As the paper declares students are supposed to craft what they study to be part of themselves. Getting, as well as keeping, ELLs engaged are maybe the most significant steps in creating a flourishing learning outcome. Research has showed that a majority of students in United States universities, particularly Texas, go through their first year of education only to drop out in the second year. This is particularly because the students cannot relate what they learn into their daily lives. It is as if the instructions offered to them make no sense. Relating academic instructions to daily lives is the best technique of making (not only ELLs, but also other) students understand the importance of education. This paper will assist educator to rethink the classroom in a manner that will allow both ELLs and other normal students to feel engaged in classroom activities in order to succeed in their education. Recent research has showed that the classroom design affects levels of interactions, as well as engagement of ELLs. Therefore, the amount of instructions acquired also depends on the classroom design. A study conducted by the National Training Laboratory discovered that only 5% of what is instructed by a lecturer is retained by ELLs . Discussion groups, on the other hand, had a percentage of 50, and normal practice took the day by 70%. Sophocles, a Greek philosopher, was already aware of this when he wrote that a person should learn through doing (practice) things. It is vital to notice that, even though people think that they know how to do something, there is no certainty until that something is tried. This paper outlines that Dekhinet notes that a student should be motivated to practice what they learn in the classroom. He goes on further to argue that educators stress much on students being keen to what they teach and forget the vital fact that allowing them to practice is the key to coming up with a successful education outcome. Therefore, what this paper is advocating for is that a teacher should also try to incorporate him/herself with the practice belief. A classroom should be set in a manner that gives students a feeling as if they are putting to practice what they are being taught. Such a classroom should be comfortable for both the learners, as well as the educator. Comfortable classrooms, psychologically and physically, keep minds focused, endorse a sense of well-being, and minimize distractions. Hence, a student will be able to capture the instruction more easily. Comfort is not always an experimental phenomenon. However, we know that when a person is uncomfortable, he or she is distracted. Lighting, temperature and furnishings, all have a significant role in an individual being comfortable. Psychological comfort is also vital. Environments, which are uninviting or intimidating, will affect the depth of learning that can occur or acquiring instructions.