Introduction

The British Council’s TeachingEnglish: Organising the Classroom course emphasizes that “how you start a lesson is important, as it sets the mood for the rest of the class.” This seemingly simple assertion carries profound pedagogical implications, especially in online contexts where affective factors and social presence require deliberate construction and endorsement. In Module 2, Unit 3, the focus on starting and finishing lessons highlights the value of social language, routines, and purposeful closure.

Although many examples provided in the course are drawn from primary and lower secondary education, the principles remain relevant for instructors of young adults and working professionals. As an online educator teaching evening synchronous sessions, I (Jonathan Acuña Solano) have found that structured openings and closings foster predictability, professionalism, and communicative authenticity. This essay, my 541st post for my reflective blog, reflects on those practices in an online teaching setting and situates them within established theories of language acquisition and reflective pedagogy.

Social Language as Pedagogical Foundation

The British Council (n.d.) defines social language as language that “allows learners to communicate naturally,” distinguishing it from target language because “the teacher doesn’t already have an idea of what they want the learners to say.” Social language is often more informal and far more expressive, creating authentic communicative opportunities for one’s learners.

In my online teaching practice, I tend to begin each session with informal socialization, particularly with punctual students. I greet them, “Good evening”, and briefly discuss the weather, their work or college day, or any relevant announcements. As I have reflected often, “I tend to begin each online class with a bit of socializations… In this way we can give some extra time for people who are running late” (Acuña Solano, 2026). This routine serves multiple purposes: it helps build rapport, reduces anxiety, and establishes English as the working language of the session.

From a sociocultural perspective, such interaction with students aligns with Lev Vygotsky’s (1978) view that learning is mediated through social interaction. Even brief exchanges about daily life create a shared communicative space in which learners negotiate meaning with the teacher or with peers. For adult learners, particularly working professionals, this social use of English mirrors authentic workplace exchanges, thereby enhancing transferability beyond the classroom.

Routines, Predictability, and Psychological Safety

The British Council notes that beginning and ending lessons in English “helps create a consistent routine,” providing “structure and predictability.” In adult online education, routine is not infantilizing; rather, it is stabilizing. Many of my learners attend class after long workdays. A predictable sequence, greeting, informal exchange, objectives, homework review, signals clarity and professionalism.

I have acknowledged that I “always use the same method” when beginning lessons, largely because punctual students benefit from a consistent entry point (Acuña Solano, 2026). This structured approach resonates with Jack C. Richards (2015), who argues that effective classroom management in language teaching involves establishing clear procedures that minimize ambiguity and maximize engagement.

Interestingly, I do not take the register at the beginning. Instead, I wait until the first breakout-room activity. This decision reflects the realities of online adult education, where staggered entry is common. I described myself humorously as “an old school teacher” who first records attendance in a notebook before transferring it to the LMS (Acuña Solano, 2026). This hybrid practice illustrates what Donald Schön (1983) terms “reflection-in-action”, adapting procedures to contextual demands rather than rigidly applying institutional norms.

Functional English and Authenticity

Using English for classroom management serves not merely symbolic purposes but also functional ones. The British Council (n.d.) highlights that greetings, instructions, and farewells are “practical and often used in everyday social interactions.” In adult education, such language aligns with communicative language teaching principles.

When I state objectives at the beginning of class, I frame them in accessible, functional language (Acuña Solano, 2026). This transparency promotes learner autonomy, echoing David Little’s (1991) argument that clarity about goals enhances self-regulation. Adult learners, in particular, value explicit articulation of outcomes; it respects their time and professional commitments.

Moreover, brief discussions of relevant current events, when appropriate, allow learners to voice opinions and practice spontaneous discourse (Acuña Solano, 2026). These moments bridge the gap between textbook content and lived experience, reinforcing the communicative authenticity that scholars such as H. Douglas Brown (2007) identify as central to meaningful language acquisition.

Structured Closure and Cognitive Consolidation

If the beginning of a lesson sets the tone, its ending consolidates learning. The British Council (n.d.) suggests that finishing well can “make the learners leave feeling positive about their learning.” In my synchronous sessions, I follow a clear routine (Acuña Solano, 2026):

1.    Bring learners back from breakout rooms.

2.    Announce the time and signal closure.

3.    Summarize objectives achieved.

4.    Assign homework or preview the next lesson.

5.    Thank students and wish them well.

As I have reflected and jotted down on my notepad when closing the lesson, I tend to say things like this: “This evening what we covered and practice was…” and “What we learned tonight was…” These metalinguistic summaries encourage learners to articulate knowledge explicitly, fostering what cognitive psychologists describe as retrieval practice and consolidation.

While I do not employ “cool-down” games, given the adult professional context, I prioritize structured review. My learners attend class at night; they benefit more from clarity and efficiency than from playful closure. Nevertheless, I ensure that the final tone is appreciative and encouraging (Acuña Solano, 2026). This approach aligns with John Hattie’s (2009) findings on the impact of visible learning. Explicit review of objectives enhances learners’ perception of progress, strengthening motivation and self-efficacy.

Feedback as Dialogic Practice

The end of the lesson is also an opportunity for feedback. The British Council provides examples such as asking, “What did you like about today’s lesson?” While these examples originate in younger contexts, the underlying principle, dialogic reflection, remains applicable.

In my practice, feedback occurs after each communicative activity. Errors are displayed, explained, and contextualized; slips of the tongue are not overemphasized. This selective correction strategy reflects research distinguishing between performance errors and competence gaps (Acuña Solano, 2026).

Although I do not systematically collect numeric ratings (“marks out of ten”), I do encourage learners to share impressions informally. Such exchanges reflect what Paulo Freire (1970) describes as dialogic pedagogy: knowledge is co-constructed through interaction rather than transmitted unilaterally.

Linking Lessons and Spiral Learning

Interestingly, I do not link lessons at the end as suggested by the Britisth Council; instead, I link them at the beginning. I have noted that I incorporate spiral learning when re-practicing previous content (Acuña Solano, 2026). This approach aligns with Jerome Bruner’s (1960) spiral curriculum, in which concepts are revisited at increasing levels of complexity.

For adult learners, beginning with a connection to previous content activates prior knowledge and situates new material within an expanding conceptual framework. Ending with a preview of the next session further reinforces continuity.

Adapting Primary-Oriented Strategies for Adult Contexts

The course includes vivid examples from primary teachers, chants about pencils, playful gestures, and structured exit routines. While such strategies may not translate directly to online adult education, their underlying logic remains valuable: clarity, positivity, and ritual.

In adapting these principles, I prioritize professionalism and cognitive closure over playful theatrics. Yet the essence remains consistent: learners should leave the session knowing what they have achieved and what comes next. As a reflective practitioner, I find that revisiting these foundational routines challenges complacency. What once seemed automatic, greeting, summarizing, assigning homework, reveals itself as pedagogically strategic. In Schön’s (1983) terms, reflection transforms habitual action into informed practice.

Conclusion

Starting and finishing lessons are not peripheral rituals but central pedagogical acts. In online ELT with young and working adults, structured openings foster social presence, reduce anxiety, and establish English as the language of interaction. Purposeful closings consolidate learning, clarify expectations, and strengthen motivation.

The British Council’s (n.d.) emphasis on social language and routine, though often illustrated through primary contexts, offers transferable principles for adult education. When integrated with sociocultural theory (Vygotsky), reflective practice (Schön), communicative methodology (Richards; Brown), and spiral learning (Bruner), these routines emerge as sophisticated tools rather than mechanical habits.

Ultimately, beginning and ending well is an ethical commitment to learners’ time, attention, and growth. As I continue refining my practice, I am reminded that even the simplest classroom phrases, “Good evening,” “What we learned tonight was…,” “See you next class”, carry pedagogical weight. They frame the learning experience, shape classroom culture, and affirm the relational dimension at the heart of language education.

San José, Costa Rica

Saturday, March 14, 2026

 

📚 References

Acuña Solano, J. (2026, March). Social Language in the Classroom. British Council’s course: Organising the Classroom. [Unpublished course notes and reflective journaling.]

British Council. (n.d.). TeachingEnglish: Organising the Classroom. Online course available at https://open.teachingenglish.org.uk/Team/UserProgrammeDetails/699499?stepId=2

Brown, H. D. (2007). Principles of language learning and teaching. Pearson Education.

Bruner, J. (1960). The process of education. Harvard University Press.

Freire, P. (1970). Pedagogy of the oppressed. Continuum.

Hattie, J. (2009). Visible learning. Routledge.

Little, D. (1991). Learner autonomy 1: Definitions, issues and problems. Authentik.

Richards, J. C. (2015). Key issues in language teaching. Cambridge University Press.

Schön, D. (1983). The reflective practitioner. Basic Books.

Vygotsky, L. S. (1978). Mind in society. Harvard University Press.

Starting and Finishing Lessons by Jonathan Acuña

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The Quest for Identity and Leadership in Ubirajara: Lenda Tupi

Myth, Transformation, and Indigenous Heroism in José de Alencar

Introduction

José de Alencar’s Ubirajara: Lenda Tupi (1874) occupies a singular position within Brazilian Romantic Indianism by presenting an indigenous hero whose journey is not framed by colonial encounter but by intra-tribal conflict, ritualized warfare, and mythic transformation. Unlike O Guarani or Iracema, Ubirajara unfolds in a pre-colonial world governed exclusively by indigenous codes of honor, kinship, and leadership. At the center of this narrative stands Jaguarê, a young hunter whose quest for identity propels him through a series of trials that culminate in his transformation into Ubirajara, a warrior-leader capable of uniting rival tribes.

This essay argues that Ubirajara’ story plot is structured around a classical quest motif, which functions simultaneously as a rite of passage, a mythic initiation, and a political allegory of unity. Drawing on Joseph Campbell’s theory of the heroic monomyth, Mircea Eliade’s conception of myth and initiation, Anatol Rosenfeld’s theory of character construction, and David Treece’s scholarship on Brazilian Indianism, this analysis explores how Jaguarê’s transformation is shaped by key characters, Jandira, Araci, Pojucã, and the tribal chiefs, who operate as symbolic agents in his evolution. Ultimately, Ubirajara emerges as a mythic narrative in which individual heroism is subsumed into communal reconciliation and cultural idealization.

Indianism and Mythic Narrative in Brazilian Romanticism

Brazilian Romantic Indianism sought to construct a foundational national mythology by idealizing Indigenous cultures as moral and heroic antecedents to the modern nation. According to Treece (2000), Indianist literature does not attempt ethnographic realism but instead produces a symbolic Indigenous figure capable of embodying national values such as honor, bravery, and harmony. In this context, Alencar’s Indigenous protagonists are less historical subjects than mythic archetypes shaped by Romantic ideology.

Ubirajara exemplifies this project by removing European presence altogether and situating its narrative within a self-contained indigenous cosmos. Treece (2013) emphasizes that such narratives function as “symbolic reconstructions” of Indigenous identity, designed to reconcile internal conflict through heroic leadership. Alencar’s novel’s emphasis on ritual combat, name transformation, and tribal unification reflects this ideological aim, aligning indigenous culture with epic universality rather than marginality.

This mythic framing situates Ubirajara within what Eliade (1963) describes as sacred narrative time, where events are exemplary rather than historical. Jaguarê’s journey does not merely recount a personal story or quest but reenacts a foundational myth of leadership, initiation, and unity present in the Guarani nation.

Jaguarê and the Call to the Quest

At the outset of the novel’s plot, Jaguarê is portrayed as an accomplished hunter whose skills no longer satisfy his desire for honor. This dissatisfaction signals what Campbell (2008) identifies as the “call to adventure”, the moment when the hero becomes aware that ordinary life is insufficient. Jaguarê’s decision to leave his tribe in search of a worthy adversary marks his symbolic departure from the familiar world into the realm of trial and transformation, a quest for a new identity or self-discovery.

From a mythical perspective, this movement reflects a classic rite of separation, the first phase of initiation described by Eliade (1963). Jaguarê’s abandonment of his previous identity as a hunter is not motivated by survival but by the pursuit of symbolic legitimacy. His quest is not externally imposed; it emerges from an internal recognition that identity must be earned through ordeal.

Rosenfeld’s (1996) theory of character construction helps clarify Jaguarê’s narrative function: he is not a psychologically complex character in the modern realist sense but a functional hero, someone who is defined by action, trial, and ethical choice. His inner development is expressed through external feats, aligning him with epic and mythic traditions rather than novelistic introspection.

Pojucã and the Trial of Combat

Jaguarê’s encounter with Pojucã, a formidable Tocantins warrior, constitutes the first major threshold of his quest. Their prolonged and evenly matched combat represents what Campbell (2008) terms the “road of trials”, in which the hero must confront opponents who test both physical and moral limits.

The defeat of Pojucã is significant not simply because Jaguarê triumphs, but because it earns him a new name: Ubirajara, “lord of the spear.” In Eliade’s (1963) framework, the act of renaming signals a symbolic death and rebirth, marking the hero’s entry into a new ontological status. Jaguarê “ceases” to exist as he was; Ubirajara is born through ritualized violence sanctioned and propelled by cultural codes.

Importantly, Pojucã does not function merely as an enemy but as a necessary counterpart in Ubirajara’s transformation and quest. Their relationship exemplifies what Treece (2000) identifies as the Indianist valorization of noble conflict, where opposition serves communal equilibrium rather than annihilation. Ubirajara’s later mercy toward Pojucã reinforces his ethical maturation, distinguishing him from mere warriors driven by conquest.

Jandira and the Abandoned Path

The character of Jandira represents an alternative trajectory that Ubirajara ultimately rejects. Promised to Jaguarê within his own tribe (taba), Jandira symbolizes continuity, domestic stability, and adherence to established social expectations within his taba. Her rejection marks a pivotal ethical moment in the narrative, underscoring the cost of the hero’s quest.

From a mythic standpoint, Jandira embodies what Campbell (2008) describes as the temptation of the familiar, a force that can divert the hero from transformation. By abandoning Jandira, Jaguarê accepts isolation and loss as prerequisites for growth. Her subsequent suffering underscores the sacrificial dimension of heroic ascent, a theme common in epic traditions.

Rosenfeld (1996) would classify Jandira as a relational character, one whose function is to illuminate the protagonist’s moral trajectory rather than to evolve independently. Her presence highlights the tension between personal desire and symbolic destiny, reinforcing the narrative’s emphasis on collective over individual fulfillment.

Araci and the Expansion of the Quest

While Jandira represents the abandoned past, Araci, daughter of the Tocantins chief Itaquê, embodies the future potential of Ubirajara’s quest. Unlike passive romantic figures, Araci actively shapes the narrative by challenging Ubirajara to prove himself among her suitors. Her demand situates the hero within a broader social arena, transforming personal ambition into communal validation.

In Campbellian terms, Araci functions as both helper and threshold guardian, guiding the hero toward trials that will confirm his worth (Campbell, 2008). Her role expands the quest from individual recognition to intertribal legitimacy, aligning romantic union with political reconciliation.

Eliade’s (1963) notion of mythic marriage as symbolic integration is particularly relevant here. The union between Ubirajara and Araci signifies not merely romantic fulfillment but the harmonization of rival groups. Through Araci, the quest acquires a collective dimension, reinforcing the narrative’s movement toward unity.

Chiefs, Authority, and Ethical Leadership

The tribal chiefs, particularly Itaquê and Camacã, represent institutional authority and ancestral continuity. Itaquê’s initial hospitality toward Ubirajara (under the name Jurandir) exemplifies indigenous codes of honor, while his later sense of betrayal introduces moral complexity into the narrative.

This tension underscores the ethical stakes of leadership. Ubirajara’s success is not measured solely by martial prowess but by his capacity to navigate loyalty, truth, and reconciliation. Treece (2013) argues that Indianist heroes often resolve conflict by embodying a higher ethical synthesis, a pattern evident in Ubirajara’s eventual actions.

Camacã, as Ubirajara’s father, anchors the narrative in lineage and tradition. His role reinforces Eliade’s (1963) conception of initiation as both individual and genealogical, ensuring continuity between generations. Ubirajara’s ascension to leadership thus completes the cycle of separation, trial, and reintegration.

Resolution: Unity as the Fulfillment of the Quest

The novel’s resolution, marked by Ubirajara’s demonstration of unmatched archery and the symbolic intertwining of tribal bows, constitutes the return phase of the monomyth (Campbell, 2008). Having acquired power and insight, the hero returns not to dominate but to unify.

This conclusion affirms the ideological core of Indianist Romanticism: the hero’s greatness lies in his ability to reconcile difference and restore harmony. As Treece (2000) notes, such endings transform individual heroism into collective myth, reinforcing national narratives of unity and moral order.

Conclusion

Ubirajara: Lenda Tupi is a rigorously structured quest narrative that fuses Romantic Indianism with universal mythic patterns. Through Jaguarê’s transformation into Ubirajara, José de Alencar articulates a vision of leadership grounded in initiation, ethical trial, and communal responsibility. Characters such as Jandira, Araci, Pojucã, and the tribal chiefs function as symbolic agents who shape the hero’s evolution and guide the narrative toward reconciliation.

By integrating Campbell’s monomyth, Eliade’s theory of myth and initiation, Rosenfeld’s model of character construction, and Treece’s analysis of Indianism, this essay has shown that Ubirajara operates not merely as a romanticized indigenous tale but as a foundational myth of identity and unity. In doing so, Alencar situates the Indigenous hero at the heart of Brazil’s imagined cultural origins, transforming personal quest into collective destiny.

San José, Costa Rica

Friday, March 13, 2026

📚 References

Alencar, J. de. (1874/2011). Ubirajara: Lenda tupi. Projeto Gutenberg.
https://www.gutenberg.org/files/38496/38496-h/38496-h.htm

Campbell, J. (2008). The hero with a thousand faces (3rd ed.). New World Library.
https://archive.org/details/theherowithathousandfaces

Eliade, M. (1963). Myth and reality. Harper & Row.
https://archive.org/details/mythreality

Treece, D. (2000). The Indian in Brazilian literature and ideas. University of Liverpool.
https://livrepository.liverpool.ac.uk/3175171/2/386768_vol1.pdf

Treece, D. (2013). Indianism and nationalism in Brazilian romantic literature. Journal of Latin American Cultural Studies, 22(2), 161–179.
https://www.tandfonline.com/doi/abs/10.1080/13569325.2013.797329

Rosenfeld, A. (1996). Literatura e personagem. In Texto e contexto (pp. 9–49). Perspectiva.
https://edisciplinas.usp.br/pluginfile.php/4238140/mod_resource/content/1/Anatol%20Rosenfeld%20-%20Literatura%20e%20Personagem.pdf

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