I usually begin my class with games and songs because these activities help students feel refreshed, relaxed, and energized before starting the lesson. When students come into the classroom, they may feel afraid and not fresh, so starting with something fun allows them to reset their mood and become more ready to learn. In addition, I sometimes ask students to write down how they feel on a piece of paper and share their thoughts with someone they trust. This activity encourages emotional expression and helps students feel heard and understood. After one or two weeks of practicing this regularly, it becomes a normal part of the classroom routine, and students gradually become less shy about sharing their feelings or personal stories.

Moreover, I believe that building trust is very important, so I make clear agreements with my students and always try to keep the promises I make. After each activity, I discuss classroom expectations with them. For example, I tell them that they are allowed to stand up or move around if they feel sleepy, ask questions if they do not understand the lesson, and raise their hands whenever they need help. By doing this, I create a flexible and supportive learning environment where students feel comfortable and respected. I also adjust my teaching strategies depending on their behavior and energy levels. If students seem bored, tired, or disengaged, I introduce games, interactive activities, or short breaks to help them regain focus and motivation.

In addition, I usually leave about 15 minutes at the end of each class for reflection, feedback, and a brief review of the lesson. During this time, I ask students questions such as, “What do you think about my teaching?” and “How do you feel about this class?” I encourage them to answer honestly and openly without any fear of punishment. At the beginning, many students feel shy or afraid to express their opinions. However, over time, as they become more familiar with the classroom environment, they gain confidence and start to share more openly. This process helps build a strong and positive relationship between the teacher and the students.

In conclusion, these strategies are very useful for connecting with students and supporting their emotional and academic development. Teachers can also use different techniques to approach students of different ages and backgrounds. When students feel safe, comfortable, and familiar with their teacher, they are more confident in expressing their thoughts and feelings. As a result, they can communicate more openly and participate more actively in the learning process without fear or hesitation.