I was watching a recent YouTube video by Cambridge University Press ELT about the ‘great reset’ with regards to online teaching. What struck me was the fact that more credence is being given towards ‘online teaching’ now, rather than before the pandemic. I remember chatting to some other English teachers and teacher trainers about ‘online teaching’ and enquiring why there could not be an input session about online teaching and language learning during an initial teacher certificate, such as the CELTA or the equivalent. Some reasons that were made included online teaching not being a true form of teaching or it being more a fad, with the majority of organisations – prior to the pandemic – being located in South East Asia. You only have to scroll through the various online teaching companies to notice that the vast majority are located in China, Taiwan or Korea.
A few years later, a number of physical institutions and organisations are having to catch up and compete with online institutions. As well as companies and institutes having to incorporate a change to redress the current emergency, many teachers, who were teaching face-to-face, now find themselves in the position to teach within an online environment. It is my assumption that the vast majority of English teachers and practitioners have had limited experience of teaching within an online environment, let alone learning online. This raises the question: “How can English teachers be qualified to teach English online if they have not been trained?”. Teachers who have completed various qualifications (CELTA, DELTA, etc.) have all focused within a physical classroom environment. Teachers themselves have also not develop the softskills to deliver lesson content online for students and those teachers who have years of experience of teaching synchronously for numerous organisations based in South East Asia, usually unqualified without a CELTA or equivalent, have not been consulted. I should point out now that I am not disregarding how organisations, institutes and professional teachers have responded to the emergency form of teaching, but I am merely wondering whether more can be done.
Nevertheless, the video that I watch (please see above), raised an important point about the difference between ‘remote teaching’ and ‘online teaching’. Ben Goldstein highlighted that there was a clear division both forms which is a good step forwards. However, I disagree with the division of terms above. Personally, ‘remote teaching’ is associated with the location, while ‘online teaching’ is related to the tools to deliver the lesson. You are ‘remote’ from the classroom yet using ‘online’ tools to teach the students. When you teach ‘online’, you are using a variety of both ‘synchronous’ and ‘asynchronous’ tools to deliver content – not everything is delivered synchronously when teaching ‘online’. When you teach remotely, you can be located anywhere – at home, in an institute or at a cafe. You are not restricted to teaching, unless you have a stable internet connection and suitable equipment. What I find Ben is describing above is how the industry is dealing with the pandemic (“Remote”) and what online organisations were operating prior to the pandemic (“Online”).
Anyhow, the video is well worth watching as it does raise important questions as well as opportunities that are available for educational institutes.
Getting your first EFL job can be quite a challenge but needn’t be. In this post, we look at how to get your first EFL job after the CELTA and what resources are available. There is also a YouTube video which accompanies this post.
One of the biggest challenges is seeking a position as a newly certified EFL teacher. There are some opportunities available in certain countries which allow new teachers to flourish.
One thing that can trouble teachers is how to teach reading skills in an engaging and interesting way. When I was learning French or German at school, my teachers would give us a block of text – not all that I could understand – some comprehension questions and let us get on with it. Fast forward 25 years, and I have created some techniques to ensure that reading is dynamic and exciting.
One of the benefits of being an English language teacher or involved in TEFL is the opportunity to travel around the world. Not many other jobs offer the opportunity for people to travel, learn about a culture or learn more about the language. One country which is very popular for many EFL teachers is Turkey with its rich and immersive culture. In this post, Emre gives his top ten tips for working in Turkey.
It has been over a year since I last recorded a video for my YouTube Channel – I cannot believe how quick fast time flies. Nevertheless, I have now focused today on recording and editing a video based upon getting students moving around the classroom with five practical tips and techniques. The video is available to watch below.
Do not forget to leave a comment or a Like. If you have not subscribed to my YouTube Channel and you enjoyed this video, please do.
I leave this question for you: How do you normally get students moving around the classroom? What do you do to keep learners on their toes?
A teacher training session looked at 20 ways to make your lessons more exciting and engaging. Please find below a video of the training session, the PowerPoint slides as well as a Handout which was provided to each of the attendees.
I recorded this lesson at my work of a fellow teacher preparing learners with functional language for debates and expressing points of view. It was a great lesson and I was so grateful being able to observe and record such a valuable lesson. I now thought that I will share this lesson with you all to see how my colleague is able to engage, motivate and support learners during a lesson. Enjoy!
Hello all. It is almost the Lunar New Year, so a huge congratulations to those readers from China and the Far East who will be commencing their celebrations soon. Today, we are looking at how to improve spelling with elementary or low-level learners, particularly if they are from an Arabic background.
It is notoriously difficult to improve or develop an Arabic learners. There are some important things you could consider incorporating in class such as unscrabbling letters to make the words, removing the vowels from words and students have to write them in words and, one of my favourite activities, using Scrabble tiles in class. Watch the video below to see how I use them in class by getting learners to review spelling and vocabulary.
The latest article published in Modern English Teacherfocuses more on the latest filming that I have focused more in the past few months. Have a read to find out a bit more how teachers could film their classes for their own personal CPD as well as sharing ideas with out English teaching professionals from around the world.
Perhaps I should focus on a future article about how to edit and upload a video to a website which promotes video sharing such as YouTube. For example, I have to spend hours editing the video, rendering it, upload it to YouTube and then finally add effects and thumbnails. It takes a lot longer than you think but it is rewarding to see so many people deciding on watching some of the videos.