One routine I find meaningful and would like to use in my teaching is a “Daily Check-in Circle.” At the beginning of the class, students briefly share one word or one short sentence about how they feel that day or something they experienced. For example, students might say they feel “happy,” “tired,” “worried,” or share a small event from their morning. The purpose is not to force students to speak, but to create a simple and consistent moment where everyone feels seen and heard.

I think this routine can be very helpful in migrant and crisis contexts because many students carry stress or personal difficulties that may affect their learning. By allowing a short check-in at the beginning of the class, teachers can better understand the emotional condition of their students and respond with more empathy. It also helps students feel that the classroom is not only a place for academic learning but also a safe space where their feelings matter.

From my experience working with students, when learners feel respected and understood, they become more comfortable participating in lessons and discussions. Over time, routines like this can strengthen trust between teachers and students and create a more supportive classroom community. Even though the activity is simple, it can have a strong impact on students’ confidence, engagement, and overall well-being in the learning environment.