This step is important because I am making each student in the classroom (Native English speakers and ELLs alike) feel that they are of equal worth. Also, the ELLs in the class would be given the extra time that may be needed to work through their answers.

If I display appropriate listening and behavior towards the ELLs, then hopefully this will catch on with the native students.

In many cases, students in an ELL classroom are of varying English proficiency levels. It's easy to let the high level learners dominate the class, however, the lower level learners need an opportunity to express their thoughts as well and their ideas are just as valuable.

In the case of Korean students specially, if the teacher doesn't value the students opinions, or reacts like their opinion is silly, the students have a tendency to shut down. Students have a serious issue with being wrong and it stumps their ESL growth.

Similarly, Kazakhs are very proud people and they do not respond to the teacher adequately unless they are treated with respect.

5 step action plan to promote inclusion of ELL