Oxford University Press

English Language Teaching Global Blog


1 Comment

Top 10 Tips To Help Your Online Lessons Run Smoothly!

Teacher frustrated at online lessonsFor many of us, it’s been a while since our teaching world got turned upside down and we found ourselves moving from a physical classroom to online lessons in a matter of hours. It feels like a lifetime ago since we were left wondering what the best practice for online teaching was. In this initial online period, often referred to as the period of emergency remote teaching (ERT), the best advice for running a smooth lesson included such sage things as to ensure you have a good microphone and lighting.

Fast forward to the present day and we’re moving out of the ERT situation and gaining confidence in our online teaching. In this light, I asked a number of teachers around the world what advice they would now give for ensuring the smooth running of online lessons. From what they told me I have collated the top ten tips to help your online lessons run smoothly.

1. Manage the technical stuff

Just because we are now more settled into the online rhythm doesn’t mean we should get overconfident with how things work. As such the initial advice of check your sound and video, make sure your internet connection is stable, still hold true. As many of us have learned just because things worked in one lesson it doesn’t mean they will in the next, so always check. If you’re just beginning with online lessons then follow some basic rules:

  • If you can, make sure you have a quiet, uncluttered space that you can run your lessons from. It should have good lightening so that when you are on webcam you can be seen clearly.
  • Be as close to your internet router as you can. If you have the possibility of using a cable for your internet then do as this can give you a more consistent connection.
  • Wear headphones when you’re teaching as this will cut down feedback caused by you and your students having their mics on. Encourage students to wear them as well.
  • Before your first lesson, familiarise yourself with the platform you are using. While platforms vary in their functionality, for your first lesson make sure you know how to switch on sound and vision, use the chatbox, and share your screen. This last one will mean you can show materials to the students.
  • Don’t worry about becoming a platform expert overnight, it is more important to make sure both you and your students feel comfortable with the key features. To that end, use your first lesson to teach students how the room is used, don’t assume they will simply work it out. If you’re looking for more support in this area there are a plethora of resources on the Internet though you could start with OUP’s digital teaching resources.

2. Assume the students are not tech-savvy

To quote a teacher in Portugal, “Just because you’ve spent the last 7 months in online lessons, becoming tech-savvy, don’t presume your learners have!” Always make sure in first classes that you give the students the language they need to operate i.e. “How do I turn on my camera?”. Make sure you’ve explained or introduced any new tools or features of the room before the students are set a language task.

3. Expect the unexpected

Rather like falsely assuming your mic and camera will always work, it would be wrong not to be ready for the unexpected. You never know what the online classroom might throw up. For example, what happens if the students’ connections are having a slow internet day? Is there a low-tech solution? You could send any lesson materials in advance so the students have the chance to get and access them before the lesson begins.

4. Adopt a positive mindset

Many teachers still yearn to be back in the same physical space as their students and continue to find the lack of proximity a major hurdle to their lessons. However, a positive mindset will rub off on everyone in a lesson and as a result should make the lesson smoother. To aid that make sure you aren’t trying too hard, teachers often seek lesson perfection and then dwell on any aspect in a lesson that didn’t quite get to that level, overlooking the many things that went well.

5. Write it down

This is a multi-layered tip. First, it refers to planning. While many of you are bound to make detailed plans already think in the planning stage about elements that encourage the students to talk. One thing you’ve probably noticed is that your online lessons have been quite teacher-led, so now is the time to think about creating opportunities for the students to speak and interact more.

Next, it refers to physically writing it down for students. Have you noticed in a lesson when you rely on oral instructions that you have to repeat it so many times and still not everyone gets it? So, have written instructions to put on-screen to aid your words. You can have these on a slide that you can display by screen share at the appropriate moment.

And last but not least, write it down refers to making use of written comments. Though you’re meeting in a virtual classroom there are still many ways writing is used in your lesson. For starters there is the chatbox, ensure you reply to comments and answer questions in the chatbox so the students feel acknowledged. If your room allows it, use private messaging to do things like praise a student or give them extra support. Furthermore, if you use an external collaboration tool like a Google Doc or a discussion board, leave comments there so the students know the teacher is ‘there’ if needed.

6. Use your classroom tools purposefully

In other words, don’t confuse technology with teaching. A lot was made at the beginning of ERT about what virtual rooms can do and what tools can be added to them. It perhaps led teachers to the expectation that lessons needed to be all bells and whistles. While you’re probably ready to do this now, do remember that your room tools should be used purposefully. For example, there is arguably no point in putting people in and out of breakout rooms for short tasks. While you might feel like this brings a more student-centred lesson, you’re in fact making for a very stop-start sort of lesson and inadvertently giving over a lot of time to managing the classroom. One longer meaningful task will ensure more time for the students to meaningfully work together.

Whatever external tools you choose, stick with them. There is nothing wrong with using the same tool, in fact, the more you use it the more the students get to know it and the smoother the lesson becomes. Chopping and changing to try and utilise the current tool of fashion just leads to confused students and dedicating lesson time to showing how the tool works rather than getting on with the teaching.

7. The whiteboard is your friend

A small confession here, I struggle with online whiteboards. They are difficult to write on, I forget to give students the permission to use it and it often means stopping the sharing of one screen to share another. All things which can affect the smoothness of my lessons. However, rather than simply avoid them I am trying to make them my friend.

Since I tend to use a slide deck I’ve learned to include white slides amongst my deck that I can use as aboard. This eliminates the need to switch back and forth. I can also prepare slides as boards making me feel more prepared. Other teachers have achieved the same by using external whiteboard sites (easy to find with a quick internet search) or using a shared document. Additionally, to quote a teacher in Ukraine “a virtual board makes lessons more visual”. What’s more, you can usually save your board for future reference and to be used as a revision tool in a future lesson.

8. Keep them focused

Let’s face it even in the physical classroom, keeping kids focused is often a challenge and online this is amplified. One technique for dealing with this is to use visual cues at different points of the lesson to check the kids are still following along and not doing something. The visual clue should be a signal or action that you do at various points in the lesson and everyone has to copy as quickly as possible.

9. Community

If ERT was about a quick transformation from face to face to online, now it is perhaps time to think about how we can effectively maximise educational opportunities. A way to do this is to go beyond the lesson and turn the class into a community. Some of the teachers who sent me tips talked about how they’ve used instant messengers to create groups to allow students to discuss things like language issues and homework problems outside of class. By doing so they feel the virtual classes have run a lot more effectively. This might not be suitable for every teacher so another option is to look into asynchronous areas that can have running discussion boards and be used to distribute work.

Not everything has to be done through the live online class, especially as there is so much to achieve within that time anyway.   This will help with the community aspect and it does make language learning fairer for your students. Not all are comfortable synchronously and not everyone has the same access abilities to be online at the same time. Planning lessons that utilise various online means should lead to an all-round better learning experience.

10. Find a teachers’ room

At first glance, you might wonder how this will make your lessons run smoothly, however despite being tenth on the list it was the most submitted piece of advice. Not only are teachers missing their classrooms but they’re missing their staffrooms as well. The place they go to find support and get stuff off their chest. It’s important for both well-being and to keep the positive mindset suggested in tip 4. Looking after oneself and having good support is a fundamental step in ensuring you’re an effective educator. Teaching from home can bring a sense of isolation so if you can, find a place to act as your teachers’ room, be it the various ELT groups on social media, joining one of the many online events that ELT organisations are running or making use of initiatives like the IATEFL BESIG online breakroom where teachers can drop by and chat.

My thanks to all the teachers that gave me their advice to use.

 

Are you ready to explore digital tools for teaching and learning?

Do you need help getting started with the digital tools in your Oxford course?

Or are you looking for tips and ideas for using digital in your teaching?

Get into your stride with digital teaching

 


Shaun Wilden is the Academic Head of training and development for the International House World Organisation and a freelance teacher, teacher trainer and materials writer.  He currently specialises in technology and language teaching, especially in the area of mobile learning. His latest book “Mobile Learning” was published in 2017 by OUP.  He is a trustee of IATEFL and also on the committee of the Learning technologies special interest group.  He makes the TEFL commute podcast for teachers.


Leave a comment

Watching Students Find Success With The Oxford Test Of English

Oxford Test of English: Dr Ahmad Khalil Abdelqadar Awad“When I hand my students a certificate endorsed by the University of Oxford, it really is something amazing.”

Dr Ahmad Khalil Abdelqader Awad, an English Language Instructor and 2020 Headway Scholar from Saudi Arabia, has seen firsthand how taking the Oxford Test of English has impacted his students.

“It gives some students the confidence to pursue studies in English-speaking countries; others use their results to prove their English proficiency when they move into their chosen career. Our university requires students to have a good level of English to register, so taking the Oxford Test of English means they don’t have to take other English courses, and they can focus on their specialism.”

And it’s not just his students who have benefitted from taking the test –

“We also welcome people in the wider community who want to take the test, to help them get a promotion at work.”

An affordable, personalized test

With so many other English language proficiency tests on the market, what makes this one so special?

“We were impressed by how easy it was to use, how it adapts to students’ personal abilities, and how relaxed students were when they took it. I’ve seen students get very anxious about taking other English exams, but they actually enjoy the Oxford Test of English. They say it runs very smoothly, too.”

Dr Ahmad’s institution also made history – becoming the first Approved Test Centre for the Oxford Test of English in the Middle East.

The number one selling point for his students, however, was the price.

“What I hear most is how happy students are about the cost of the test. Having an affordable English test means a lot to them because many don’t work. For our students, the cost of the Oxford Test of English is what makes it number one.”

How is it changing students’ lives?

Not only is it inexpensive, but it’s also a worthwhile investment! Each student’s certificate will stay with them for the rest of their lives. And they don’t just receive any old certificate – they are awarded the only English language proficiency certificate in the world issued by Oxford University.

Everyone knows the University of Oxford. So when I hand my students a certificate endorsed by the University of Oxford, it really is something amazing.”

 

Like this? Find out more about how the Oxford Test of English is changing students’ lives here! 

You can read more success stories and learn how the Oxford Test of English could benefit your students on our website.

 

Don’t forget to share this link to our Learning Resources Bank with your students – where they can find additional tips and support to guide them through their English learning journey.

 


5 Comments

The Complete Professional Development Guide: Books You Need To Read In 2020

man reading bookTeaching during COVID-19 has challenged us to adapt quickly and learn on the go this year! But how much time have you spent on your own professional development, and how prepared do you feel for the start of next term? As the holidays approach there is a sense of relief as we get to have a well-deserved break, but it is also a chance to get ready for the new term, whatever it may bring. To help you prepare for every scenario, we’ve created an essential reading list with English language teachers in mind! Explore the pros and cons and get practical tips for teaching online, prepare to assess your students in new ways, and learn to prioritise your own wellbeing. We’ve got you covered with best-sellers and the latest professional development books and papers written by ELT experts.

 

Our Professional Development Book Of The Year

Teacher Wellbeing book cover

Teachers… have the power in their own hands to make things better and to nurture and enhance their own wellbeing. This is a welcome message at any time, but perhaps most of all now when there is so much uncertainty in the world.

– English Teaching Professional

Teacher Wellbeing

Our book of the year serves as a practical guide to help individual teachers promote and nurture their wellbeing. Discover effective tips and strategies to help you meet your needs, and improve your wellbeing by finding techniques that work for you. You’ll also find tips to help you maintain a healthy work-life balance, and nurture your personal and professional relationships.

 

Three Professional Development Best Sellers

Bestselling professional development book covers

  • Exploring Psychology in Language Learning and Teaching: This award-winning book explores key areas of educational and social psychology and considers their relevance to language teaching. Learn learners’ and teachers’ beliefs about how a subject should be learned and taught, relationships with others, the role of emotions in learning, and more…
  • How Languages are Learned 4th edition: Prize-winning How Languages are Learned shares how language learning theory works in the classroom and provides you with practical techniques and activities developed from research. Perfect for new and experienced practising teachers.
  • Teaching Young Language Learners 2nd edition: A clear introduction to teaching young learners. It covers child development, L1 and L2 learning, vocabulary and grammar, and more by combining theory and practice in an accessible way. It draws on up-to-date international research and classroom practice.

 

Support For Teaching Online

  • Mobile Learning: Get clear guidance and essential support for using mobile devices in and outside the language classroom. Full of practical ideas and activities, it emphasizes the power of the mobile device as a tool for language learning.
  • Learning Technology: Learning Technology provides a clear guide to how teachers can introduce learning technology to the classroom. Explore different ways of putting it into practice, including virtual learning environments, social learning platforms, blended learning and the flipped classroom, mobile learning, and adaptive learning.

 

Recommended Assessment Books

  • Language Assessment for Classroom Teachers: This book presents a new approach to developing and using classroom-based language assessments. The approach is based on current theory and practice in the field of language assessment and on an understanding of the assessment needs of teachers. Split into four parts, this book is the ultimate practical guide to classroom-based language assessment, with advice that can be applied in any classroom setting – both real and virtual! A professional development must-read!
  • Focus on Assessment: This book develops your ability to design, implement, and evaluate language assessment in your classroom, helping you relate the latest research and pedagogy to your own teaching context. Explore the multiple roles teachers play in language assessment such as ensuring a positive assessment experience and promoting learner autonomy, and improve your assessment competence with activities that help you to apply assessment theory to your own classroom.

 

Recommended Vocabulary Books

  • How Vocabulary is LearnedHow Vocabulary Is Learned discusses the major issues that relate to the teaching and learning of vocabulary. Written by leading voices in the field of second language acquisition, the book evaluates a wide range of practical activities designed to help boost students’ vocabulary learning, starting with ‘Which words should be learned?’…
  • Focus on Vocabulary Learning: Explore teaching vocabulary to language learners aged 5-18. Discover the considerable challenges of learning the vocabulary of a new language from a range of perspectives, and become equipped to teach with practical solutions. Find a rich variety of useful activities and examples from real classrooms, and ‘spotlight studies’ of important research, that link theory to practice.

 

ELT Position Papers

Our position papers provide expert advice and guidance on the burning issues shaping English Language Teaching today. Download them for free and you’ll also receive exclusive training and resources for your classroom.

ELT Position Paper covers

  • Global Skills:  Creating Empowered 21st Century Learners: Help every learner develop the skills they need for success in a fast-changing modern world! Get expert advice and discover the five global skills clusters that prepare learners for lifelong success and fulfilment.
  • Oxford 3000 and Oxford 5000: The Most Important Words to Learn in English: Interested in expanding your learners’ vocabulary? Discover our core wordlist of all the most important words for learners to know! Deliver a well-founded vocabulary syllabus with confidence, and encourage independent vocabulary learning at home.
  • Inclusive Practices in English Language Teaching: Create an inclusive classroom, and make learning a positive experience for each and every learner. Discover expert advice to help you identify and support students with special educational needs, and pick up practical solutions for building an inclusive classroom environment.

Professional Development On The Go!

Download our free focus papers to access bite-sized insights and practical tips for the ELT classroom! Each paper is easy to use, and immediately useful, covering topics like:

  • Online Teaching
  • Project-Based Learning
  • Mediation
  • Oracy Skills
  • Managing Online Learning
  • And more!

 

Which new teaching skills are you trying this year?

Let us know in the comments below!

 


Leave a comment

Welcome to Camp ELT Online!

ELT Camp OnlineAre you planning to attend Camp this summer? Join us for the first-ever Camp ELT Online, where we’ll have five days of free webinars focusing on virtual teaching, with handouts, social media challenges, and opportunities to connect with other ELT teachers.

Oxford University Press experts from around the globe will offer guidance on building an engaging virtual or blended class in this interactive webinar series. Camp will start with the basics on setting up your technology and move through practical support on how to build a syllabus as well as engage and assess your students digitally before applying those strategies in the final sessions of the week.

Throughout the week, join us on Twitter using #CampELTOnline to participate in Camp challenges! Everyone is welcome to Camp, where teachers will connect with each other around the world and grow their ELT community.

Camp ELT Online Schedule

Choosing your platform and tools by Andy Barbiero & Charlotte Murphy

June 22, 2020, 1:00 – 2:00 PM Eastern Time

The first steps to teaching online involve identifying what you need to successfully teach your students and how to effectively use free videoconferencing tools or school-provided LMS systems to teach your ELT learners.

Planning your syllabus and adapting to changes by Sandra Borges & Gabriella Havard

June 23, 2020, 1:00 – 2:00 PM Eastern Time

Even if you’re teaching the same classes, starting a new semester in the current circumstances requires a fresh look at your approach to pacing and assignments – and allowing yourself flexibility to adapt when you need to.

Engaging and assessing your students online by Sarah Rogerson & Christopher Sheen

June 24, 2020, 1:00 – 2:30 PM Eastern Time

Building a community where students can be active learners online involves new types of student engagement and continuous assessment. Together, we’ll discuss types of student engagement and ways to incorporate each into the classroom, as well as how to build assessment in at every stage.

Taking advantage of digital courses: Step Forward, 2nd edition by Philip Haines

June 25, 2020, 12:00 – 1:00 PM Eastern Time

How can you make sure you’re getting the most out of your textbook when you’re teaching students online? In the first session, we’ll discuss how Step Forward, our standards-aligned course for adult learners, can be used in virtual classes.

Taking advantage of digital courses: Q: Skills for Success, 3rd edition by Paul Woodfall

June 25, 2020, 1:30 – 2:30 PM Eastern Time

How can you make sure you’re getting the most out of your textbook when you’re teaching students online? In the second session, we’ll talk about the various digital components of Q: Skills for Success and how they work together.

Rounding out your course with online resources: Oxford Picture Dictionary, 3rd edition by Harcourt Settle

June 26, 2020, 12:00 – 1:00 PM Eastern Time

It’s simple to bring additional material into lessons, but is it the same when your classes are online? In the first session of the day, we’ll explore ideas to bring the Oxford Picture Dictionary into virtual classes as a supplement for adult learners.

Rounding out your course with online resources: Oxford Online Placement Test and Oxford Advanced Learners’ Dictionary, 10th edition by Diana Lea and Sarah Rogerson

June 26, 2020, 1:30 – 2:30 PM Eastern Time

It’s simple to bring additional material into lessons, but is it the same when your classes are online? In the second session, we’ll talk about resources to place your students and how to use the OALD for general English and academic classes.

 

Join us for Camp ELT Online from June 22-26, 2020!

Register for Camp ELT Online


4 Comments

5 ways to Engage with Students Online (and Face-to-Face, too!)

young girl on laptopRemote teaching is new to many of us, teachers, as well as being new to many students. Even when we are teaching in class sometimes it gets difficult to keep the students on task for various reasons. With schools closing down in many countries, it can be very challenging to engage students for entire online lessons.

Embracing new digital tools to deliver lessons, shortening the hours of teaching and blending lessons with EdTech can be very beneficial for both teachers and students. There are also a few more tricks we can use to keep students focused.  Here are some ideas to spice up your online lessons with primary students. Many of these can also can be implemented in your face-to-face lessons.

1) Find Something Blue in Your House in 45 Seconds

Since all your students are at home, you can begin your lesson with a warm-up which takes advantage of the fact that your students are at home.  Ask your students to find something blue in the house and share it with the rest of the class via their camera. Set a time limit for this activity, or some students will wander around in the house for hours. You can begin with 45 seconds, and reduce the time span each lesson. Try changing the colour, or you can ask the students to come to the lesson with their favourite toy, book, or anything related to the topic of your lesson. You can also revise some grammar by asking your students to go to the kitchen and find 3 countable and three uncountable items. Ask the students to share why they have chosen those particular items. In class, you can apply this activity with the items in the classroom.

2) Today’s Word

Choose a word either related to the topic or not. Tell students that today’s word is ‘butterfly’, for instance. Tell your students to act like a butterfly as soon as they hear the word. If, during the lesson,  you feel that the students are starting to lose attention, out of the blue say the word out loud. You will see some students paying attention and being a butterfly, while some others trying to catch up with them. This activity may help students with lower attention spans to be more focused.

3) Add Movement

During online lessons, students sit in front of the screen and generally they do not move until the lesson is over. It is a good idea to add some movement in your virtual lessons. If you are doing an activity with multiple choice answers, for example, ask you, students, to stand up and give the answer with their body. Ask the students to raise their arms, and if they think the answer is A, they should lean to their right. If the answer is B for them, they should lean to their left. And if they think the answer is C, they can shake their shoulders. With every type of close-ended questions, for every right answer they give, they can stand up and turn around once. Adding movement in your lessons will help your students to focus more easily. You can try this in your face to face classrooms, as well. All learners benefit from being allowed to move around at regular intervals’

4) Mind Map of The Week

Before starting your lesson, especially a new unit or topic, ask your students to think of, or write, what comes to their mind when they think about the previous lesson This may be a word, a game you have played, or even a joke somebody made. Even giving the name of a character from a story you have read is a good answer. This way, with the help of each student you can create a mind map in which everybody has added something. While teaching online, you can either use a web tool like Padlet, or a big piece of paper on which you write using coloured pencils. In a classroom, you can use the board, or again a big piece of paper or cardboard.

5) Choose the Song

In both real and virtual classrooms, it is always a good idea to start or end the lesson with a song, especially with primary students. You can ask a student to choose the song they like, you can play it either at the beginning, or the end, or both. To make sure that every student takes part in this, you can nominate each student to choose the next song in alphabetical order or use a web tool like Wheel of names. Deciding the class song will give the student a sense of being part of the class. There should be a rule, and that is that the song should be in English!

Bonus

You can use an activity like attention grabbers to give the message that the task is over and you need their focus on you and the lesson. With an attention grabber, you give a cue, and the whole class respond chorally. For example, once a task is over, simply call out ‘Hocus Pocus’, and have your students respond with ‘Everybody Focus’.  Attention grabbers are always helpful in class and help you improve your classroom management. If you have not tried them for your virtual lessons, I highly recommend you add some. To add even more fun, you can whisper it, say it in an angry manner, change your voice in any way you would like. Here are some examples, and you can find more online.

Teacher

1-2-3

Holy Moly

All set

Ready to listen?

Student

Eyes on you

Guacamole

You bet!

Ready to learn

Joining a lesson and trying to focus can be very challenging for both teachers and students in this virtual learning period. Adding some activities that do not need preparation will help your students engage more in your lessons. Once you go back to the classroom, you can still try these activities to have your students engage face-to-face, too.

 

Please visit our Learn at Home page for more resources and activities to help teachers, parents and students get the most out of learning at home.

Learn at Home

 


Aysu Şimşek is a passionate advocate of continuing professional development. After graduating from Istanbul University with joint honours in American Culture and Literature with Theatre Criticism and Dramaturgy, she embarked on her own teaching career. As a teacher, Aysu had the fortune to work in supportive teaching teams and personally benefited from the valuable guidance of mentors. Now in her role with Oxford University Press, Aysu meets and supports teachers from across Turkey and is proud to be an active member of a global community of dedicated educationalists. She is a holder of a CELTA qualification, has co-written articles for Modern English Teacher magazine and TEA Online Magazine.