“Speak, hands, for me!”
A circle of students closes in, voices rising, hands lifted.
A pause.
“Et tu, Brute?”
That’s not a stage performance. That’s a regular English class.
Moments like these are what truly define an engaging classroom—not just quiet rows of students bent over textbooks, but spaces filled with expression, curiosity, and sometimes, a little bit of chaos. As an English teacher, my aim is to create a space where students feel comfortable enough to speak, confident enough to question, and supported enough to grow. At the heart of it, the focus is always on helping them build their own understanding.
Because in many classrooms, students learn to answer. In a few, they learn to think.

Building a Safe and Supportive Environment

Before learning can happen, students need to feel safe.
I make a conscious effort to be approachable, to listen, and to ensure that no question or
doubt is dismissed as “silly.” Every voice matters, and every doubt is valid.
I also try to create a classroom where curiosity is encouraged. Students should feel comfortable putting forth their ideas and even challenging perspectives respectfully. When they know their thoughts will be heard and considered, they engage more openly with the subject. Over time, this creates a classroom culture where participation becomes natural and learning becomes a shared experience rather than a one-sided process.

Creating a Voice-Centred Classroom

I strongly believe that language learning begins with expression. So my classroom is rarely
silent—and that’s usually a good sign.
Students are encouraged to participate, but not through pressure. Not everyone is ready to speak immediately, and that’s okay. Whether it’s through discussions and debates (that sometimes get a little heated!), think–pair–share, or informal conversations, I try to make sure every student finds their own way into the lesson.
Over time, even the quieter ones begin to open up. And those are some of the most rewarding
moments to witness.

Bringing Literature to Life

Literature, especially Shakespeare, cannot survive on explanation alone—it needs to be experienced.
We do a lot of role play, dramatisation, and activities like hot seating, where students step into a character’s role and respond to questions. One day, a student is hesitantly reading lines; the next, they’re passionately defending Brutus as if it’s a real courtroom argument.
These moments make learning memorable. They also help students connect with the text on a
deeper level, rather than just preparing for an exam.

Encouraging Critical Thinking

One thing my students quickly realise is that my class is not about memorising answers.
There are a lot of questions. Follow-up questions. And then more questions.
I encourage students to dig into the “why” behind everything and to explore different angles. I incorporate a number of higher-order thinking (HOTS) questions, encouraging them to analyse, interpret, and form their own responses. Discussions are often open-ended, and students are guided to think through ideas rather than arrive at a single “correct” answer.
This approach is not just intellectually engaging—it is also aligned with the demands of the ICSE curriculum. There is a clear shift towards competency-based learning, where assessments focus on application, understanding, and interpretation rather than rote memorisation.
At first, this can feel challenging. But over time, students become more confident, more
independent, and far more engaged in what they’re learning.

Collaborating in the Classroom

Learning becomes far more meaningful when it is shared.
Through group work, presentations, and collaborative activities, students learn to exchange ideas, listen to different perspectives, and work as a team. These interactions also help me better understand their individual learning needs.
It’s not just about completing a task—it’s about being part of the process.

Shaping Stronger Writers

Writing is a process, and improvement takes time.
After completing lessons, students are given writing tasks that allow them to apply what
they’ve learnt. I provide individual feedback—both written and through one-on-one
conversations—so they understand not just what to improve, but how to improve.
Students are also encouraged to revisit and refine their work. It may not always be their
favourite part, but it’s often where the most growth happens.
Over time, they begin to develop clarity, confidence, and a rhythm of their own.

Learning at the Right Pace

At the same time, I recognise that learning doesn’t look the same every day.
There are days when students are simply not in the headspace to engage deeply with a text and pushing through just for the sake of completing a lesson doesn’t really help anyone.
On such days, I shift the approach. We might move into a debate, a group activity, or something a little more relaxed that still keeps them involved. Sometimes, they just need a reset.
I’ve found that when students are given that space, they come back more focused—and far more willing to learn.

Beyond the Syllabus

Beyond the syllabus, one of the most rewarding parts of teaching English is seeing students engage with language on their own.
Many students often come to me with books they’re currently reading—sometimes to discuss a character, sometimes to share a thought, and sometimes just to say, “You should read this.” Our conversations have ranged from poetry to authors like Sylvia Plath and Fyodor Dostoevsky, and it’s always exciting to see them explore literature beyond what is required.
Students also share their own writing—poetry, short pieces, or even just ideas they’ve been thinking about. I try to give them feedback and encouragement, not as an evaluation, but as a way of helping them grow and feel confident in their voice.
As someone who grew up with her nose in a book, these moments are special to me. Because when students begin to read and write out of interest rather than obligation, that’s when learning becomes truly meaningful.

Final Thoughts

Creating a motivating and engaging classroom is not about making learning easier it’s about making it meaningful.
It’s about building a space where students feel heard, respected, and encouraged to think for themselves. Where they are not afraid to make mistakes, ask questions, or try again.
And if, along the way, they become a little more confident, a little more curious, and a little more willing to engage with the world around them—that, to me, is what truly matters.

Signing off,
Ms. Jerusha Faith
Teacher at SMA