Shaun Wilden, a freelance teacher trainer and expert in online tutoring, shares some thoughts on his upcoming series of webinars on teaching students online.
Over the last few years, language teachers have had to come to terms with a technological shift in the way they teach. Though VLEs (Virtual Learing Environments) have been used in education for many years, it is only over the last few that they have become part and parcel of teachers’ working lives as either they, their school, or the material they use have found their way online. Be it setting homework via edmodo, using Facebook to extend the classroom or using online workbooks to complement courses, language teaching is more blended than ever before.
Being thrust into this asynchronous world of teaching can be quite daunting for those of us that were trained for the face-to-face classroom. We are used to standing in front of a group of learners, setting tasks that get our learners to communicate while we monitor, react, guide and prod. We are skilled in the art of classroom management, noticing when a student is off track, reading body language to gauge if a student is struggling and knowing when a task is finished and how to wrap it up. We are comfortable working face to face, knowing our training and experience has given us the skills to handle most things that school life throws at us.
While the popularity of social networking has implicitly helped us come to terms with asynchronous communication, a tweeted conversation or discussion of the latest cat photo on Facebook hardly counts as adequate training for dealing with students online. Is it a given that a skilled classroom teacher will automatically make the transition to the online environment?
As with many of the technological changes that come to schools, blended learning is often introduced at the behest of the stakeholders, sometimes with little thought given to how the change is going to affect teachers and impact on their working routine. Likewise, they often presume this is what the students want and assume that students will jump into asynchronous learnin,g embracing in-task discussions with the same gay abandon they show when updating a social network status. However, in reality an online forum is, for many, a far more stressful entity than the physical classroom. If you have ever joined Twitter, think about how long it took you to craft your first tweet and the angst of getting it right. Will anyone read it? What does it say about me? Is my language correct? Do I have anything to say? These are all questions that tend to go through your mind. There is something about the written word that increases the stress – perhaps the permanency compared to the ephemeral nature of something said.
Having trained teachers to work online for the last eight or so years, I’m all too familiar with all these issues and the nervousness teachers feel when venturing into the online teaching environment. Even the most confident teacher can feel trepidation when taking their teaching into the asynchronous world. How do I set my class up? How do we communicate? How do I motivate them? How do I stop certain students dominating? When do I need to give feedback? Are questions I regularly get asked.
Now, you may be forgiven for thinking that starting to blend your teaching is a bit of a minefield. It isn’t. Getting started is easy; being effective is more of a challenge. So to help you get acquainted with the asynchronous world, we’re running a series of workshops over February and March. If you want to learn about the skills and being an effective teacher, join me over three webinars when we’ll discuss everything from netiquette to making sure students join in and not lurk.
To find out more about tutoring online, join Shaun’s forthcoming webinars:
Online tutoring part 1: what does it offer teachers and students?
Watch the recording of the webinar.
Online tutoring part 2: the challenges and benefits
Watch the recording of the webinar.
Online tutoring part 3: getting the most out of your students
26th March 2014