflection and Self-Assessment
Help students notice what worked, what was difficult and what they should try next.
6
Provide Resources and Support
Make sure students know what tools, people, time and information can support the goal.
7
Celebrate Achievements
Recognize progress and small wins so students can see the value of their effort.
8
Foster a Growth Mindset
Encourage students to learn from mistakes, adjust strategies and keep developing.
PRACTICAL ACTIVITIES
Helping Your Students Decide Their SMART Goal
Here is how to help your students develop their SMART goals effectively.
Explore more
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From Dreams to Plans—and Progress
Make Progress Visible
DreamWhat would I like to achieve?
GoalWhat exactly will I aim for?
Small stepsWhat will I do first?
ProgressWhat evidence shows movement?
ReflectionWhat helped or hindered me?
ImprovementWhat should I change next?
Make Goals SMART
SMART goals transform broad aspirations into actionable targets by asking what the student will do, how progress will be measured, whether the target is realistic, why it matters and when it should be reached.
See the Goal
Visualization and vision boards can give students a concrete picture of what they are working toward. Present them as reflection and planning tools, not as automatic causes of success.
Reflect and Adjust
- What have I achieved?
- What was difficult?
- What helped me?
- What should I change next?
Goal-setting is not about forcing students into one fixed ambition. It is about helping them understand themselves, experiment, take manageable steps, learn from setbacks, and turn dreams into plans and progress.
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PRACTICAL ACTIVITIES
Helping Your Students DecideTheir SMART Goal
Here is how to help your students develop their SMART goals effectively.
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ACTIVITY 1
Exercises for students to make their SMART goals
Students can study the examples first or, for a more advanced challenge, transform vague goals into stronger goal statements.
Exercise 1 — Study These SMART Goals
S
Specific
Vague: I want to get better at basketball.
Specific: I want to improve my free-throw shooting in basketball.
M
Measurable
Vague: I want to get better at basketball.
Measurable: I want to make 8 out of 10 free throws during practice.
A
Achievable
Vague: I want to make 100% of my free throws.
Achievable: I want to improve my accuracy so I can make 8 out of 10 free throws.
R
Relevant
Vague: I want to play basketball better.
Relevant: Improving my free throws will help me become a more valuable player for my team.
T
Time-bound
Vague: I want to get better at basketball.
Time-bound: I want to make 8 out of 10 free throws by the end of next month.
Exercise 2 — Match the SMART Principles
Work individually for 3 minutes, then compare your answers in pairs for another 3 minutes. Finish with whole-class correction.
1.Specific
2.Measurable
3.Achievable / Attainable
4.Relevant
5.Time-bound
a.How will I know when I have reached my goal?
b.What exactly do I want to achieve?
c.When do I want to achieve this goal by?
d.Why do I want to reach this goal?
e.Can I do this with the resources and skills I have?
Correct mapping: 1 → b 2 → a 3 → e 4 → d 5 → c
Exercise 3 — Why Is This Goal SMART?
“By the end of next month, I want to make 8 out of 10 free throws during practice to improve my shooting accuracy and become a better player.”
SpecificWhat exactly will Alex improve?
MeasurableWhat number shows progress?
AchievableDoes the target fit Alex’s current skill level?
RelevantWhy does the improvement matter?
Time-boundWhen should the target be reached?
Specific: improve free-throw shooting. Measurable: make 8 out of 10 free throws. Achievable: 8 out of 10 is presented as realistic based on Alex’s current skill level. Relevant: it helps Alex become a better player. Time-bound: achieve it by the end of next month.
Exercise 4 — Make the Goal SMART
“I want to read more books this summer.”
Improve it by making “more books” specific, counting completed books, choosing a realistic target, explaining why reading matters and adding a deadline.
Example: “I want to finish reading 5 books by the end of August.”
All SMART Goal Exercises
Download all four student exercises together in one Word document.
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ACTIVITY 2
Using AI to facilitate goal-setting for students
Teacher: “Now, let's make our SMART goals. Try to develop your goal and make it SMART. Students can also complete this activity online at home.”
Students can use ChatGPT or another approved AI tool where permitted by the school. They should review the generated goal and make sure the final version genuinely reflects their interests, abilities, resources and circumstances.
Copyable AI prompt
Prepare the prompt in class and use it later if internet access is unavailable during the lesson.
You are an experienced teacher helping students set a clear SMART goal (Specific, Measurable, Achievable, Relevant, Time-bound) for the school year, with a weekly milestone plan, in two versions: one in short bullet points and one with more detail. Generate a SMART goal tailored for [student age/grade level] that focuses on [write your goal]. Use simple, student-friendly language and follow this pattern: “I will [specific action] by [how often or how much] until [date].” Include a progress-tracking method so I can see my improvement. Then briefly explain why this goal is important for the student's success.
Student input guidance
Student age / grade
- Elementary school
- Middle school
- High school
Specific action
The goal selected by the student.
How often or how much
Examples: every day after school; three times a week; for 20 minutes each evening; at least 5 times a week; for 30 minutes before dinner.
Date / timeframe
Examples: by the end of this month; until the end of the school term; by December 15; for the next 8 weeks; by the end of the school year.
Teacher note: Students can prepare the prompt in class and generate the goal later if internet access is unavailable. AI should support the student's thinking, not replace it. Ask students to revise the result so it is realistic and genuinely theirs.
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ACTIVITY 3
Choice board: Making SMART goals
Students choose one structured way to develop and communicate their SMART goal.
Generate your SMART goal
Use the prepared AI prompt to generate a first version of your SMART goal.
Publish your goal
Publish your generated SMART goal in your approved online portfolio. You can Publish your goal in https://about.me/ for example.
Teacher instruction: students use the portfolio or platform approved by the school.
Prepare a short talk
- My goal
- Why it matters
- Why it is SMART
- How I will track progress
My Goal-Setting Checklist
Students can use this interactive checklist before they finalize their goal.
Step 1 — Reflect on What Matters
Step 2 — Define the Goal
Step 3 — Check for Realism
Step 4 — Break It into Steps
Step 5 — Make an Action Plan
Step 6 — Visualize Success
Step 7 — Track and Adjust
Step 8 — Celebrate Achievements
Google Forms-ready version
Teacher instruction: Copy this section into Google Forms to create your student progress check-in.
Use this form to monitor students' progress and review their work. If the prototype does not have a real backend, it does not store or submit responses.
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Establishing Classroom Code of Conduct
This page helps teachers and students collaboratively establish clear, respectful, and meaningful classroom expectations that support learning, belonging, responsibility, and a positive classroom culture.
A thought to carry with you Involve children in setting the limits, in creating the rules by which they’re going to live. — Rheta DeVries
01
Why Establishing a Class Code of Conduct Matters
A classroom code of conduct serves as a vital framework that fosters an environment conducive to learning and growth. It outlines the expected behavior, norms, and values that students should adhere to within the classroom setting. Here’s why it holds significant importance:
Promotes Respect and Civility
A code of conduct sets clear expectations for respectful behavior towards teachers, peers, and oneself. It encourages students to listen actively, participate constructively, and treat others with kindness and empathy. This fosters a positive atmosphere where everyone feels valued and respected.
Enhances Learning Environment
By maintaining a code of conduct, disruptions are minimized, allowing teachers to focus on teaching and students to concentrate on learning. It ensures that the classroom remains a place where knowledge is effectively imparted and absorbed.
Teaches Responsibility and Accountability
Following a code of conduct teaches students about accountability for their actions. It helps them understand the consequences of their behavior and encourages them to take ownership of their learning journey. This prepares them for future endeavors where similar principles of responsibility apply.
Builds Social and Emotional Skills
Respect for rules and guidelines cultivates social skills such as teamwork, cooperation, and conflict resolution. Students learn to navigate interpersonal relationships and manage emotions in a structured environment, which are crucial skills for personal and professional growth.
Creates Equity and Fairness
A well-defined code of conduct ensures fairness in how students are treated and evaluated. It promotes equal opportunities for learning and participation, regardless of individual differences or backgrounds, fostering a sense of equity and inclusivity.
Prepares for Real-World Situations
Adhering to a code of conduct prepares students for the expectations of adulthood and the workplace. It helps them understand societal norms, professional conduct, and ethical behavior, laying a foundation for responsible citizenship.
Supports Academic Integrity
Upholding a code of conduct discourages cheating, plagiarism, and other forms of academic dishonesty. It reinforces the importance of integrity in learning and emphasizes the value of hard work and intellectual honesty.
In essence, a classroom code of conduct is more than just a set of rules;
It is a cornerstone of a positive and productive educational experience. By guiding behavior and fostering a respectful and supportive environment, it equips students with essential skills and values that extend far beyond the classroom walls. It lays the groundwork for lifelong learning, responsible citizenship, and personal development. Therefore, educators and students alike benefit greatly from its implementation and adherence.
Beyond rules · Building a classroom culture
Establishing Class Code of Conduct
Here is how to help your students create class code of conduct.
Exercises for Students to Establish Class Code of Conduct
Individual exercises, answer keys, and a scenario-to-rule matching challenge.
Open Activity 1 →Using AI to Facilitate the Establishment of Class Code of Conduct
Use AI as a scaffold for discussion, brainstorming, grouping, rewriting, reflection, and review.
Open Activity 2 →Choice Board — Establishing the Class Code of Conduct
Let students choose creative ways to communicate and publish the class code.
Open Activity 3 →Exercises for Students to Establish Class Code of Conduct
Use these short exercises to help students notice, discuss, and practise the behaviors that can become part of the class code.
Activity One (Optional): Teacher asks students to work individually and do the next exercise (in the handout or present them on the screen).
Exercise A — Fill in the Blank
Exercise A: Teacher explains: Individually (one, one, one…) do exercise A: Fill in the blank with the correct words. Teacher uses their body language (mime) to help the students understand the words needed to fill in the blanks.
A. Fill in the blank with the correct words.
1. We should always on time.
2. We should keep our classroom .
3. We should always to our teacher.
4. We must our classmates and be kind to everyone.
5. It is important to keep our hands and feet to .
Word bank
cleanraiselistenourselvescomerespect
Answer Key: 1. come · 2. clean · 3. listen · 4. respect · 5. ourselves
Exercise B — Multiple Choice
Exercise B (Optional): Teacher: Individually do exercise B: Choose the correct answer from the choices.
B. Choose the correct answer from the choices for each question.
1. What should you do if you want to speak in class?
2. How should you treat your classmates?
3. What should you do if you make a mess?
4. When the teacher is talking, you should:
5. What should you do with your homework?
Answer Key: 1. c) Raise your hand · 2. b) Respect them · 3. b) Clean it up · 4. a) Listen to the teacher · 5. c) Finish it on time
Set 3 minutes: Negotiate time as monitoring → Have class correction. Try to include all the students.
Download this worksheet here.
Download this worksheet here.
Match Each Scenario With the Rule Broken
Match each scenario with the appropriate classroom rule. Use Rule J for the final rule so the naming system stays consistent.
Rules
Rule A — Be Punctual
Arrive on time for classes.
Rule B — Follow Directions
Raise your hand before speaking.
Rule C — Take Care of Materials
Use school supplies carefully and clean up messes.
Rule D — Keep Hands, Feet, and Objects to Yourself
Avoid touching others or their things without permission.
Rule E — Work Hard
Complete homework and class assignments on time.
Rule F — Use Kind Words
Speak to others with respect and kindness.
Rule G — Turn Off Your Mobile
Leave your phone at home or turn it off if you bring it to school.
Rule H — Be a Good Listener
Listen when your teacher or classmates are speaking.
Rule I — Cooperate With Others
Work together with your classmates on group projects.
Rule J — Keep the Classroom Clean
Pick up after yourself and help keep your learning environment clean.
Answer Key: 1 → Rule A · 2 → Rule B · 3 → Rule C · 4 → Rule D · 5 → Rule E · 6 → Rule F · 7 → Rule G · 8 → Rule H · 9 → Rule I · 10 → Rule J
Using AI to Facilitate the Establishment of Class Code of Conduct
AI can scaffold the conversation, help organize ideas, and make student thinking visible — while the teacher and students remain the people who discuss, evaluate, negotiate, and approve the final code.
How AI Can Support the Process
Use AI as a facilitator and scaffold rather than as the authority that decides the classroom rules.
Generate discussion questions
Ask AI for age-appropriate questions about respectful classroom behavior and what helps everyone learn.
Brainstorm possible rules
Use AI to generate possible classroom expectations that students can examine and challenge.
Group student suggestions
Feed anonymized student ideas into AI and ask it to group similar suggestions into themes.
Rewrite in student-friendly language
Ask AI to simplify proposed rules while keeping the students’ intended meaning.
Compare proposed rules
Use AI to place different versions side by side so students can discuss clarity, fairness, and usefulness.
Create positive “We…” statements
Turn negative commands into shared, positive language such as “We listen when others are speaking.”
Create classroom scenarios
Generate realistic situations for students to discuss and connect to the agreed expectations.
Explore fair consequences
Ask AI for possible educational consequences, then have the class evaluate whether they are fair and proportionate.
Draft a classroom agreement
Combine the class’s approved ideas into a draft agreement that students can review and modify.
Support reflection
After implementation, use AI to create reflection questions about what is working and what the class should revisit.
The human decision stays with the class.
Students and teachers remain responsible for discussing, evaluating, negotiating, and approving the final code of conduct. AI supports the process; it does not decide the rules, values, or consequences for the classroom.
A Simple Collaborative Workflow
1
Students share what helps them feel safe, respected, and ready to learn.
2
AI helps organize the ideas into themes without replacing student voice.
3
The teacher and students discuss which expectations matter most.
4
AI can help rewrite agreed ideas into clear, positive “We…” statements.
5
The class reviews the draft, negotiates changes, and approves the final version.
6
Students revisit the agreement later and reflect on how well it is working.
Choice Board — Establishing the Class Code of Conduct
Choose a creative way to communicate and publish the classroom code of conduct. Students can make a poster or use memes to explain the rules.
Why It MattersTeachers & Students
The Benefits of Classroom Jobs for Teachers and Students
Introduction
Imagine a classroom where each student plays a unique role, like a member of a team or cast. That’s the power of classroom jobs—creating a sense of shared responsibility and community.
For Teachers
Classroom jobs aren’t just a fun addition—they are a practical tool for maintaining organization and fostering a positive classroom culture. When students take on tasks such as handing out materials, cleaning up, or leading the line, it allows you to focus more on teaching and less on managing every detail. These roles also give students a sense of ownership over the space, encouraging them to care for it. Moreover, when everyone participates, the classroom feels like a collective effort, not just your domain.
For Students
Having a classroom job is a chance to contribute to the smooth functioning of the class, much like being part of a team. It’s an opportunity to build trust, acquire new skills, and feel truly valued. Classroom jobs help students understand that they matter and that their actions have a direct impact on the environment. When each student has a role, the classroom becomes a hub for teamwork, respect, and responsibility. Teachers gain more time for instruction, while students shine in their roles, offering real-world applications of their skills.
Developing Key Skills
Classroom jobs also support the development of crucial social and emotional learning (SEL) competencies. The five SEL competencies outlined by CASEL are:
Self-awareness
Self-management
Social awareness
Relationship skills
Responsible decision-making
Accountability & Responsibility
Students complete assigned tasks independently, building self-discipline and accountability.
Teamwork
Shared responsibilities teach collaboration and the value of contributing to a group.
Leadership
Roles such as “line leader” give students opportunities to practice leadership and decision-making.
Student Voice & Choice
Applying for and selecting jobs gives students ownership and strengthens their investment in the classroom.
Routine and Consistency
Classroom jobs provide a structured routine that benefits students of different ages. Consistent roles help students understand what is expected of them and how they contribute to the classroom community. These routines support a cohesive, positive, and productive classroom culture.
Closing insight
Classroom jobs are much more than a practical solution for teachers. They help students develop responsibility, teamwork, leadership, and valuable life skills while actively contributing to the classroom community.
Classroom RolesStudent ChoiceSkills
See the Classroom Roles
Here’s a simplified breakdown of each classroom role, including the skills targeted and the student characteristics needed to effectively apply for them.
Can you guess what each role involves? Click a role to reveal the answer.
01Class Leader
What might this role involve?
What it is about: Helps organize the class, leads activities, and sets a good example.
Skills Targeted: Leadership, communication, responsibility, decision-making.
Student Characteristics: Responsible, confident, organized, good communicator.
Conditions Needed: The class should trust and respect the leader; the leader must stay calm under pressure.
02Attendance Monitor
Who could do this accurately?
What it is about: Checks who is present or absent and helps the teacher track attendance.
Skills Targeted: Organization, responsibility, attention to detail.
Student Characteristics: Punctual, organized, attentive.
Conditions Needed: A calm, focused student who can record attendance accurately.
03Paper Passer/Collector
What would this student manage?
What it is about: Hands out or collects papers, assignments, or materials.
Skills Targeted: Time management, organization, attention to detail.
Student Characteristics: Organized, quick, responsible.
Conditions Needed: A well-organized student who can manage several small tasks without getting distracted.
04Tech Assistant
Who stays calm when technology fails?
What it is about: Helps set up and troubleshoot computers, projectors, tablets, or other classroom technology.
Skills Targeted: Tech-savviness, problem-solving, patience.
Student Characteristics: Comfortable with technology, patient, problem-solving mindset.
Conditions Needed: Familiarity with classroom devices and the ability to remain calm during technical issues.
05Library Organizer/Librarian
How would you keep books easy to find?
What it is about: Organizes books and materials in the classroom library.
Skills Targeted: Organization, responsibility, attention to detail.
Student Characteristics: Neat, systematic, enjoys reading or managing materials.
Conditions Needed: Able to organize books so others can easily find what they need.
06Birthday Manager
How could this student help classmates feel special?
What it is about: Keeps track of classmates’ birthdays and organizes small celebrations or reminders.
Skills Targeted: Planning, attention to detail, empathy.
Student Characteristics: Organized, social, thoughtful.
Conditions Needed: Good at remembering dates and making others feel special.
07Plant Caretaker
What routine would plants need?
What it is about: Waters and takes care of classroom plants.
Skills Targeted: Responsibility, empathy, patience.
Student Characteristics: Patient, caring, enjoys nature.
Conditions Needed: Willing to regularly check and care for plants.
08Class Photographer (with Permission)
What rules should a photographer remember?
What it is about: Takes pictures of class events or special moments.
Skills Targeted: Creativity, photography, responsibility.
Student Characteristics: Creative, observant, respectful of privacy.
Conditions Needed: Must know when to ask permission and respect everyone's privacy.
09Calendar & Weather Reporter
What would the morning report include?
What it is about: Reports the date, day of the week, and weather each morning.
Skills Targeted: Public speaking, responsibility, attention to detail.
Student Characteristics: Confident, reliable, organized.
Conditions Needed: Comfortable speaking in front of the class and able to track the weather.
10Homework Checker
What would make someone fair at this job?
What it is about: Helps ensure students have completed their homework and organizes assignments.
Skills Targeted: Organization, responsibility, attention to detail.
Student Characteristics: Responsible, thorough, good at tracking assignments.
Conditions Needed: Organized and respectful when checking others’ work.
11Trash Monitor
How could this role encourage everyone?
What it is about: Helps keep the classroom clean, reminds students to dispose of trash, and keeps bins organized.
Skills Targeted: Responsibility, cleanliness, organization.
Student Characteristics: Responsible, tidy, enjoys keeping things clean.
Conditions Needed: Proactive about cleanliness and able to encourage others to help.
12Job Coordinator
How could someone make sure everyone contributes?
What it is about: Organizes and assigns tasks to classmates and ensures everyone contributes to class duties.
Skills Targeted: Leadership, communication, teamwork, problem-solving.
Student Characteristics: Organized, fair, good at delegating tasks.
Conditions Needed: Able to track tasks and confidently assign roles.
Classroom RolesClassificationStudent Skills
Classifying The Classroom Job Roles
1. Leadership & Organization Roles
- Class Leader
- Job Coordinator
- Birthday Manager
- Calendar & Weather Reporter
2. Responsibility & Detail-Oriented Roles
- Attendance Monitor
- Homework Checker
- Paper Passer/Collector
- Trash Monitor
- Library Organizer/Librarian
3. Creative & Tech-Savvy Roles
- Tech Assistant
- Class Photographer
- Plant Caretaker
Summary
- Leadership Roles focus on guiding and organizing classmates.
- Responsibility Roles ensure tasks get done and the class stays on track.
- Creative and Tech Roles involve using creativity or technical skills to contribute to the class experience.
Each role helps students develop specific skills while contributing to a smoothly functioning classroom. The goal is to match students with roles they enjoy and are suited for, while providing the support they need to succeed.
Classroom Language
Decoration
Everyday Routines
Classroom Language and Decoration
Make English visible, useful and part of everyday classroom routines.
Classroom Language and Decoration
Use the classroom environment to make English a natural part of students’ everyday experience. Visible language, useful expressions and purposeful decoration can help students interact with English throughout the school day.
05 CLASSROOM LANGUAGE • VISUAL ENVIRONMENT
Classroom Language & Decoration
Make English visible. Make it useful. Make it part of everyday classroom life.
Don't just decorate. Communicate.
Every phrase, label and display can give students another reason to notice, remember and use English.
01See itNotice
02Set itDisplay
03Say itModel
04Use itPractise
05Live itRoutine
01
CORE PHILOSOPHY
Make the classroom do some of the teaching.
Make English Visible
Put useful language where students naturally need it: doors, desks, walls, boards and activity areas.
Make English Useful
Teach language students can immediately use to ask, respond, collaborate, clarify and participate.
Make English Automatic
Turn a small number of high-value phrases into repeated classroom routines.
02
01 • STUDENT VOICE
Why do you want to learn English?
Turn students' reasons into a shared classroom conversation.
● LIVE POLL
Class Poll: Why English?
Share with students, collect responses and see what motivates your class.
Teacher Dashboard 0 responses
Student join link
Local classroom mode
Responses are stored in this browser. A backend can be connected later for multi-device live polling.
What your class is saying Live results
Student Voices
TEACHER MOVE
Use the top result to shape your classroom goals, examples, projects and the Vision Board.
YOUR VOICE MATTERS
What makes English important to you?
Choose all the reasons that are true for you. You can also add your own.
Your teacher controls whether responses are anonymous or named.03
08 • VISUAL CLASSROOM
Don't just decorate. Give the walls a job.
Preview displays that support speaking, independence, routines and belonging.
SPEAKING💭
What do you think?Use this to start a discussion.
What do you think?Use this to start a discussion.
HELP🙋
Can you help me?Make asking for support visible.
Can you help me?Make asking for support visible.
GROUP WORK↔
Your turn.
My turn.Support equal participation.
Your turn.
My turn.Support equal participation.
QUESTION WALL?
Ask. Think. Share.Keep curiosity visible.
Ask. Think. Share.Keep curiosity visible.
04
09 • TEACHER UPGRADE
Say this instead.
Small changes can make classroom language calmer, clearer and more useful.
“Be quiet.”
A direct command can stop noise, but it doesn't teach a reusable classroom phrase.
“Let's listen to one voice at a time.”
Students hear language they can understand, remember and eventually use themselves.
05
04A • BEHAVIOUR TOOLKIT
Build a positive classroom behaviour rubric.
Use AI as a starting point, then adapt the language to your students.
AI Prompt
Create a colorful classroom behaviour rubric that is easy to understand, simple, clear, and student-friendly. The rubric should describe expectations for general behaviour in the classroom, using positive and encouraging language. Include 4–5 behaviour categories such as Respect, Participation, Responsibility and Cooperation, with a short, student-friendly description for each performance level. Keep sentences short and present the rubric in a neat table.
GENERAL CLASS RUBRIC
| Category | Excellent | Good | Needs Improvement |
|---|---|---|---|
| Respect | I listen, use kind words and take care of classroom things. | I am polite most of the time and try to listen well. | I sometimes forget to be polite or take care of things. |
| Participation | I join in all activities and share ideas often. | I join in most activities and share sometimes. | I rarely join in or share my ideas. |
| Responsibility | I do my work on time and follow class rules without reminders. | I do my work and follow rules most of the time. | I need reminders to finish work or follow rules. |
| Cooperation | I work well with everyone and help my classmates. | I work well with most classmates. | I have trouble working with others. |
| Self-Control | I stay calm, make good choices and handle problems well. | I usually stay calm and make good choices. | I sometimes get upset or make poor choices. |
06
04B • POSTER STUDIO
Create your classroom poster.
Turn the ideas from this page into a visual display students can use every day.
For advanced poster creation, use Adobe Express to customise the final visual design.
Open Adobe Express →OUR CLASSROOM • OUR VISIONA Goal Without a Plan Is Just a Wish.Choose a goal. Make a plan. Take one small step today.— Antoine de Saint-Exupéry
07
11 • PRINTABLE LIBRARY
Print, display, cut, reuse.
Ready-to-use classroom resources you can preview, print and download.
Useful Classroom Expressions
High-frequency teacher and student phrases for everyday routines, asking for help, participating, agreeing, clarifying and taking turns.
Classroom Object Labels
Clear, simple labels for common classroom objects and spaces, including door, board, desk, bookshelf, bin and more.
Speaking Support Cards
Useful prompts for asking, agreeing, disagreeing, clarifying, supporting classmates, building ideas and taking turns.
TEACHER WORKFLOW
Discover → Customize → Share → Students Participate → Collect Data → Use Results → Download → Print → Reuse
Diagnostic Assessment
Before you teach, find out.
Diagnostic assessment is more than a test. It helps you discover what learners already know, what they can do, where the gaps are, and what they need next.
DiscoverDiagnoseUnderstandRespondRecheck
Don't just test. Build a picture.
A diagnostic test is one tool inside a broader diagnostic assessment process. The aim is to understand learners well enough to make teaching decisions that match their starting points.
“A diagnostic result is a starting point for learning — not a judgment of ability.”
A TEST ALONE
Question → Answer → Score
Useful evidence, but only one part of the picture.
→
DIAGNOSTIC ASSESSMENT
Evidence → Pattern → Need → Teaching response
Different sources of evidence help you decide what to do next.
Diagnostic tests
A focused tool for discovering what learners already know, what they can do, where the gaps are, and what may be getting in the way of further learning.
WHAT IT IS
A starting-point assessment
Unlike achievement or summative tests, diagnostic tests are usually used before or at the early stages of instruction. Their purpose is to give teachers detailed evidence about learners’ starting points.
WHAT IT CAN REVEAL
More than right and wrong
They can identify strengths, weaknesses, prior knowledge, misconceptions, prerequisite knowledge and specific learning difficulties. In language learning, this might include grammar, vocabulary, reading comprehension or writing.
WHY IT MATTERS
Evidence for better decisions
Good diagnostic testing helps teachers reinforce what needs attention while avoiding unnecessary repetition of what learners already know. It supports more efficient, tailored and responsive teaching.
THE PRINCIPLE
Starting point, not a label.
Diagnostic tests should clarify what is understood and what still needs attention. Their value is in what the teacher does with the evidence afterwards.
TEST → UNDERSTAND → RESPOND
Starting point, not a label.
Diagnostic tests should clarify what is understood and what still needs attention. Their value is in what the teacher does with the evidence afterwards.
TEST → UNDERSTAND → RESPOND
01
START WITH THE LEARNER
What are you trying to find out?
Begin with the questions that will help you teach, not with a ready-made test.
What do they already know?
Identify prior knowledge and secure foundations.
Look for → prerequisitesWhat can they already do?
Look for existing skills so you do not reteach unnecessarily.
Look for → what is already secureWhere are the gaps?
Find specific knowledge or skill areas that need attention.
Look for → teach nextWhich misconceptions appear?
Notice patterns that may interfere with future learning.
Look for → repeated errorsWhat support do they need?
Use evidence to plan targeted support and differentiation.
Look for → support neededWhere can they go further?
Recognise strengths and opportunities for extension.
Look for → next challenge02
THE DIAGNOSTIC TOOLKIT
A test is only one piece.
Combine different sources of evidence for a fuller picture of the learner.
Diagnostic tests
Focused evidence about strengths, gaps, prior knowledge and misconceptions.
Observation
Watch how learners approach tasks, solve problems and interact.
Interviews & questionnaires
Ask learners about their experience, understanding and needs.
Concept maps
Let learners organise ideas visually and reveal misconceptions.
Performance tasks
See what learners can actually do in a meaningful context.
Self-assessment
Give learners space to identify what they know, struggle with and want to learn.
Checklists & rubrics
Track specific skills or competencies systematically.
Previous work
Review earlier assignments, projects and tests for patterns.
Know · Want · Learned
Reveal prior knowledge and learning goals through a simple structure.
Peer assessment
Let learners evaluate work and develop awareness of quality.
03
BUILD YOUR DIAGNOSTIC
Five decisions before you create the test.
Target group
Who is this assessment for?
Example: second-year middle school students.
Skill focus
Grammar · vocabulary · reading · listening · speaking · writing.
Level range
One level or a spectrum from beginner → advanced.
Format
Multiple choice · short answer · writing · speaking · mixed.
Goal
Strengths & weaknesses — or strengths, needs and learning recommendations.
04
FROM BRIEF TO PROMPT
Don't start from a blank page.
Once you have the five decisions, you can turn them into a precise, ready-to-use AI prompt.
Target group: Second-year middle school
Focus: Grammar · Reading · Daily-routine vocabulary
Level: Beginner → Advanced
Format: Mostly multiple choice
Goal: Diagnose + recommend next steps
Focus: Grammar · Reading · Daily-routine vocabulary
Level: Beginner → Advanced
Format: Mostly multiple choice
Goal: Diagnose + recommend next steps
PROMPT STARTER
You are an expert English language assessment designer. Create a diagnostic test for second-year middle school students.
Cover: simple present, simple past, simple future; daily-routine vocabulary; and a short reading text about daily routines.
Design: gradually increasing difficulty, mostly multiple choice, age-appropriate language, and a diagnostic summary showing strengths, weaknesses and personalised learning tips.
05
FROM RESULTS → REPORT
Turn diagnostic results into a report parents can understand.
Once the test is marked, the next smart move is to turn the evidence into an individual, professional and parent-friendly learning report — not just a score.
RESULTS→AI→REPORT
THE PROMPT · INDIVIDUAL ANALYSIS
Analyse the student's diagnostic test results. Give AI the student's score and skill breakdown, then ask it to explain what the evidence means and what should happen next.
Student nameGrade
SubjectTest date
Total pointsScore
Skill breakdownView the full prompt ↓
THE REPORT · 3 STUDENT PROFILES
One test. Three different teaching stories. The same diagnostic can produce very different next steps when the results are analysed individually.
9/15
INTERMEDIATEAdanm
StrengthGrammar 5/6
PriorityReading 1/5
Next moveScaffolded reading + vocabulary in context
AI SUMMARY: Solid grammar and vocabulary, with reading comprehension as the priority area.
10/15
INTERMEDIATEJames
Use the same evidence-based approach to identify his strongest area, priority gap and next teaching move.
13/15
ADVANCEDSara
Use the evidence to recognise secure foundations and identify an appropriate extension challenge.
Parent-friendly by design. Explain what the score means, what the learner can already do, what needs attention, and what adults can do next.
THE POINT: Don't send home a number. Send home a clear picture of the learner — and a practical plan for what comes next.
THE POINT: Don't send home a number. Send home a clear picture of the learner — and a practical plan for what comes next.
06
DON'T START FROM ZERO
Diagnose from what learners were supposed to learn.
Previous-year course content can become the starting evidence for the new year's assessment.
Previous course→ Lesson titles→ Key language & competencies→ Readiness diagnostic→ Teaching priorities
TeachersHeaven idea: Give AI the titles and key content of the previous year's lessons, then ask it to create a diagnostic assessment that checks the prerequisites learners need for the new course.
07
FROM EVIDENCE → TEACHING
What happens after the test?
The most important part begins after the answers are collected.
The first weeks are not just about measuring knowledge.
They are also an opportunity to send a message:
You belong here. Your voice matters. We're in this together.
Diagnostic assessment can become the bridge between back-to-school community building and the learning goals of the course — smoothly moving from belonging, to understanding learners, to purposeful teaching.
TEACHERHEAVEN • PREVIEW