Last week, I blogged about my first week with the online pre-sessional course that I am involved with, and this post continues with my second week of remote teaching.
I started the first day by emailing students of all necessary schedules for their course, highlighting important deadlines and times of live Zoom sessions. I also scheduled individual students for an allocated time of their one-to-one tutorial, spread over two days. One reason I wanted to spread the tutorial over two days was that when I decided to have the tutorials over one day, I felt exhausted and had little time to respond to issues as they emerged. The benefit I found of holding half the tutorials over a day was that I were able to spend time responding to issues by emailing students or providing further information.
Anyhow, the first day I prepared the necessary PPT for the following day, listened to the student self-study input sessions, and also reminded students to submit their newspaper article in preparation for this week’s tutorial. I find myself having to motivate students to complete and engage with tasks, when particular students are not so intrinsically motivated to complete their autonomous self-study tasks. Perhaps I over-analyse or expect too much from my students but I do understand that the course is very similar to what students encounter when they undertake their courses at university.
Thank you very much. This is really kind of you to share your experience. I am looking for the right…
Here's a new grammar book that has been getting some very positiveeviews A Descriptive Grammar of English by Andrew Rossiter.…
It's useful and practical tips.
For all this the government of China closed them all down. The good the bad and the ugly.
Congratulations Martin on hitting 10K! And for all your posts. I’m not teaching now but may well be looking very…