In Pearson’s new series of general English language teaching, shows us why some students have more confidence in themselves than others, and guides us through five key confidence-building strategies. Each activity should be based on the last one and lead to the last task that will enable students to achieve the goal. It is also important to communicate this objective to students so that they know what they want to achieve. Once we know what our students are supposed to accomplish, we can organize the lesson so that students have the best chance of achieving it. In addition, students have the opportunity to develop and practice partial skills and strategies to help them develop listening, speaking, reading and writing skills. Regular work in pairs and groups gives students the opportunity to see how their colleagues’ efforts lead to good performance and progress. Rather than focusing solely on correcting mistakes, it is really important that we also show what students have done and should continue to do well and the progress they have made. There are also reflection exercises that focus on confidence and suggestions in the teacher’s book on how to add support to students who need it. All of these elements should help students develop confidence and skills. This helps us to organise the lesson in a logical way and to ensure that students progress. Keep in mind that students in general do not attach much importance to a goal that is simply on the board. A student who believes in “his” or “her” abilities sets challenging goals, is motivated to achieve them, establishes and uses appropriate strategies to perform well. To avoid this, we can add support to help weaker students complete the task successfully. In this article, Lindsay Warwick explains how we can inspire our students to be more confident and improve their learning.