Inordertomakea“Classroom-Praise–Sandwich”,asalanguageteacher,youmustcreateasafeclassroomfirst.Thatistosaythatthelanguageteachermustunderstandhowstudentsfeelwhenlearninganewlanguage.Studentswhoareself-confidentandfeelgoodthemselvesaremorewillingtotakechancesandmakemistakesinspeakingthenewlanguagetheanxiousstudents.Sosomeexpertssuggestthatteachersdosomeeffortstocreatesafeclassroomenvironments. 　　Howdoteacherscreatesafeclassrooms? 　　First,inasafeclassroom, 　　a.Teachersareconfidentabouttheirteachingmethodsandhavewarmrelationshipswiththeirstudents; 　　b.Teachersrespectthestudentsandencouragethestudentstorespecteachother; 　　c.Teachersencouragelaughterandasenseofplayinclass; 　　d.Teacherscreatearelaxedandhappyatmospherewherestudentstrustthattheteacherandtheotherstudentswillnotcriticizethemharshlyortheirmistakes; 　　e.Teacherscanhelpstudentsfeelfreetocommunicateandexpressthemselveswiththeknowledgethatmistakesareanormalpartofthisprogress. 　　Second,teacherscancreatesafeclassroomsbybeingrelaxedabouttheirownmistakes.Forexample,ateachercanencouragestudentstotrytocatchthespellingmistakestheteachermakesontheblackboard.“Oh,thankyouforcatchingmymistakes.You‘reveryintelligenttoday!”Ifteacherscanadmittheirmistakesandcorrectthemwithoutbeingembarrassed,studentswillalsofeelmorerelaxedabouttheirownmistakes. 　　Howdoteachershandlemistakesinasafeclassroom?First,itisimportanttorespectthestudentsandrecognizethattheyaredoingtheirbest.Second,mistakesareseenasanormalpartoflearningalanguage;infact,mistakesareseenassomethinggood;third,teachersshouldencouragestudentsbythewaytheycorrectmistakes.Averyimportantingredientofthesafeclassroomistogivelotsofpraiseandencouragement.Withpraise,studentsareencouragedtocommunicatewitheachotherwithoutundueconcernforcorrectness.Studentsarenevermadetofeelashamedofmistakes. 　　Ifyou’vesolvedtheaboveproblems,you’vegotaPRAISESANDWICH(“表扬三明治”).Thesandwichwhosefillingis‘CORRECT’thatismadeasfollows: 　　*PRAISEthestudentsfortrying; 　　e.g.Student:“Iwriteadiaryyesterday.” 　　Teacher:“Goodtry,butnotquiteright.Whocanhelphim?” 　　*CORRECTthestudentgentlyoraskanotherstudenttogivethecorrectanswerandhavethefirststudentrepeatit. 　　e.g.Anotherstudent:“Iwroteadiaryyesterday.” 　　Teacher:“Good.Canyourepeatthat?” 　　Student:“Iwroteadiaryyesterday.” 　　PRAISEthestudentforthecorrectresponse,andgetthewholeclasstorepeatit,andthenwriteitontheblackboardifyouwanttoemphasizeit. 　　e.g.Teacher:“Excellent.Everyonerepeatthis.” 　　Wholeclass:“Iwroteadiaryyesterday.” 　　Teacher:“Verygood!EVERYDAY,Iwriteadiary.YESTERDAY,Iwroteadiary.AndtomorrowI’llwriteadiary.” 　　Inthisway,youcangetaverynicePRAISECIRCLE.Inanotherword,usingthePRAISESANDWICHhelpsstudentsfeelgoodaboutparticipating.Eventhoughstudentsmakemistakes,theyandthewholeclasslearnfromthesemistakesandeveryonefeelsfreetospeakagainandagain.UsingthePRAISESANDWICHisjustonewaytohelpcreatesa