Experiences for English Language Teaching

Category: online teaching

Preparing for an Online Pre-Sessional Course: The Technology

Over the past week or so, I have been attending some Zoom meetings to prepare and induct for the newly arranged eight week Online Pre-Sessional course, which is to start next Monday. It is very much a new venture for all involved in the online course: students, teachers, convenors and admin staff. 

Last week, all those involved attended a meeting to introduce all technology involved with the course. We were expected to become aware of all functions related to Zoom: breakout rooms, polls, chat, etc. This became quite an interesting experience for all end users. The person who organised this is technology and remote learning professional at our University. 

The first part of this session looked at the hopes, fears and expectations of the Online Pre-Sessional course. Fears seemed to outweigh many other aspects: “Will I get used to the technology?”, “Will I embarrass myself to the students?”, “What will happen if I can’t use the technology?”. Some of the hopes focused more on being establishing rapport with students, noticing a development with student competency or being available for students during course hours. It was obvious that significant challenges faced by all tutors and students are related to technology and the ‘remoteness’ in relation to the course. We then looked at technological challenges and benefits and this was discussed in breakout rooms via Zoom. Much of what was discussed was demonstrated below.

On top of Zoom meetings, which focus on synchronous lessons, there is also an emphasis on asynchronous learning for students. With our institute, we have started to incorporate Canvas and were encouraged during the initial meeting to record self-introductions and post on the discussion board to students. Then, to encourage students to self-introduce themselves once the course starts. Furthermore, we were recommended to personalise the self-introduction – with the inclusion of hobbies, the place where we live or other aspects about our lives – so that rapport could be established. It appears to be quite invaluable suggestion, but obviously it is most dependent on how much a tutor wishes to share with their cohort of students. Other aspects on Canvas include the Announcements and Inbox, which I have not really used much in the past but I look forward to seeing how much this is integrated during the summer course.

Finally, there were a few considerations for tutors such as not organising a private WhatsApp/WeChat discussion group with the students (I guess there are some privacy-related issues). It was recommended that if students have any issues, that they use the formal channels of communication so that it is transparent and open. Obviously, it was possibly suggested that students could arrange their own private online social groups to help each other or share their own reflections and experiences. There is an assumption that providing learners with a private space would be of benefit and that they are able to liaise among themselves.

Some questions that I have going forward (and I hope to answer in future blog posts) include:

  1. What is the ratio of face-to-face synchronous teaching/learning to asynchronous teaching/learning?
  2. How much work ‘behind the scenes’ will go into synchronous teaching?
  3. How will students respond to this new environment of teaching and learning?
  4. What sort of EAP-related issues will emerge during the course?

This is my only second year as a Pre-Sessional Tutor and I am looking forward to this course as I feel much like a beginner teacher again. I also hope to share another update in the near future about my most recent inductions this week and my plans for next week’s course.

Seven Ways To Use Zoom for Remote Teaching

Teaching remotely or teaching online is becoming more and more common, especially with the latest pandemic where teachers are finding their courses and classes being placed online. Since then, there has been a scramble for finding alternative and suitable applications to support teachers and students with their online lessons with Zoom being touted as the most appropriate.

In this blog post and video, I am sharing with you seven ways you can incorporate Zoom to help you with your synchronous remote teaching and to engage and interest learners with lessons.

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Six Steps To Prepare for Remote Teaching

I will now be using my laptop to start delivering lessons remotely to my students who I usually teach face-to-face

When it comes down to responding to the CORVID-19 as a teacher, many are being required to deliver lessons and content remotely to their students. In fact, today I was informed that all teaching would be suspended until the following week with all courses being delivered online. Obviously, the amount of teachers that I have been in touch with via Twitter and Facebook have faced similar situations – even the PM, Boris Johnson, has recommended that all people who are able to teach online, where possible. It is drastic action, but it is necessary.

When teaching remotely, it is important to prepare and have the necessary equipment, skills and environment suitable to deliver remote lessons. In this blog post, I am sharing some things that need teachers should consider before delivering a lesson or input for a course.

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Five Ways to be an Online English Teacher

 

Online education is becoming more popular and common throughout the world as technology and educational institutions invest in the possible future of English language teaching. Furthermore, English teachers are now supplementing their income with online English teaching in the evenings or after a summer school has closed their doors for another year. In this blog post, which also supplements a YouTube video, looks at five ways to an online English teacher.

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Why Should Teachers Blog?

The-Beginners-Guide-to-Blogging

Last week, I was inducting some new teachers into our school: preparing them for their teaching career for the year ahead. We looked at various areas about teaching: classroom management, get to know you activities, games in the classroom, etc. The final area we looked at was about continuing professional development (CPD). We looked at formal and peer observations, attending workshops, contributing to workshops as well as blogging. All teachers with varying years of experience, including a teacher who had just completed her CELTA (or equivalent), had only come across the mainstream websites related to English language teaching (TEFL.com, Dave’s ESL Cafe or Teaching English) yet had not really considered blogging a tool for CPD.

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