Creating exclusivity by chatting and laughing in a language which not everyone in the class understands is a particularly divisive form of behaviour. Once norms of behavior have been established students will often spontaneously regulate the behavior of their peers. Recognising roles Teachers naturally tend to pay attention to bright, high-profile class members, directing questions to them and spending time responding to their comments and questions. It is easy to forget those students who sit quietly and unobtrusively at the back of the class and avoid catching the teacher's eye. Teachers need to understand that the way to draw reticent students into the communal learning experience is not to fire questions at them and try to force them to respond.
Alternative strategies are more successful.
In classes which have been together for some time a common class culture develops. The students in the class, together with their teacher, share understandings about how the class operates and about how individuals behave. Teachers who have classes with constantly shifting populations become skilled at developing and maintaining class traditions in such a way that cohesion is maintained. When this happens it is necessary for teachers to re-energise their classes so that a sense of common purpose is maintained until the end of the course. Certain techniques can be used to achieve this end.