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.
- 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.”
- 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…”
- Show and say the instructions step by step. Recap the instructions step by step, ideally as bullet points. Keep your language short and sweet.
- 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.