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A lesson can be analysed on many dimensions including the spatial (classroom layout), texture (whole-class / smaller groupings), pace, mood and indeed probably several others. Besides the actual language content intended to be communicated from teacher to students, the teacher is ultimately responsible for controlling and optimising as many as possible of these aspects, if necessary adjusting 'on the fly'. While different phases of an ESA lesson may lend themselves to alternative layouts, any such transition is a potential flashpoint for distraction and loss of pace, so for this too the teacher should have clear unambiguous instructions and needs to have gained trust within and between the students in order to implement it. The teacher's voice, eyes and hands ~ their communicative tools ~ should be deployed with appropriate sensitivity and variation, and his or hers should be a dependably cordial but impartial presence in the classroom, coming into the spotlight as a model where appropriate yet also fading into the chorus (or even wings) while others, i.e. the students collectively or individually, are the focus of activity. A genuine interest in the welfare and progress of each student is an absolute minimum ~ and begins with knowing and retaining their name from any front-of-course icebreaker, and actively using (but not over-using) it, preferably only on the end of questions so that other students do not feel excluded from bothering to prepare their own answer.
