As a new school year begins, teachers and parents share the same goal: helping students return to learning with confidence.

After the long summer break, many learners are excited to see their friends again, but getting back into a school routine isn't always easy. Some students may be starting a new class, meeting a new teacher or preparing for important exams. For English language learners, returning to the classroom can also mean rebuilding confidence in using English every day.

A smooth transition back to school can help students feel more settled, engaged and ready to learn. Here are four practical ways teachers and families can support learners as they start the academic year.

1. Be organized and create routines

"Organizing is what you do before you do something, so that when you do it, it's not all mixed up." – A. A. Milne

Strong routines help students know what to expect and reduce unnecessary stress during the first few weeks of school.

At home, families can hold a "back-to-school meeting" to agree on routines for the year ahead. This could include:

• Getting school bags and clothes ready the evening before
• Setting regular homework times
• Planning family mealtimes
• Making time for exercise and relaxation

When everyone has a chance to contribute, it helps build routines that are realistic and easier to stick to. Writing these routines on a family planner or wall chart can also help everyone stay on track.

For English language learners, consistent routines can be especially helpful. Predictable study times create regular opportunities to practise reading, speaking or reviewing vocabulary, helping students build confidence throughout the school year.

2. Start bedtime routines early

"Early to bed and early to rise, makes a man healthy, wealthy, and wise." – Benjamin Franklin

Good sleep plays an important role in students' wellbeing, concentration and learning.

After the holidays, it can be difficult to switch from late nights back to early mornings. Rather than making sudden changes, encourage families to gradually move bedtimes earlier by 30 to 60 minutes over several days before school starts. This makes the adjustment much easier for everyone.

Reducing screen time before bed can also improve sleep quality. Ideally, children and adults should avoid screens for at least 30 minutes before going to sleep.

Well-rested students are more likely to stay focused, participate in class discussions and retain new vocabulary and language skills.

3. Talk about homework and teach organizational skills

"When it's obvious that the goals cannot be reached, don't adjust the goals, adjust the action steps." – Confucius

Organization is a skill that develops over time and can make a significant difference to students' success.

As homework increases throughout the school year, parents and teachers can work together to help students develop good study habits.

Encourage learners to:

• Break homework into manageable tasks
• Create a weekly study plan
• Prioritize more challenging work when they have the most energy
• Set realistic goals for completing assignments

Introducing SMART goals can also help students take ownership of their learning:

• Specific – What exactly will they do?
• Measurable – How will they know they've succeeded?
• Achievable – Is the goal realistic?
• Relevant – How does it support their learning?
• Time-bound – When will they complete it?

Creating a quiet, organized study space at home also helps students stay focused. Parents can support learners by being available to answer questions, encouraging effort and celebrating progress—not just results.

For English language learners, homework routines might also include reading for a few minutes in English each day, reviewing vocabulary or practicing speaking with family members or classmates.

4. Make mealtimes quality family time

"Kids who grow up having family dinners, when they're on their own, tend to eat more healthily." – Anne Fishel

Busy schedules can make it difficult for families to spend time together, but sharing a meal provides a valuable opportunity to connect and talk about the day.

Simple conversations help children reflect on their experiences and build confidence expressing themselves. Families might ask questions such as:

• What did you enjoy at school today?
• What made you laugh today?
• What was something new you learned?
• Was there anything you found challenging?

Listening carefully and giving children your full attention shows that their thoughts and feelings matter. Even if weekday meals aren't always possible, planning time together at weekends can have lasting benefits.

For students learning English, these conversations can also provide valuable opportunities to practice new words, describe their day and build confidence communicating outside the classroom.

Help students start the year with confidence

Returning to school is about more than buying new supplies or preparing lesson plans: it's about helping students feel ready to learn.

By establishing routines, encouraging healthy habits, supporting independent study and making time for meaningful conversations, teachers and families can work together to create a positive start to the school year.

Small, consistent actions during the first few weeks can help students settle in more quickly, rebuild confidence and develop habits that support successful learning throughout the year.

Artificial Intelligence (AI) is becoming a normal part of education. Many students now use AI tools like ChatGPT, Gemini and Microsoft Copilot to help with homework, writing, studying and even learning new languages.

These tools can be very helpful, but they also bring new challenges. Some students use AI to improve their understanding, while others may rely on it too much or copy its answers without thinking.

Teachers have an important role to play. Instead of telling their students not to use AI, they can teach them to use it use it safely, responsibly and ethically. When students understand both the benefits and the risks, they can use AI to become better learners rather than simply finding shortcuts.

What does ethical AI use mean?

Ethical AI use means using AI in a fair, honest and responsible way.

Students should think of AI as a learning assistant, not as someone who completes their work for them. AI can explain grammar, suggest vocabulary, give writing feedback or help students practise conversations. However, students should still make their own decisions, solve problems and create their own work.

A simple rule to remember is:

Use AI to support your learning, not replace it.

This mindset helps students develop real language skills and become more confident learners.

Talk openly about AI in the classroom

Many students are already using AI, whether teachers ask them to or not. Because of this, it's important to create an open and honest conversation about AI rather than ignoring it.

When students know they can ask questions without being judged, they are more likely to use AI responsibly. Explain when AI is helpful, when it should not be used and why learning still requires effort and practice.

Every school may have different rules about AI, so make sure your students understand your expectations. If everyone knows what is allowed and what is not, there is much less confusion.

Show students how AI can support learning

AI works best when it helps students think, practice and improve.

For example, students can ask AI to:

• Explain difficult grammar rules
• Create vocabulary quizzes
• Suggest speaking questions
• Practice everyday conversations
• Check writing for grammar and spelling mistakes
• Rewrite a text using simpler or more advanced English
• Generate ideas before starting a writing task

These activities encourage active learning because students are still involved in the process.

However, AI should not be used to write essays, complete homework or answer exam questions without the student's own effort. If AI does everything, the student misses valuable opportunities to practice and improve.

Protect students' privacy

One of the most important lessons teachers can share is how to protect personal information online.

Students should understand that AI tools may store conversations or use them to improve their systems. Because of this, they should never share private or sensitive information.

Remind students not to enter:

• Full names
• Home addresses
• Phone numbers
• Passwords
• Personal photos
• School records
• Private information about friends or family

Instead, encourage students to use general examples when asking questions.

For example, instead of sharing a real student's name in a piece of writing, they can simply say "the student" or create a fictional example.

Learning to protect personal information is an important digital skill that goes beyond using AI.

Teach students to question AI's answers

AI is impressive, but it is not perfect.

Sometimes AI gives incorrect information, misunderstands a question or even invents facts and references. Because AI often sounds confident, students may believe everything it says without checking.

This is why critical thinking remains essential.

Encourage students to ask themselves questions such as:

• Does this answer make sense?
• Can I find the same information somewhere else?
• Would my teacher agree with this explanation?
• Have I understood the answer or am I just copying it?

Helping students develop these habits will make them stronger learners long after they leave the classroom.

Encourage honesty and responsibility

Being honest about AI use is an important part of academic integrity.

If students use AI to brainstorm ideas, improve grammar or practice vocabulary, that can be a positive learning experience. However, they should not pretend that AI-generated work is completely their own if school policies require them to explain how AI was used.

Teachers can make this easier by clearly explaining what is acceptable in different activities. For example, AI might be allowed for homework planning but not during assessments or exams.

When expectations are clear, students are more likely to make responsible choices.

Create simple classroom AI guidelines

Instead of giving students a long list of rules, try creating a short classroom agreement together.

You could ask students questions like:

• When is AI useful?
• When should we avoid using AI?
• What does responsible AI use look like?
• How can AI help us become better language learners?

Together, you can create a simple agreement such as:

• I will use AI to help me learn.
• I will think before accepting AI's answers.
• I will check important information.
• I will not copy AI work and claim it as my own.
• I will protect my personal information.
• I will ask my teacher if I am unsure.

When students help create the rules, they often feel more responsible for following them.

Remember that teachers are still essential

Some people worry that AI will replace teachers. In reality, AI cannot replace the human side of teaching.

Teachers motivate students, answer unexpected questions, understand emotions and adapt lessons to meet individual needs. They encourage creativity, build confidence and create meaningful relationships in the classroom.

AI can provide information, but it cannot replace encouragement, empathy or the experience that teachers bring every day.

The best classrooms will combine the strengths of both teachers and technology.

Supporting safe AI use in language learning

AI is likely to remain an important part of education and language learners can benefit greatly from using it effectively. Instead of seeing AI as something to fear, teachers can help students understand how to use it safely, ethically and responsibly.

By encouraging critical thinking, protecting privacy, promoting honesty and showing students how AI can support learning rather than replace it, we prepare them for a future where technology plays an important role.

The goal isn't to stop students from using AI. The goal is to help them become confident, independent learners who know how to use these powerful tools wisely. With clear guidance from teachers, AI can become a valuable learning partner as students continue to develop the language skills and critical-thinking abilities they need for success.

The first class with a new group of young learners can be a nerve-wracking experience for teachers, old and new. Many of us spend the night before thinking about how to make a positive start to the year, with a mixture of nerves, excitement and a desire to get started. However, sometimes things don’t always go as expected, and it is important to set a few ground rules in those early lessons to ensure a positive classroom experience for all, throughout the academic year.

Let’s look at a few common problems that can come up, and how best to deal with them at the start of the school year.

1. Students are not ready to start the class

How the first few minutes of the class are spent can greatly influence how the lesson goes. Students can be slow to get out their equipment and this can cause a lot of time wasting. To discourage this, start lessons with a timed challenge.

• Tell students what you want them to do when they come into class, for example, sit down, take out their books and pencil cases, and sit quietly, ready for the lesson to start.
• Time how long it takes for everyone to do this and make a note. Each day do the same.
• Challenge students to do this faster every day. You could provide a goal and offer a prize at the end of the trimester if they reach it, for example, be ready in less than a minute every day.

2. Students speak their first language (L1) in class

One of primary teachers' most common classroom management issues is getting them to speak English. However, young learners may need to speak their mother tongue occasionally and a complete ban on L1 is often not the best solution. But how can we encourage students to use English wherever possible?

Tell students they have to ask permission to speak in L1, if they really need to.

Three word rule — tell students that they can use a maximum of three words in L1 if they don’t know them in English.

Write ENGLISH on the board in large letters. Each time someone speaks in L1, erase a letter. Tell students each letter represents time (for example, 1 minute) to play a game or do another fun activity at the end of the lesson. If the whole word remains, they can choose a game.

3. Students don’t get on with each other

It is only natural that students will want to sit with their friends, but it is important that students learn to work with different people. Most students will react reasonably if asked to work with someone new, but occasionally conflicts can arise. To help avoid uncomfortable situations, do team-building activities at the beginning of the school year, and do them again whenever you feel that they would be beneficial. For example: 

• Give students an icebreaker activity such as "find a friend bingo" to help students find out more about each other.
• Help students learn more about each other by finding out what they have in common.
• Balloon race. Have two or more teams with an equal number of students stand in lines. Give each team a balloon to pass to the next student without using their hands. The first team to pass the balloon to the end of the line wins.
• Team letter/word building. Call out a letter of the alphabet and have pairs of students form it with their bodies, lying on the floor. When students can do this easily, call out short words, for example "cat" and have the pairs join up (in this instance, three pairs = group of six) and form the letters to make the word.

4. Students don’t know what to do

When the instructions are given in English, there will inevitably be a few students who don’t understand what they have to do. It is essential to give clear, concise instructions and to model the activity before you ask students to start. To check students know what to do and clarify any problems:

• Have one or more students demonstrate using an example.
• Have one student explain the task in L1.
• Monitor the task closely in the first few minutes and check that individual students are on the right track.

5. A student refuses to participate/do the task

This is a frequent problem that can have many different causes. In the first few lessons, this may simply be shyness, but it is important to identify the cause early to devise an effective strategy. A few other causes might include:

• Lack of language required to respond or do the task. Provide differentiation tasks or scaffolding to help students with a lower level complete the task or have them respond in a non-oral way.
• Low self-confidence in their ability to speak English. Again, differentiation and scaffolding can help here. Have students work in small groups or pairs first, before being asked to speak in front of the whole class.
• Lack of interest or engagement in the topic. If students aren’t interested, they won’t have anything to say. Adapt the topic or task, or just move on.
• External issues, such as a bad day, a fight with a friend or physical problems (for example, tiredness, hunger or thirst). Talk to the student privately to find out if they are experiencing any problems. Allow them to "pass" on a task if necessary, and give them something less challenging to do.

It is important not to force students to do something they don’t want to do, as this will cause a negative atmosphere and can affect the whole class. Ultimately, if a student skips one or two tasks, it won’t affect their achievement in the long run.

6. Students ask for repeated restroom or water breaks

It only takes one student to ask to go to the restroom before the whole class suddenly needs to go. This can cause disruption and stop the flow of the lesson. To avoid this, make sure you have rules in place concerning restroom breaks:

• Make sure students know to go to the restroom before the lesson.
• Have students bring in their own water bottles. You can provide a space for them to keep their bottles (label them with student names) in the classroom and have students fill them daily at the drinking fountain or faucet.
• Find out if anyone has any special requirements that may require going to the restroom.
• Provide 'brain breaks' at strategic points in the lesson when you see students becoming restless.

7. Students don’t have the required materials

Provide parents with a list of materials students will need on the first day.

• If special materials are required in a lesson, give students a note to take home or post a message on the school platform several days before.
• Don’t blame the student - whether they have a good reason or not for turning up to class empty-handed, making a child feel guilty will not help.
• Write a note for parents explaining why bringing materials to class is important.

8. Students are not listening/talking

Getting their attention can be challenging if you have a boisterous class. Set up a signal you will use when you want them to pay attention to you. When they hear or see the signal, students should stop what they are doing and look at you. Some common signals are:

Raising your hand – When students see you raise your hand, they should raise their hands and stop talking. Wait until everyone is sitting in silence with their hands raised. This works well with older children and teenagers.

Call and response attention-getters – These are short phrases that prompt students to respond in a certain way, for example: Teacher: "1 2 3, eyes on me!" Students: "1 2 3, eyes on you!". Introduce a new attention-getter every few weeks to keep it fun. You can even have your students think up their own phrases to use.

Countdowns – Tell students what you want them to do and count backwards from ten to zero, for example: "When I get to zero, I need you all to be quiet and look at me. 10, 9, 8 …".

Keep your voice low and speak calmly – This will encourage students to stop talking and bring down excitement levels.

A short song or clapping rhythm – With younger children, it is effective to use music or songs for transitions between lesson stages so they know what to do at each stage. For primary-aged children, clap out a rhythm.