Following tips will be helpful to the teachers in administering language drills in the classroom:

1) Before administering the drill, the learners should be explained the aim of the drill and the procedure to be followed.

2) The items in the drill should be short.

3) A system of hand signals (to start, to stop, to repeat, to repeat again, etc., may not interfere with the stimulus and the responses.

4) The teacher should follow the response carefully and should give correct responses for reinforcement immediately after each of the learner's responses.

5) Besides chorus drills, individual responses drill should also be administered which helps the teacher to locate individual learner's responses.

6) It is essential that all the learners should be involved in repeating the responses in chorus drill. None should be ignored.

7) The teacher must be very careful in administering the drills. The sentence produced by administering the drills may be grammatical but they may not be acceptable. This kind of confusion should be avoided by the teacher especially in the substitution drills.

8) The teacher should use normal speech in terms of speed, stress, intonation, etc. If he slows down or speeds up it may not only distort the intonation but also the meaning as a whole. Thereby the learners may not be capable of understanding normal native speaker's speech in the target language. Slowing down or speeding up and unnatural pauses will confuse the learner and they are the result of a false sympathy towards the learner and they are the result of a false sympathy towards the learner which is detrimental to his own interests.

9) The teacher should use as little English as possible (Pattanayak, 1969), while teaching another language.

10) The teacher should repeat afresh after every learner, so that the learners should not imitate each other. The teacher should repeat once again after each learner,so that the correct version is always the last impression.

11) The teacher should not show partially to any one learner. He should tell them that what he expects is superior performance from each learner.

12) The teacher should neither concentrate on the weaker learners ignoring the better on* nor should he play more attention to the better ones.

13) The teacher should stick to the vocabulary of the learners at any one time.

14) Holding the attention of the class is very important. So the teacher should-

(a) Surprise the learners by changing the order of calling on the learners.

(b) Name the learners after the question.

(c) If a learner misses a question, the teacher should ask a different question to another learner.

(d) The teacher should repeat the question/sentence if the learner finds any difficulty. He should ask the learners to close the text when the basic sentences are introduced in the class. It is very important that they concentrate on the sounds also.

15) The teacher should not make a learner repeat more than three times at any one
time. If the teacher is still dissatisfied, he may come back again to the same learner later.

16) The teacher should not imitate the learner's mispronunciation and he should never exaggerate or ridicule the learner's mistake. The best way to correct is to repeat the item. The simplest way to express dissatisfaction is to ask the learner to repeat again. It is very important that the learners use the learned structures in communicating in an unanticipated context. So the teacher should give a chance to the learners to use what has been learnt. Thus the drill should be made in such a way that the learner can use them.

17) More often than not, boredom is due to the teacher. So the teacher should not blame the class if not appears to be bored. On the contrary he should try to eliminate the element of drudgery from the classroom teaching.

18) The teacher should remember one important thing that his business is to teach and not just to humour the class.

19) The teacher should move deliberately from one place to another in order to ensure learners' attention.

20) The teacher should use some gestures, which may include the movements of head, hand and body to direct attention to emphasize importance, to express emotion, etc.

21) The teacher may use verbal and non-verbal reinforcers. Verbal reinforcers include expressions like - good, excellent, come on, think, etc., and also repetition and rephrasing of learners' response which reinforces their behaviour positively and encourage them to participate. Non-verbal reinforcers includes nodding, smiling, moving towards responding learners, carefully observing the responses and encourage them to participate.

22) The teacher should use positive rein?forcers which strengthen desirable learner's responses and if he uses negative reinforcers it weakens or negatively reinforces the non-verbal cues, like nodding, etc., and verbal reinforcers, like yes, excellent, repeating, rephrasing the response of the learners, etc. The negative reinforcement includes telling the learner directly that his answer is wrong and passing circastic remarks and non-verbal reinforcements, like frowning, staring, looking angrily at the responding learner (Passi, 1976).