This paper focuses on the notion that language lessons are more effective – with teachers teaching more dynamically and students more alert and ready to learn – when classes function as communities of learners in which an overall spirit of unity and cohesiveness prevails. In her paper Rose Senior describes the research basis that enabled her to identify a wide range of everyday classroom behaviours that impact in positive or negative ways on the social evolution of class groups. In the next part of her paper Rose presents the notion of ‘class-centred teaching’ – a term broad enough to encompass the learning and socially-driven classroom behaviours of both teachers and students – all of which impact on the overall dynamics of class groups. She suggests that the concept of class-centred teaching – which is not connected to any particular teaching approach, style or method – can be usefully kept in mind by any teacher wishing to develop empathetic and productive working relationships with their classes – regardless of the syllabus they are following or their local teaching conditions. In the final section of her paper Rose presents the ‘RICE’ principles of Rapport, Inclusivity, Connectedness and Engagement, suggesting that these can be used to guide the classroom decision-making of any teacher wishing to teach in class-centred ways.