The socio-emotional climate emerges from the quality of the social relationships in the class and the kinds of emotions typically experienced by the learners in the group. It is facilitative for learning when learners feel safe, welcome and accepted in their individuality within the class, not only in respect to their teachers but, most importantly, by their peers.

• 43 Use us/we instead of me/you

• 44 Use restorative practices

• 45 Insist on politeness

• 46 Share something personal about yourself

• 47 Regularly take the group temperature

• 48 Share your enthusiasm

• 49 Be thoughtful about eye contact

• 50 Include tasks that promote kindness

• 51 Be aware of your emotional expression

• 52 Integrate tasks which require learner interdependence

• 53 Help students make responsible decisions

• 54 Diversify representation in your materials

• 55 Integrate whole group rapport rituals

• 56 Use ice-breakers repeatedly

• 57 Engage students in taking and switching perspectives

• 58 Use grading scales to establish trust

• 59 Use selfie wallcharts

43 Use us/we instead of me/you

Language ‘creates realities and invites identities’ (Johnston, 2004, p. 9). Teachers are often the key source of target language for learners serving as models of language use. However, teacher language also impacts on the positionings of learners and teachers in relation to one another in how they talk, the words used and patterns of interaction employed.

Compare the relationship and power dynamics implied by a teacher who says: You have to work on this task now before you can go to a break with: Why don't we finish up this task now so we can relax and enjoy the break afterwards?

Teacher language can create perceptions of work/fun, obligation/ choice and learning/knowing, among others. In this tip, we focus on the potential strengthening of group identity and sense of community when teachers use us and we, instead of me and you. Obviously, sometimes the distinction remains relevant and necessary – you may wish to stress something is their choice; however, there are many instances where teachers can express solidarity and implied shared investment in learning goals. Naturally, such language use should mirror teacher actions, and students need to feel its use is authentic and welcome such a connection with the teacher.