Category: learning

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The Power of Quizzes and Gamification in Teaching English as a Second or Foreign Language

Is there a way to enhance learning?

A friend asked me this morning about online platforms for the elaboration of quizzes or even simple games to use during her presentation in a few weeks. The first that came to mind was Kahoot! https://kahoot.com/ – user-friendly – with lots of templates and suggestions. The downside is that it’s mostly paid now – there were more free resources during the pandemic, for example. And I totally get it in this day and age if we subscribe to everything offered us we will be taken to the paupers’ prison (and I’m only half joking).

Another platform with good free resources is Mentimeter – an interactive presentation and audience engagement tool designed to make meetings, workshops, and presentations more dynamic and participatory. It allows presenters to create interactive presentations, engage audiences in real-time, and gather feedback through various interactive features. https://www.mentimeter.com/app/home

A third platform that I often use is Quizlet: it provides tools for creating, sharing, and studying digital flashcards. The platform offers a variety of study modes, including games and quizzes, to help users learn and reinforce information in a fun and interactive way. Quizlet covers a wide range of subjects, from language learning to science and history, making it a versatile tool for students, educators, and lifelong learners. Users can create their own flashcards or access a vast library of pre-existing flashcard sets, making it a popular choice for studying and test preparation. Additionally, Quizlet offers collaborative features that allow users to study with friends or classmates, fostering a collaborative and engaging learning environment.

In the dynamic landscape of language education, educators are continually seeking innovative ways to engage and motivate students. Two powerful tools that have gained popularity in recent years are quizzes and gamification. These strategies not only make learning enjoyable but also enhance the effectiveness of teaching English as a second or foreign language.

Benefits of Quizzes in Language Learning:

  1. Assessment and Feedback:
    Quizzes serve as effective assessment tools, allowing teachers to gauge students’ comprehension of language concepts. Immediate feedback from quizzes helps learners understand their strengths and areas that require improvement. For example, a grammar quiz on verb tenses can reveal if a student needs additional practice in a specific area.
  2. Retention and Reinforcement:
    Regular quizzes aid in the retention of information. They reinforce vocabulary, grammar rules, and language structures, preventing the forgetting curve. Quick recall quizzes, where students match words to their meanings, can be a fun way to reinforce vocabulary learned in previous lessons.
  3. Individualized Learning Paths:
    Quizzes can be customized to address individual learning needs. Adaptive quizzes, where difficulty adjusts based on performance, ensure that each student is appropriately challenged. This personalized approach caters to the diverse learning styles and paces of students.

Benefits of Gamification in Language Learning:

  1. Increased Motivation:
    I’ve never been a big fan of gaming in the classroom – but times change and we have to review our concepts – Gamification introduces an element of competition and achievement, motivating students to actively participate in the learning process. Points, badges, and leaderboards can turn mundane language exercises into exciting challenges. For instance, a vocabulary race where students earn points for correctly identifying words can transform learning into a friendly competition. Picture this: a grand adventure down the Mississippi, where you and your mates are seeing who can navigate the river best. Points, badges, and leaderboards make learning a bit like a friendly competition. It’s like seeing who can paddle the fastest – only instead, you’re racing through language challenges.
  2. Immersive Learning Experience:
    Gamification creates a more immersive learning environment. Role-playing games, simulations, and virtual scenarios allow students to apply language skills in real-life contexts. For example, an English mystery game where students solve language-related puzzles and clues can enhance problem-solving skills while reinforcing language concepts.
  3. Collaboration and Social Interaction:
    Many language learning games promote collaboration and social interaction. Team-based games encourage students to communicate and solve problems together. An example could be a collaborative storytelling game where each student contributes a sentence, creating a cohesive narrative while practicing sentence structure and vocabulary.

Combining Quizzes and Gamification:

The synergy of quizzes and gamification amplifies their individual benefits. Interactive quizzes within game environments create a seamless learning experience. For instance, an English trivia game could include quizzes on grammar, vocabulary, and pronunciation, with correct answers advancing players through levels.

Incorporating quizzes and gamification into the teaching of English as a second or foreign language offers a myriad of benefits. From personalized assessment to increased motivation, these strategies transform language learning into an engaging and effective journey. As educators, we can continue to embrace innovative approaches, the marriage of quizzes and gamification stands out as a winning combination in fostering language proficiency and a love for learning.

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STRUCTURED LEARNING

How habits and routines help in the learning/teaching process

Last year we got our first puppy ever and because we couldn’t make heads and tails on how to raise a healthy and well-trained dog we decided to hire a trainer, Menezes. At R$ 100 a 60-minute session, we found out it was our best investment that year.

Menezes insisted on the importance of developing routines for the animal – they thrive in developing positive routines – playing, walking, feeding, etc. With a routine they sleep better and know what to expect from their owners, tutors or guardians.

Well… people are not that different – “Routines help to provide a sense of normality and bring consistency and comfort to children and young people who might otherwise be uncomfortable with change” (Collier, 2020). And I would extend that to the fact that it helps people of ALL ages.

Yes, you may have a chaotic lifestyle and also love it, but some organization will help you in your learning process – if you are a teacher – some organization will help you a lot – no matter how much your students love you and how intelligent they think you are if their first reference about you is that you’re always lost or confused could be detrimental and a negative perception to their learning. So… add some routine and organization to your life and you’ll see things in an entirely new light.

As a 1-on-1 teacher I encourage my students to follow discipline (I’m not talking about military-like discipline – but some degree of order and growth. They must set a specific time and day for their classes and follow through. I know life is demanding and full of surprises but if you’ve scheduled a lesson Mondays and Wednesdays at 8am, for example – stick to that routine. Occasionally a student may need to reschedule because of a very important business meeting, an unavoidable doctor’s appointment, or even an act of God, that ‘s why teachers establish some background rules:

All rescheduling of lessons must be communicated at least 24 hours in advance.

Easy. Simple. Clear. And still students want to push the boundaries. Teachers will try to accommodate their students, of course, but TIME IS MONEY in addition to the importance of positive behaviors and habits.

Most serious professionals and institutions establish guidelines for both teachers and students: Make-up lessons may be available, only at the discretion and availability of the teacher—and, in most cases, at a maximum of xx per year/ semester. Individual arrangements may be made in the case of a prolonged illness.

Should your teacher need to cancel a lesson, it will be rescheduled at a mutually convenient time. If that is not possible, a credit– or in some cases, a refund–will be applied for that lesson.

Discontinuing Private Lessons

Should you need to discontinue private lessons, please give your teacher a 4 weeks notice

Student Responsibilities for Private Lessons

  • Be on time
  • Maintain a positive attitude
  • Speak directly with your teacher if you have any questions or concerns​
  • Practice daily! (not rocket science, am I right?)

A Note About Practicing

For success while learning a foreign language (or a musical instrument for that matter) you will need at least a weekly lesson and regularly-scheduled practice time. Minimum practice sessions are 15 minutes every day for beginners. Your teacher will make further recommendations.

  • Set aside a practice time each day
  • Expect to repeat difficult sections at least 4 or 5 times
  • Reading a paragraph through once does not constitute practicing 🙂
  • Practice slowly and carefully, concentrating on the work at hand
  • Remember that your teacher is there to help: all questions are important!​

“Both research and experience tell us that it is more effective to build positive behaviors
than control negative student behavior (Strain & Sainato, 1987). To prevent problem behaviors in the classroom, it is often necessary for teachers to change their own behaviors (Vaughn, Bos,& Schumm, 2000). The same strategies and procedures will not necessarily be equally effective with all students. Classroom routines can positively affect students’ academic performance as well as their behavior (Cheney, 1989; Vallecorsa, deBettencourt, & Zigmond, 2000); therefore, one proactive strategy is for teachers to adopt a consistent classroom routine. A routine is simply a set of procedures for handling both daily occurrences (e.g., taking attendance, starting a class period, or turning in assignments).

Establishing a consistent and predictable routine serves a number of classroom functions.
For example, a routine helps to simplify a complex environment and inform students exactly what to expect, what is expected of them, and what is acceptable behavior (Burden, 2003; Cheney, 1989; Colvin & Lazar, 1995; Kosier, 1998; Newsom, 2001; Savage, 1999; Strain & Sainato, 1987; Vaughn, Bos, & Schumm, 2000).

In addition, when students are expected to complete routine tasks, they have the opportunity to learn greater responsibility and more self-management (Series on Highly Effective Practices—Classroom Routines 2 skills (Colvin & Lazar, 1995; Savage, 1999). Routines that require interaction between teacher and student (or among students) also serve to positively reinforce interpersonal communication and social skills and are one way for teachers to judge the quantity and quality of students’ skills in these areas (Colvin & Lazar, 1995). Finally, student-performed routines free the teacher to focus on more effective instruction and on the unexpected events that come up throughout the school day (Savage, 1999).

Click to access 4-classroom-routines.pdf

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Language and AI – what should be done to ensure learners and teachers benefit

A few months ago I watched a talk presented by Rose Luckin on Language and AI recorded back in 2019 where Ms Luckin (1) presented an interesting article published in the New Scientist magazine in April 2019: “AI Achieves its best ever mark on a set of English exam questions”.

The article started by saying that “the results are in. An artificial intelligence has gone to the top of its class after passing an English exam. Though it can’t beat more able human students, it achieved the best mark yet for a machine.”(2)

Nothing new there. Computers have long been able to analyze huge volumes of data, track info, and implement learning algorithms.

But AI isn’t just using data. It is also reasoning in complex situations. “Data is crude, but it must be refined so we can use it”, Luckin added.

In these days of super duper AI hype we must remember that HI (Human Intelligence) is superior to AI – AI will not compete with us but do better in things we suck while we have the capacity to analyze, compare, choose beyond a series of algorithms.

“AI has its own advantages, such as processing speed, data analysis capabilities, and the ability to handle large-scale computations. It can augment human intelligence and assist in various tasks, but it currently lacks the holistic and multi-faceted nature of human intelligence.” And ChatGPT has just told me that.

What are the implications of AI for Education?

Teachers of English as a Foreign or Second Language must learn how to use AI to tackle major education challenges the need of repetition, for example, while developing speech recognition, and helping learners use AI for self-study.

We have to internalize the fact that DATA IS THE NEW OIL – our minds will go on developing together – AI-HI.

As teachers we must learn first and also educate people about AI.

What’s the worst that can happen from using AI in the learning process? We must encourage people to use it rather than fear it.

Remember that machine learning is very smart but it doesn’t explain how it reached a decision. HI has a ginormous advantage over AI – we have to harness our EI (Emotional Intelligence) and our meta-contextual intelligence.

What can we take away from this AI -HI collaboration?

AI can enhance learning and teaching, tackle educational challenges, which is way more than just exam taking. Humans and machines partnering up will be the solution to many of the ills that torment us today.

(1) Cambridge University Press – Rose Luckin – Language and AI: What should be done now to ensure learners and teachers benefit https://www.youtube.com/watch?v=2mQOoFWdMbM&t=1868s

(2) Ye, Yvaine, New Scientist, 02 April 2019 – https://www.newscientist.com/article/2198333-ai-achieves-its-best-ever-mark-on-a-set-of-english-exam-questions/

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Duolingo English Proficiency Test

Many clients and students have been enquiring about the Duolingo English Test and if it’s a reliable exam.

Yes, it is accepted by a growing number of institutions and it is increasingly regarded as a good English Proficiency Verification Tool.

Duolingo’s English Test is primarily used to verify a non-native English speaker’s language proficiency for academic institutions. It is a standardized proficiency test (whatever proficiency means to you, but generally speaking – you’re at a comfortable and fluent level when using English – you’re competent or skillful enough to function in that language). But the test can also be used as an English Placement test by English Teaching Programs or used by companies as a verification tool for non-native applicants.

Some of the great benefits of Duolingo is that it’s cost effective and simple compared to other proficiency exams. A Duolingo test may take around 1 hour – consisting of;:

set up – 5 minutes

Adaptive test – 45 minutes

video interview – 10 minutes

The results are ready within 48 hours and it’s valid for 2 years (Yes, Virginia – after that time your knowledge “expires” can you see me rolling my eyes?) – that’s one reason I dislike the language testing industry.

Regarding costs, Duolingo is around US$ 59 while IELTS or TOEFL can cost over US$ 200. And TOEIC (a “Professional” Certification) ranges between US$ 125 -200 – depending on the bells and whistles required.

Now, teacher, you said that the Duolingo English Test is an adaptive test. WHAT IS AN ADAPTIVE TEST?

Adaptive testing means that the questions test takers get will vary depending on their performance on previous questions. The Duolingo English Test is a computer adaptive test backed by “rigorous research in language assessment, psychometrics, AI, and machine learning “ (sic).

Ok… so how do I prepare for the test if it’s adaptive?

Get familiar with the testing structure by taking practice tests. Duolingo allows you to choose the best time of the day and day of the week for your best performance – for example, if you’re a night owl don’t schedule your test for 7:30 in the morning, duh! And warm up to English before the test – listen to the radio, podcasts, read a book or magazine to start your English juices running.

Good luck and good testing.

Cheers

Mo

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WHEN COMMUNICATION BREAKS DOWN

Picture this: You speak and the listener perfectly gets what you’re saying, replies and you perfectly get the response. Ideal, isn’t it? But unfortunately that’s not what happens in real life communication. Communication involves the transfer of information between a sender and a recipient, simple enough, right? But it can be influenced by one’s emotions, culture, education, age, communication medium, and even your location. Two people can interpret the identical message in pretty different ways depending on their personal influences.

Jokes are a great example of risk of miscommunication, especially when they involve irony or sarcasm – what’s funny to someone might be offensive to another. A text message which was meant by the sender to be friendly and explain a point is received as pushy and aggressive.

Even with my wife – and we’ve been married for 28 years – last week she asked me a favor to sit for her at a church board meeting and I said that I couldn’t do that because I was already representing 2 other departments and she has 2 associate directors that could represent her. She took it as I was not willing to help her at all and I had been rude in my response.

But all is forgiven by now, at least I hope.

With students this problem can arise as well – especially when a student is more passive and expects you to open their heads up with marvelous, mind-boggling information that will turn them into gloriously bright students – all of that in a 60 minute class – once a week.

Of course that expectation is frustrated and one student told me today: “I don’t know what happened, I used to like studying – now I don’t feel like studying English.” Honestly, she hasn’t been much dedicated since the very first class – she never understands what she is supposed to do and never asks me to explain again – so I have had to repeat the very same lesson three times because every time she would misplace her lesson, or forget the vocabulary seen before or say she didn’t know what to do. I understand as we age our memory tends to get less elastic but you need to take charge of your learning process.

I told her, “Ok, apparently you don’t like any of the topics I’ve been presenting to you. Think of language points you would like to cover or subjects you would like to discuss in class and I’ll prepare a lesson for you… that’s one of the benefits of having a private tutor”. What did she say? “I don’t have a crystal ball to know that I could suggested a topic” (despite the fact it’s been clearly stated in the agreement she signed before the very first class or so I thought).

It comes to show that although I’m widely considered to be a good communicator I still have room to improve. My takeaway from this student.

Be direct and clear

Encourage student to express their thoughts, feelings and needs in an honest way.

Accept other people’s limitations and respect them.

Do NOT be hostile or aggressive.

Always keep a smile even when feeling like growling or scowling.

There’s always room for improvement.

Happy teachings,

Cheers,

Mo

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…LIKE PARSNIPS?

Wikipedia will tell you that a parsnip is a “root vegetable closely related to carrot and parsley, all belonging to the flowering plant family Apiaceae. And well seasoned they might go well in a vegetable soup.

PARSNIPS are more than just vegetables

But what are PARSNIPS in the classroom?

PARSNIPS might just be the most ridiculous acronym you’ve ever come across but it actually stands for politics, alcohol, religion, sex, narcotics, -isms, and pork.

These refer to the so-called taboo topics in the EFL classroom. For decades these topics have been avoided in the EFL classroom. Not even that. They are “unmentionables”. Publishers won’t even mention their names as some news reporters and commentators did with Trump while he was in the White House. And he WAS a big parsnip.

Trump as a character was a parsnip for some

You will never find a coursebook that even infers such a subject. This is because they may cause offense to sensitive students or they may not feel comfortable speaking about them. As a result of this belief, coursebook publishers generally won’t include any material related to these topics in their coursebooks, even though they make up a fair amount of our daily language.

In Brazil we traditionally considered taboo subjects in the classroom: politics, sports and religion.

I must confess that the first time I learned about this tasteless “vegetable” was during a seminar for language teachers back in São Paulo – some 10 plus years ago. Then a light came on: So true! None of the coursebooks I had ever used included those topics. Usually natural disasters, health and fitness, recycling, and Michael Jackson (yes, I still use some older books), even war (if it’s dating back to World War I, of course) may be more palatable (even though global warming and climate change can cause varying doses of anxiety). If you think about the juicy conversations and debates you have with your friends and family, and the stories you are likely to see on the news or in newspapers, they probably all revolve around a topic that has been deemed unacceptable for the EFL classroom. Never mind the fact that our students are probably having those same conversations outside the classroom in their own language!

Should we be talking about PARSNIPS in the EFL classroom?

The tide may be slowly changing -Pearson Longman published a book series called NorthStar using authentic texts and audio recordings from NPR programs with some subjects covering parsnips such as alcohol and drug addiction. And that was Unit 1. But by Unit 5 it was talking about something more inane as Feng Shui … but that’s a starting point. The book would even mention Sarajevo and the war in Europe still in our living memory (despite an even grander scale in Ukraine at the moment I’m writing this blog). Longman started with great current authentic materials with the series Consider the Issues, Face the Issues, and Raise the Issues

Sample of the contents page of Northstar Advanced 3rd Edition (c) 2009 by Pearson Longman

Now, I know that students don’t have a thick skin, it’s more like an eggshell so as a teacher we must tread with care and avoid bringing up topics that could be upsetting to our students or even make them uncomfortable. It is important that our learners feel safe and comfortable during the lessons or else they won’t participate in the activities or engage with the language. Asking them to speak about a topic they are not happy to do is a sure way to make them drop out of the course. But we also believe that you know your students and you can make a good decision regarding what is off-limits in the classroom based on that knowledge.

So, instead of using a blanket strategy for all coursebooks, why not raise awareness and empower teachers and students on the subjects they want to use in the language classroom? In this day and age when more and more language teaching programs are incorporated as CLIL content why still resort to this form of self-censorship?

Cheers,

Mo

(1) Source: https://www.theteflacademy.com/blog/2018/06/parsnips-in-the-efl-classroom/#:~:text=What%20are%20PARSNIPS%3F,topics%20in%20the%20EFL%20classroom.
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Rules Refresher for Zoom Meetings

Observing the behavior of some participants in our Zoom class session – it is worth remembering some good manners:

ATTENTION:
Best Practices for Zoom sessions:

  1. Punctuality (some students connect 1, 2, or 10 mins after the sessions started. No, no, no! Be connected to the meeting a few minutes BEFORE it starts).
  2. Find a quiet place to attend the meeting (barking dogs, meowing cats, cracker Pollies, etc won’t help your session).
  3. Keep the microphone off when not speaking (and remember for the 1,000th time to unmute WHEN YOU ARE SPEAKING.
  4. Keep the camera on WHENEVER POSSIBLE.
  5. Turn off the camera if you’re doing something that might distract others (some stay the entire session reading something else on their cell phone. No, Virginia, I don’t admire your multitasking skills. Stop it).
  6. Show interest in the meeting so that it becomes more interesting (avoid lying on the bed or sofa during the meeting, although it can be more informal session, no one needs to see that stain in your sheet)

That’s it… so online meetings will be less boring and more productive.

Cheers,

Moacir Sena

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Breaking the Silence: stop the abuse of teachers

Before you say that you don’t get the title or that it’s wrong, (we are usually quick to point out what we perceive as mistakes), let me tell you that the title is correct.

Yes, you must have experienced a case of a teacher who hated your guts and tried to get you (at least that’s how you felt), but in this case let me share with you my own experience.

Being thrown into 10 classrooms with 30 to 50 students with ages ranging from 5-16 years old without any experience or training and support at 22 – is that a sort of abuse?

How about when you would turn your back to the class to write on the blackboard and some smart ass student (they always think they’re unique) would throw paper balls, or pieces of chalk or the eraser at you? Is that a form of abuse? Is it the teacher’s fault? After all, everyone knows you can’t give your back to the class even for a second?

That was in the beginning of my teaching career, and convinced me I couldn’t work with children. But even when I was teaching top executives years later, at times a student here and there would start with that locker-room banter – some men find it empowering to call each other a fag, a fairy, Uranian, a pansy, or whatever. They consider it a harmless joke.

And at first, when a student came up with crude talk like that I’d just “laugh it off” and move on… when push comes to shove he was the paying party and what could a little name-calling do to me? Until I realized that no one has the right to be verbally abusive. Willingly or not, they label you, they place you in a corner and show their superiority over you. Finally, I learned that I had put an end to that. Either by threatening them with stopping the lessons – they should look for another teacher immediately or by actually walking out of the room.

Now bear in mind that both men and women can be abusive – men in a more direct way, while women can use subtle strategies to manipulate and abuse as well.

I’d say those few bad sheep learned their lesson, despite the occasional slip back into their olden ways.

Here are some proactive measures to take:

  • Explain acceptable and non-acceptable classroom behavior.
  • Choose (pick) your battles.
  • Be open to student feedback.
  • Avoid lag times between lessons when students become restless.
  • Model positive behavior, especially tolerance toward adversity.
  • Reward student success rather than pointing out underachievement.

A Teacher’s Secret Shame:

“As a teacher, you’re supposed to do more than just teach. Every education textbook, every teacher-training course you sat through stressed the link between an orderly classroom and student achievement. “Manage your students and learning will happen“.

It’s this admonition that holds you back from reporting student abusers. What teacher wants to be tagged (as) an incompetent educator unable to control the behavior of kids more than half (their) age?

Whichever course of action you follow to stem the tide of abuse, reach out to your principal, school psychologist, even a union representative. Teacher victimization is a serious matter that you don’t have to handle alone.” source: https://study.com/blog/what-you-can-do-as-a-teacher-who-is-bullied-by-your-students.html

Verbal Abuse can be a secret shame that teachers have to find ways to heal

Cheers,

Mo

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Motivation: Mission Impossible?

As teachers we have to daily fight for our own motivation, not only financial but professional and intellectual as well. What is it that makes you get out of bed and teach for a few or many hours a day? In person or online? Unpaid hours spent preparing for lessons, searching for ideas, developing PowerPoint presentations… and all that for what?

Motivation Illustrations and Clipart. 217,217 Motivation royalty free illustrations, drawings and graphics available to search from thousands of vector EPS clip art providers.

Even highly motivated students at the beginning of the program see their motivation wane as the weeks pass. The excitement of the new, the hope for quicky proficiency, etc, all take their toll on every student.

A few learners keep their torch burning, do their homework, study on their own, use their language tools in different situations, etc… but most of them still wait for the teacher to revolutionize their language skills.

The Longman Learners’ Dictionary defines motivation as eagerness and willingness to do something without needing to be told or forced to do it

How can I as a teacher get my students to take charge of their own learning process?

First, let us think how fast we can motivate or demotivate someone:

While motivation requires a connection that can take minutes, hours or days to build and consolidate, you can destroy a learner’s motivation in a fraction of a second with just one word. Yes, you read it right, the most demotivating speech can be just one word.

How then can I motivate them?

  1. Promote communication. Learning is a process. Input and output.
  2. Allow space for creativity and connection which will enable engagement.
  3. Build a healthy relationship with the students. As a teacher you don’t need to be their pal but empathy can go a long way in getting them started.

Don’t get me wrong. There will be good days and bad days … hopefully the good ones will far outnumber the bad ones. How? As we develop a culture of learning, provide tools for their growth and continue to encourage them in their progress.

Cheers and carry on.

Mo

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Teaching Online, Revisited

After 18 months teaching exclusively online what pieces of advice, if any, would I have to share with my fellow language teachers? Here are some of the things I already knew and needed to put into practice and others I had to learn the hard way:

  1. Equipment is key – a decent notebook or computer with a good camera and microphone. My older computer had a lousy camera – six months into the pandemic with a grainy image I had to upgrade it. Add to the equipment the necessary microphone and headset (preferably with a cord to avoid interference and power surges). Also a ring light helps your professional image. Initially I thought it was just one extra unnecessary fluffy item, … but after my sweetheart gave me one, I can’t imagine going online without proper lighting. A second screen also helps a lot. Bear in mind, I didn’t say top of the line equipment – decent quality is good enough. No need to break the bank for the top brands.
  2. Camera positioning – try to show yourself from the shoulders up, prop up the notebook with one or two dictionaries (they’re the perfect size), a box, or a proper laptop stand but the right height will make the difference on how you will be seen. Since we’re talking about cameras – remember to look into the camera – don’t focus on the screen – the camera will give you eye contact with your audience.
  3. Dress properly – no top hat and tuxedo are necessary but sleeveless shirts are a ‘no-no’ for men (and women in some cultures). No need to hide your tattoos, if any, but keep a clean look … very few people can get away with a disheveled appearance and you probably are not one of them. Heard many times of people connecting wearing their pajama bottoms or none (chuckles) but my advice is: put on some pants, please. Getting dressed will help you feel like you’re doing something other than eating cereal for dinner in bed.
  4. Check your internet connection – Wifi is ok if the only option available (but preferably connect through your cable – more stable connection). Check your camera, microphone and headset before the session begins. I use Zoom for 95% of my sessions and occasionally it automatically changes my default settings for microphone and headset. Lovely, huh? More than once I’ve found myself without voice or hearing. So… once again… check it BEFORE the session starts.
  5. Prepare and Improvise – have your lesson and presentation ready, but be aware that things may change, remember that “student-centered lessons” are not just a cliché.
  6. Be careful when you share your screen – close all tabs and apps you don’t think your students would like to see or know about. TMI is still applicable online. That will make you look and sound more professional. Hey, I’m human, too. Sometimes I forget to close my tabs on the browser and there’s Twitter, and Facebook, and YouTube open – nothing wrong with that – but none of my students’ business. Do I need to say anything about porn tabs?
Teaching online can be a rewarding experience or a nightmare depending much on how you prepare for it.

Teaching online can be a rewarding experience or a nightmare depending much on how you prepare for it.

Happy teaching.

Cheers,

Mo