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Online Teaching Part 3: Tips to Engage and Motivate Students

teenager using a tablet in the libraryOnline teaching has been becoming more and more prominent in recent years, but for many of us, we’ve been suddenly thrown into it due to the Coronavirus outbreak. The conversation usually starts with which apps and platforms to use, but it’s important to remember these are only tools; how you use them is what makes or breaks the class. Once you’ve chosen your software, it’s all about keeping the students engaged and willing to work together online. Here are a few online teaching tips to get you started.

Ease students into working online

With a new online class, don’t throw them into a digital project straight away. We need to make sure that the students can use the software before doing any substantial learning tasks. But let’s be honest, most of us don’t read through instruction manuals, let alone remember anything from then. Instead, design some language tasks that have a duel aim of introducing the platforms as well.

  • Using a message board to communicate? Use an ‘order the instructions’ reading task for how to post to it, and then ask them to post their answers on the message board.
  • Using ‘break out rooms’? Ask the students to quickly go into break out room and answer a short ‘getting to know you’ or ‘catching-up’ questionnaire with their partner
  • Using email to communicate? Start off with a quick introduction or sharing of what you’ve been doing since you last saw each other and make sure they’re remembering to reply all (or not!)
  • Raise hand function in your webinar platform? Play a quick ‘Raise your hand if…’ warmer (“Raise your hand if you like coffee” “Raise your hand if you got up before 7 am”) at the start of the lesson

These tasks have clear language aims so the students are still motivated to complete them. The real objective though is getting students used to the systems. If you don’t make sure that they can use the systems early, it’ll become a distraction later and get in the way of their learning as you move onto more complex activities.

Build their confidence online

One of the great features of online teaching is that many people feel more confident to speak out. For many standing in front of a group of people and talking is their worst nightmare, but those same people might be quite happy to post on Twitter for the whole world to see.

But, especially in the early stages, it can be easy to damage this. Without face-to-face interactions, criticism can be harsh and encouraging smiles can be missing. Be liberal with your praise and clear with your suggestions.

  • Use a mixture of public and private praise; a short “Well done with…” instant message can go a long way for boosting confidence.
  • Avoid correcting in public during the beginning stages of a course (on the spot corrections can be sent as a private message).
  • Encourage interaction on the message board by setting tasks that require students to comment on posts: find someone who used a word you don’t know and ask them what it means, or tell two people why you liked their post (and make sure you are as well!)
  • Make sure you’ve introduced appropriate etiquette for your students to use online. Simple things like using an emoticon after peer correcting or giving suggestions can soften the tone.

Provide clear instructions

Giving clear instructions may sound obvious, but because it’s a lot harder to monitor your students during online lessons, clear instructions become even more critical during an online class. Take your time setting up activities to avoid the loss of motivation that comes from students feeling like they wasted time doing something wrong.

  1. Tell the students the objective of the activity. Keep it short and straightforward and aim for a sentence: “let’s circle five unknown words”; “Let’s brainstorm ideas for our poster.”
  2. Demonstrate the activity. If possible, show the students an example of the activity being done and ‘think out loud’ as you do it: “Here’s a word I don’t know, it’s before a noun so it’s an adjective…”
  3. Show and say the instructions step by step. Recap the instructions step by step, ideally as bullet points. Keep your language short and sweet.
  4. Check they understand before starting. Ask some questions to make sure they’re clear: “How long do you have?” “Where do you post your answers?” You can set questions to the whole group to quickly make sure they know what to do and help recap for those who might not (websites like kahoot.com can be great for this).

 

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

For more tips on getting started with Online Teaching see Part 1 of our Online Teaching series.


David Stevenson is originally from the UK but has been working in Education in China for the past ten years. He is the Senior Professional Development Manager at Oxford University Press, Mainland China and his particular areas of interest are developing student autonomy with young learners and helping teachers take research and apply it to their classrooms.


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Online Teaching Part 2: Practical Tips for English Language Lessons

man smiling while using a laptop

Getting started

When it comes to planning your first lesson remember ‘less is more.’ Since it’s likely to be the first online lesson for you and your students, things will probably take longer than you think.  As good as online teaching is at bringing people together, there are often little niggly issues, but don’t panic as this is quite normal. For example, some can’t easily connect to the room; students can’t hear you and so on.  If it is the very first lesson, then dedicate most of it to getting to grips with the platform. In future lessons always plan an activity at the start of the lesson that isn’t crucial to the lesson as a whole – this activity can ‘buy’ the time needed to make sure everyone has connected and issues with audio etc. are ironed out.

Online teaching activities to include

As your students are likely to have a coursebook, don’t be afraid to use it.  Obviously, things need a little adaptation to the online environment. For example, I perhaps wouldn’t get everyone online just to do a coursebook reading. Instead, I would ask them to do it before the lesson or for homework.  Listening should work the same way. Most platforms allow you to share your sound, so rather than press play on the classroom device, simply press play on your computer.

Teaching grammar or vocabulary can be done using the coursebook, whiteboard or a PowerPoint. Many online teachers I know also screen share Google docs or Microsoft OneNote files that get students working collaboratively. By giving them the link, and then using screen share to display, students can see each other’s work.  That said, getting the student to write on paper and hold it up to the screen is also very effective.   Remember if the camera is on they can see you, so this allows you to use typical teaching tools such as flashcards by simply hold it up to the camera for all to see.

Managing student feedback

One of the trickier things is checking answers or doing feedback. This is where the ‘Hands up’ function helps.  For gap fills, get them to write on the whiteboard or annotate a slide, or type their answers into the chatbox. Try to avoid situations where just one student is talking for any length of time. When this happens in your usual classroom, students switch off, and this is amplified online.

If you’re going to do pair work or group work then put the students in breakout rooms. These are spaces within a room that allow people to talk without anyone else hearing often when you activate them the software automatically allocates people into a room so saving you time. Therefore you switch on the function, press the button and off they go into pairs. Now you can jump in and out of their spaces to monitor them just as you would in your usual classroom.  Well okay… you wouldn’t jump in and out but you see what I mean.

Managing expectations for your first online class

My final advice would be to you as the teacher.  For many of us, it’s hard to remember what we felt like when we first started teaching but your first lesson online is going to feel a bit like that.  When I am training new teachers, one of the things they seem to dread is silence and when we move online this fear comes back, but silence is fine. There is nothing wrong with setting the students a task from the coursebooks and you switching off your mic and camera while they do it. It’s a chance for you to collect your thoughts and probably take a much-needed sip of water. Likewise, timing is going feel odd so don’t worry about getting through your whole plan each time. Plans, be it for an online class or face to face, are just guides anyway.

All the skills and confidence you have built up over the years will feel a little compromised in this new online world. But don’t panic, it is the norm.  Don’t chastise yourself that things could have gone smoother in that first lesson; it may be true but remember things probably didn’t go perfectly in that very first lesson face to face either. However, after a few lessons, everything began to feel natural, just as it will in this new environment.  Good luck and don’t forget to wash your hands.

 

Please visit our Learn at Home page to find online teaching resources and activities to help teachers, parents and students get the most out of learning at home:

 

Learn at Home

 

For more tips on getting started with Online Teaching see Part 3 of our Online Teaching series.


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.


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Online Teaching Part 1: Getting Started | Shaun Wilden

Online teaching in practice - a teacher and students connecting online As an unprecedented virus makes its way around the world playing havoc with teachers’ schedules, educators are looking into how to use technology as a way of filling the gap left by the closure of many schools. If you’re one of them then the first question you need to ask yourself is do you want to fill that gap in a synchronous or asynchronous way.  Or in other words, do you want to use online teaching to get the class together at the same time in a virtual classroom (synchronous) or are will you be sending out work to the students to do in their own time and report back (asynchronous).  In this post, I’ll give you some advice about getting started synchronously.

Choosing a platform to communicate with your students

The first question is probably what software are you going to use. There are many platforms to choose from, each with their own advantages and disadvantages, and going over each would make for a very long post. Given that you probably need to move quickly don’t have much time for training, I imagine you need something relatively simple. You could, for example, simply use Skype; it allows for video, text chat, screen sharing, and recording. Additional features like ‘meet now’ would allow you to put all your students in one group. The downside though is that not everyone uses Skype and it can lead to the sharing of contact details.

If your school uses Google Classroom then you can use Google Hangouts which you will find as part of that.  Zoom, a platform many schools I’ve been working with have turned to this week, is free to use for 40 minutes but for large classes, a school will need paid accounts.  One advantage of it is that people simply click on a link to join, and it has a feature called breakout rooms to use for pair and group work, plus you can make different ‘rooms’ useful for different classes.  What I like about Zoom is that it has so much support online that it is easy to get started. I am not endorsing any of these platforms, in particular, just pointing out that they’re free.  There are many more but whichever you choose, first and foremost in your mind will be “what best fits the needs of my students?”

Additional technology you’ll need

Aside from an online teaching platform, what else do you need?  Well, a good internet connection helps. These days we are all used to WiFi and this will usually do, but if you can attach your computer to a cabled network this will make for much better stability.  Bear in mind also that, depending on your countries situation, the internet is getting heavily used. If everyone is confined to their homes then naturally they’re all online and this can cause a bit of slow down here and there.

Your computer probably already has a built-in camera and you’ll need that as students will want to see you.  Will you want to see them? If so, then they will need cameras too. However, bear in mind it is the camera that takes up a lot of the bandwidth in a connection so too many cameras could lead to issues.  As well as seeing you, students will need to hear you and you hear them. While computers have built-in mics, I strongly recommend you use a headset. The one you got with your mobile phone will do the trick.   The advantages of headsets are two-fold; the mic is closer to your mouth and more importantly everyone wearing headphones will limit the amount of feedback that can be caused by everyone having a mic on.

Getting set up to teach your first online teaching lesson

My final tip for getting started is to consider where you are going to teach from.  As many of you are possibly being confined to homes, think about where you are going to sit. You need to be away from distractions such as pets or kids. Being on camera you also need to make sure that what’s behind you doesn’t give away anything private about you. Finally, you need to make sure that your chosen location has a good light source.

Once you’re set up and ready to go, take some time to have a play around your platform. Push some buttons, see what things do. Don’t be afraid, it’s pretty hard to break an online classroom.  You can also use your platform to meet up with your colleagues. Not only will this give you an idea of what’s it like to have a class but working together lets you share advice.  You can set each other quizzes to test how well you can do things, i.e. ‘how do you turn on the mic’, ‘can you show how to use the whiteboard’ and so on. My one extra tip here is don’t try and learn everything in one go. Keep the first lessons as simple as you can.

From this not only will you feel more confident but you’ll also be to help students when they first come to the platform. Additionally, if you write down some of the answers you can turn them into a ‘getting started’ information sheet that you can send to students.  It can also help you come up with some classroom rules. For example, when you’re not speaking turn off your mic or, if you want to speak, put up your hand first.

Get practical tips for planning your online language lessons in part 2 of my online teaching guide here!

 

Please visit our Learn at Home page to find online teaching resources and activities to help teachers, parents and students get the most out of learning at home:

Learn at Home

 


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.


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The Complete Guide to Running a Blended Learning Course

Blended learning - students working together on laptopsWhat is blended learning?

Blended learning is both flexible and dynamic. By ‘flexible’, I mean it is not just one thing (a fixed combination of X and Y) but rather, it can be many things depending on your teaching context. By ‘dynamic’, I mean that the components which make up blended learning are constantly changing. A recent incarnation of blended learning, for example, involves students donning headsets and practising a talk in VR (Virtual Reality) in preparation for giving a presentation in real life.

The classic definition of blended learning combines teaching in a ‘bricks and mortar’ classroom with web-based learning. The latter is usually ‘online’ but could be ‘offline’ and might not even involve the Internet at all, such as doing exercises on a CD-ROM or using a ‘native’ app – an app which ‘lives’ in your mobile phone and does not require a Wi-Fi connection to function.

Another approach to blended learning involves blending the use of print and digital resources, effectively combining the traditional and the new, analogue and digital.

 

When should teachers use blended learning?

In a very narrow definition of blended learning (such as face-to-face plus online) the answer to this question is: when studying online is a realistic, feasible option. In a broader definition of blended learning, such as that described by Sharma and Barrett ‘face-to-face plus an appropriate use of technology’ (Pete Sharma & Barney Barrett, Blended Learning, Macmillan, 2007), the answer is: ‘All the time!’ In other words, teaching in this new digital age should use the technologies which students meet in their everyday lives, such as the Internet, laptop, smartphone and tablet.

 

Why blend?

There are many reasons why teachers decide to run a blended learning course, as opposed to (say) a 100% classroom course like those I ran when I first started teaching, or a 100% online course.

One is time. There’s simply not enough time in a course to cover everything. Moreover, some language areas are really suited to be studied outside the classroom. Extensive reading and practising difficult phonemes, for instance.

Combining the best of the classroom (live interaction with the teacher and classmates) and the best of technology (anytime, anywhere guided practice) in a principled way can produce a ‘better’ course for students. In other words, the best of both worlds.

 

What is the value of blended learning?

Flexibility is one advantage. Students taking a blended learning course are frequently offered choices. We all know a class of 12 comprises 12 individuals, displaying different learning preferences. Students can match their path through the material to suit their own learning style and approach.
Similarly, from the teacher’s point of view, blended learning enables the implementation of ‘differentiation’.

We are all familiar with the restrictions imposed by the teaching timetable. The English language lesson is at 16.00 on Thursday. Yet this is the age of u-learning, ubiquitous learning. The distant part of a blended learning course can be done anywhere, anytime – in a coffee shop with Wi-Fi, at the airport, in a hotel … , this ‘best of both worlds’ (the classroom and online) is a key feature and benefit of blended learning.

 

Different approaches to blended learning

The approaches taken to blended learning are as many and varied as the different types of teaching: YL (young learners), business English, CLIL (content and language integrated learning). One common approach would be to issue the students with a printed coursebook and have them use the code on the inside to access their online digital materials. I focus particularly on this approach in my series of articles on running a blended learning course.

 

Different types of digital activities

Here’s a snapshot of the vast range of tools available for blended learning:

 

  • a vocabulary memory game on an app to review new language
  • a podcast; students can listen as many times as they wish, using the pause and the slider to listen intensively to selected parts
  • a video, with on-demand sub-titles or a transcript
  • a discussion forum; students answer a question before their in-class lesson. The additional time helps develop critical thinking skills and contrasts the real-time pressure to reply in the classroom

 

How to run a blended learning course

Looking for some practical advice and tips? Read my complete guide to help you prepare, set-up and run a blended learning course:

 

Download the guide

 

References

Blended Learning, Pete Sharma & Barney Barrett (Macmillan, 2007)

 


 

Pete Sharma is a teacher trainer, consultant and ELT author. He works as a pre-sessional lecturer in EAP (English for Academic purposes) at Warwick University, UK. Pete worked for many years in business English as a teacher trainer and materials writer. He is a regular conference presenter at IATEFL (International Association of Teachers of English as a Foreign Language) and BESIG (Business English Special Interest Group) conferences and has given plenary talks and keynote speeches at conferences around the world. Pete is the co-author of several books on technology including Blended Learning (2007), 400 Ideas for Interactive Whiteboards (2011) in the Macmillan ‘Books for Teachers’ series, and How to Write for Digital Media (2014), and most recently Best Practices for Blended Learning. Pete was the Newsletter Editor of the IATEFL CALL Review (2008-2009) and has a Masters in Educational Technology and ELT from Manchester University.


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Learn English with Virtual Environments | Hidekazu Shoto

Students playing computer games to learn english

Communication with native English language speakers is one of the most effective ways to learn English, and using technology makes this possible. I teach English based on my “collaborative-communication model”, one that’s very effective for motivating my students. I use a wealth of technologies with my class such as Skype, Minecraft, and AI robots. I find them useful for not only teaching English, but for teaching 21st century skills as well!

Virtual environments

From my experience, virtual environments can be very effective language learning tools for students of English; they allow students young and old to experience new worlds, communicate, make friends, and build relationships. There are a wealth of tools out there that you can use, but I’m happy to say that I’ve had real success with my students using a combination of Skype and Minecraft (a game many students may already be familiar with). These digital environments offer students engaging opportunities to use English with native speakers and to use the language to achieve a common goal, such as constructing a digital building. Through these activities, students also develop their 21st Century Skills of communication, collaboration, imagination, and logical thinking. These four skills are necessary assets for learners that will help them to succeed in the modern world.

A typical lesson

Typically, students grouped together to make a team of four people, and they are given a task. I might ask the groups to construct a building, like the Kyoto World Heritage Site in Minecraft, before asking them to introduce it to students from overseas. To build something in Minecraft, students need to exercise their imagination, and think logically about the build and their resources. Each student is then given a role; Minecraft Leader, Programming Leader, English Leader, and Building Designer. Finally, they are given a deadline.

Most groups start off by discussing a plan, each student offering an opinion. These discussions continue throughout the duration of the build. Once completed, the group welcome overseas visitors to their digital environment, giving them a tour of their build and gathering their opinions on their work, all in English!

The simplicity and global appeal of Minecraft make it extraordinarily easy to introduce to the class. As a tool, it allowed me to break down subject barriers, combining English, 21st Century Skills, and programming. This is something I’m especially proud of achieving as from 2020 in Japan, the Ministry of Education plans to make ‘English’ and ‘Programming’ compulsory across all Primary schools. The techniques I’ve described combine these two educational programmes, which is great for teachers! And through the “collaborative-communication model”, students can improve their English proficiency in an engaging and motivating way. 


Hidekazu Shoto was born in Osaka, Japan, and is an English Teacher and Head of ICT at Ritsumeikan Primary School. After graduate school, he joined Ritsumeikan Academy as an English teacher, introducing ICT and technology into his English classes.

Hidekazu Shoto was a top 10 Finalist for the Varkey Foundation Global Teacher Prize 2019. Here’s why!