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Introductory
Note to the Reader Conversations with colleagues often
trigger valuable professional reflection. While discussing teaching practices
with Mark Cormier, I found myself thinking about how professional
development courses can shape the way we perceive our own classroom routines.
In particular, reflecting on the TeachingEnglish: Organising the Classroom
course offered by the British Council made me reconsider practices that I
often take for granted in my online lessons. During our conversation, we both
wondered about what teachers in our institution are actually doing in their
classrooms. Do they follow similar routines? Are they consciously thinking
about how they start and finish their lessons? More importantly, do the
pedagogical ideas presented in courses like this one resonate in the everyday
practices of teachers working with young adults and professionals? Such questions encouraged me to look
more closely at my own teaching habits. The routines that structure a lesson,
from greeting students and engaging in social language to summarizing
objectives and assigning homework, often seem automatic. However, engaging
with the course content revealed that these routines are not merely
procedural; they shape the learning environment, the emotional tone of the
class, and the opportunities students have to use English in authentic ways. The reflections presented in this paper
emerge from that process. They represent an attempt to examine my own
practices as an online instructor of young adults and working professionals
and to consider how the principles discussed in the British Council course
may translate into my teaching context. In this sense, the following pages
are not only an academic discussion but also a professional reflection on how
teacher routines influence the learning experience. Jonathan
Acuña Solano |
Structuring
Social Presence and Pedagogical Closure in Online ELT: Reflections on Starting
and Finishing Lessons with Young and Working Adults
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Abstract This
reflective essay examines the pedagogical significance of starting and
finishing lessons in online English language teaching (ELT). Drawing on the
British Council course TeachingEnglish: Organising the Classroom and
personal teaching reflections, the paper analyzes how social language,
classroom routines, and structured lesson closure contribute to effective
learning environments. Although many examples in the course target primary
and secondary contexts, the discussion reinterprets these ideas for adult
online education, particularly for young adults and working professionals.
Through the integration of personal reflections by Jonathan Acuña Solano and
theoretical insights from scholars such as Lev Vygotsky, Donald Schön, and
Jack C. Richards, the essay argues that structured lesson openings and
closings foster social presence, communicative authenticity, and cognitive
consolidation. The analysis highlights how routines such as greetings,
objective setting, feedback, and lesson review create predictability and
support learner confidence in online settings. Ultimately, the essay
demonstrates that seemingly simple classroom practices play a crucial role in
shaping the overall learning experience and promoting reflective teaching
practice. |
Keywords: Online
Language Teaching, Social Language, Classroom Routines, Lesson Openings, Lesson
Closure, Reflective Teaching, ELT, English Language Teaching, British Council |
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Resumen Este ensayo reflexivo examina la importancia
pedagógica de iniciar y finalizar las lecciones en la enseñanza del inglés en
línea (ELT). A partir del curso TeachingEnglish: Organising the Classroom
del British Council y de reflexiones personales sobre la práctica docente, el
trabajo analiza cómo el uso del lenguaje social, las rutinas de aula y el
cierre estructurado de las lecciones contribuyen a crear entornos de
aprendizaje efectivos. Aunque muchos ejemplos del curso están dirigidos a
contextos de educación primaria y secundaria, este análisis reinterpreta
dichas ideas para la enseñanza en línea con adultos jóvenes y profesionales.
Mediante la integración de reflexiones personales de Jonathan Acuña Solano y
aportes teóricos de autores como Lev Vygotsky, Donald Schön y Jack C.
Richards, el ensayo sostiene que las aperturas y cierres estructurados de las
lecciones favorecen la presencia social, la autenticidad comunicativa y la
consolidación cognitiva. Asimismo, se destaca cómo rutinas como los saludos,
la presentación de objetivos, la retroalimentación y la revisión de la
lección generan previsibilidad y fortalecen la confianza del estudiante en
entornos virtuales. |
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Resumo Este ensaio reflexivo analisa a importância
pedagógica de iniciar e finalizar aulas no ensino de inglês online (ELT). Com
base no curso TeachingEnglish: Organising the Classroom do British
Council e em reflexões pessoais sobre a prática docente, o texto examina como
a linguagem social, as rotinas de sala de aula e o encerramento estruturado
das aulas contribuem para ambientes de aprendizagem mais eficazes. Embora
muitos exemplos do curso sejam direcionados ao ensino primário e secundário,
a discussão adapta essas ideias para o contexto do ensino online com jovens
adultos e profissionais. Integrando reflexões de Jonathan Acuña Solano com
contribuições teóricas de estudiosos como Lev Vygotsky, Donald Schön e Jack
C. Richards, o ensaio argumenta que aberturas e encerramentos estruturados
das aulas promovem presença social, autenticidade comunicativa e consolidação
cognitiva. Também se destaca que rotinas como saudações, apresentação de
objetivos, feedback e revisão da aula criam previsibilidade e fortalecem a confiança
dos alunos em ambientes virtuais. |
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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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