After 1 year of the Covid-19 Pandemic with companies and individuals cutting down on their expenses and labeling “language learning” as non-essential, I feel that my network of prospective students has been shrinking. New potential students don’t know me and are more focused on price than experience and great qualifications. And there is no shame in saying I need help to find new students.
Nothing better than counting on the support of an international organization with students and teachers from all over the world with expertise in student prospecting. I am sure we can both benefit from this synergy.
Part of their vetting is based on an online grammar test and writing test. Here’s my writing test:
Recount an endeavor, personal or work-related, that was unsuccessful. Provide as many details as possible. If you were to do things over, what would you do differently to ensure the success of the endeavor? *
The following will be assessed: grammar, vocabulary, and sentence construction/organization.
I have always felt that learners and teacher are partners, collaborators in the exquisite adventure of learning. The teacher will create opportunities for learners to grow and, in the case of learning a second or foreign language, to improve their listening, speaking, reading and writing skills. To learn to be comfortable in their own skin with their acquired language.
One side cannot be held responsible for everything. The student must show interest, commitment, dedicate time, money and effort towards their goal. Likewise, the teacher must be fully interested in their students’ progress.
A few years ago I had a student who was often cancelling her classes, never did any homework or any reading/writing assignments and she came up to me asking why she couldn’t feel she was making any progress.
I looked at her, took a deep breath, and said that her progress depended on her commitment and effort. She needed to, at least, try to do some of her homework and make an extra effort to show up in class.
She got furious, fuming through her eyes and nose, and said my job was to teach her. That’s why she was paying me for. I said apologetically that maybe I didn’t have the right profile for her. I expect my students to be committed.
She stormed out of the room and told her assistant that from then on I was banned from her company. Weeks later she contacted me and apologized for her attitude, she said she was going through rough personal times and my comments had been the last straw.
That just confirmed my purpose to have students as my partners and if the partnership is suffering I cannot sugarcoat it. Only that way, shall we have cooperation and growth.
You must have already heard it many times: “There are no stupid questions” – and I always add: “Only stupid people”. Joking apart, the idea is that questions can help you come up with answers that you’ve never considered before, and those never before considered answers have the potential to transform you and your business.
The focus of today’s post is found in Aaron Nelson’s podcast series (unfortunately now ended)- The Freelance ESL Teacher Podcast – Episode 15 (2018) (https://www.listennotes.com/podcasts/the-freelance-esl/episode-15-questions-youve-0OebVTgHC4U/) some powerful questions to ask yourself as you get your freelance teaching business started or developed – or to help you grow it well in 2021 and beyond! My gratitude to Aaron who provided these great questions to help me be more mindful of my business growth:
Sometimes the best questions are ones you never knew you should be asking! Aaron came up with 4 questions that have really helped him which were found in a fantastic book that he had just finished reading called: Do It! Marketing: 77 Instant-Action Ideas to Boost Sales, Maximize Profits, and Crush Your Competitionby David Newman (Here’s a link to the book: https://tinyurl.com/4chkr57k )
Question 1: What’s Your Model of Business – or How do you want your business to look in the future?
I am keeping it a a ‘solopreneur’ .- That’s been my idea over the past 25 years. Before that I wanted a language school but I hated the administrative side of the business. I’m only interested in building my business to the point of keeping my schedule alone full and guarantee a reasonable income.
Question 2: How will I make money? Active Income: Selling services, classes, expertise: short (1 month); medium(1-3 months); long term (3 months – a year or more.); projects. Passive Income: e-books, course materials that you create, development of an language learning app? How will I sell my services?
Question 3: How will I deliver my services? Face to face classes? Online classes? Both? Workshops? In my own location? Location of my client? Will I focus on a country, city, neighborhood? Well, I guess that the Pandemic has answered this question. All classes are online – how long? God only knows.
Question 4: Who is my ideal student? Vital – It’s so important to know who you do your best work with. The wrong students in your business, and not because they are bad people, but because you don’t remain in your strengths’ zone when you serve them – it will make your work seem harder, will drain you, and can run the risk of retarding your business’ growth! Fill your business with your IDEAL students. Do you know who they are?
My ideal students are adults, professional, business oriented people, who won’t be a drain on my energy. Let me tell you, I’ve already had some students that were toxic to my professional persona and I had to terminate their contract to save my sanity. Of course, ideal is what is desirable not always attainable. Quite honestly, i am taking any paying students willing to learn.
This past weekend, Thiago, an English learner messaged me asking: “What’s right to say: “That’s he singing” or “That’s him singing”
And he added a compliment😋: “Hello, you know you are the wisest one to answer to me this question Which of this two sentences are right? Is right?”
My first inclination was to answer: “Well, firstly, let us learn the difference between THIS and THESE”. LOL… but, actually I sent him the following answer:
“[It is + nominative pronoun/subject pronoun] is generally regarded nowadays as hyperformal, and its use, even in written English, tends to be restricted to cases where the pronoun is followed by a relative clause, as in:
It is I who am to blame.
contrasting with informal
(*)It’s me that’s to blame.
You are unlikely to be criticized by anybody – except the most ardent, dyed-in-the-wool purist – for saying, or even writing, “It’s me” rather than “It’s I”. Indeed the juxtaposition of inherently informal contraction it’s with formal ‘I’ would even strike most speakers as rather ludicrous! – so stick with “that’s him” 🤪
Thiago replied: “I said this and a girl from US told me it’s not correct”🤔
Moacir Sena: “And … who cares? – do you know everything about the Portuguese language just because you’re Brazilian ?! Native speakers mostly never know how their language functions – they just use it 😋 – I’m never a stickler for details …” Thiago: Hahahaha. So I also wasn’t wrong?🤔
Again I was tempted to correct him say: “Wasn’t I wrong?!” but let it pass.
Moacir Sena: Wrong is such a strong word. 🤔There is no Academy of the English Language to dictate what’s right or wrong and if there were such an institution people would disregard it – so in language matters better focus on:
Usage: what do people use or say?
Clarity: can others understand what I’m saying?
Taste: do I like it?
Register: it depends on the place, time and public to receive the message. Thiago replied: “Interesting. Wise words. I (sic) gonna say as they say. Even if it is grammarly (sic) weird hahaha.”
My advice to Thiago: Read, my friend. Read a lot. Read good books and articles from good magazines and serious newspapers. Observe the way the phrases are written and flow. Watch lectures and good documentaries where you will have a clear exposure to the language. And keep on learning.
Since March 2020 most of us have been thrown into the digital world of online classes – no matter if we were ready or not. Some of us were already teaching using FaceTime, or Skype for example – I usually used online classes when traveling accompanying my sweetheart on her business trips. But all of us had ALL our classes moved to the online environment overnight. And that was good, considering that the option to online classes would be no classes at all and consequent unemployment.
We started watching tutorials on how to share screens, take notes, set up students in virtual classrooms, play videos and other audio practices while “the plane was up in the air” as the cliché accurately portrays it.
During this year I’ve learned some things about dealing with online classes and trying to control /avoid the so-called Zoom Fatigue.
We’ve all already felt the effects on us of extended spells of online classes – headaches, tiredness, red eyes, backache, tired legs, etc. Here I outline 5 ways to combat Zoom fatigue:
Don’t multitask during the sessions – I know it’s tempting to google up something, check Whatsapp, etc while something else is happening, but it will take a toll on your mind.
Alternate speaker view and gallery view.
Turn your video off sometimes (when showing a video, for example).
Take breaks. Yes… I know we do a great job making students feel they are the only “special” ones – but actually we have more than one student and back-to-back classes will cause you stress – if necessary end your class 2-3 minutes earlier and start the next class 2-3 minutes later (punctuality will suffer but your body and mind will thank you for that; and your students too – a teacher who’s feeling well will be conducive to the wellbeing of their students).
Make sure your “class” space feels different than your “relaxing” space. Get up and go to the bathroom, get a cup of herbal tea (coffee is not the best option but if it helps you who am I to deny you this comfort drink), drink water (keep yourself hydrated). Look out the window. If possible, relax somewhere else.
Of course, there will be days you will get more tired than others but by following these simple tips you may prevent burnout.
As a teacher of English and Spanish as Second or Foreign Languages for nearly 30 years one thing that will make students get highly motivated and pay attention to every word you say is when they have to undergo a job interview process. Some will break out in a cold sweat or start crying in the bathroom. What advice would I give them?
I don’t know if you will get the job but you will most certainly have had the chance to network and build your own confidence towards the next job interview.
Yes, the comic strip in my desk calendar was quite right – considering it was originally created in 2019, that the new year (2020) would be a LOT different from last year.
Exactly one year ago we prayed and gave thanks for coming to the end of a year, which hadn’t been easy financially and welcomed the New Year: 2020. What did I expect? A good year – an even number – representing balance and prosperity (at least in my thoughts and wishes, mind you). But then… Covid-19 happened. The year 2020 became an odd year.
In fast succession cities, states, and countries started shutting down – in Brazil (as everything else) we awoke after Carnival in March to the sad news that tropical and happy Brazil hadn’t been spared from the virus, contrary to what our clownish president J. Bolsonaro (a.k.a. Bozo) mockingly had promised would happen.
Companies, retailers, schools of all sorts were told to shut down and self-isolate. Initially social distancing was successful in some parts of Brazil – in March or April – when social distancing or stay at home campaigns reached the adherence of roughly 60% of the population. But as the days went by, and the virus didn’t seem to be THAT lethal, more and more people started wearing their masks under their chin instead of mouth and nose and getting more relaxed about large gatherings and crowds with people staying at home hovering at around 30%..
Back in January I had gloated that wife and I would never spend a Sabbath without going to church and just the thought sickened me to my stomach. Suddenly, in March churches were closed and now nine months later I feel like questioning myself -“why did I really make a point of going to church?”
Our English Sabbath School class went online and there it has been a source of fellowship and joy in the midst of all the bad news taking place.
All companies where I used to teach at shut their doors – if not to all employees – most certainly to all “nonessential” service providers – such as language teachers. Another hurtful 2020 keyword: “nonessential”. Are the Arts, Music, Education, physical contact not really essential?
My migration to Zoom was rather smooth – only one “Zoom bomb” incident – by the way, whose fault was it when the moronic teacher posted the meeting’s Zoom ID on Twitter – what was I thinking? (or not thinking? LOL) – I hadn’t used it before, but had already taught using FaceTime and Skype; had to learn some of the resources but at the same time I was reminded that “face time” is more important than all the gimmicks and tricks with PowerPoint or any other gaming gadget. Students need to see the teacher’s face more than a slide or special effects. The teacher must be focused on listening instead of looking at the next button to press or feeling turned on by their own image on the screen (chuckles).
Yes, a couple of students dropped out of classes because they didn’t “enjoy” online classes – (mind you, they not even bothered to try) but some new students joined the roster of my excellent learners and I was able to filter out those who need to find themselves before finding a teacher/tutor.
Hopefully I’ll be able to better use digital coursebooks in the coming year, honestly I didn’t come across any that grabbed my attention – I resigned myself to using PDF files of books I already knew. By the way, publishers will hopefully awake to the fact that learners need more than flashy photos with bells and whistles. Interactivity with the coursebook must involve vocabulary, pronunciation, listening, writing with resources to self record and verify accent and pronunciation; correct and explain grammar errors, etc.
Well, … it’s December 31 and what does the future hold? On a personal note, wife, and I and Luther will be moving to a new home in the countryside sometime in the first half of 2021. New place, new house, new people, new things to discover. I think that’s what the new year should invite us to do: Start 2021 with a purpose – to be different (and better) from who you were in 2020. If I can fulfill this resolution the dividends will be immeasurable.
First I would like to define in-company teaching: teaching of a specific course or program inside a company. It can be fully paid for and sponsored by the company itself. In my case, usually one VP or senior director would get in touch with HR and request English languages courses for himself or someone in their team. Then other VPs or directors would start requesting the same benefit and it would become part of a company’s benefit policies.
Other times, the company would allow teaching within its premises but the costs would be paid partly or in full by the students themselves.
Ideally a company would hire a language consultant/language school to assess the language level of the students and set up a language program with frequent evaluations in order to gauge the progress and the return on the investment.
In practical terms, many companies, for different reasons, would start the language teaching program in a more serious way, but gradually they would flex up their controls, and language classes would be considered one more benefit like lunch vouchers, for instance – the company does not want to know how or what the employees use their vouchers for. Are they eating healthily or only eating junk food? Are they selling their vouchers out for cash at a discounted price or passing them on to someone they know?
In order to give students a sense of control, companies would set a time limit. For example, those selected to attend English classes will have, let us say, a 2 year limit for English lessons. After that they would automatically lose their benefit so that another team member could start with classes.
Of course, there have been students who applied themselves and would make progress in their language learning process, I had students who started at intermediate level (B1) and ended up at C1/C2 levels.
But quite often there would be those students who would not take their learning seriously. They wanted the “benefit” but wouldn’t benefit from it. Lots of class cancellations (work-related or not); no commitment to studying outside the classroom; no motivation to have a class but rather a moment to chit chat and shoot the breeze in the midst of their busy schedule.
The material mostly included a business English course book. I personally liked Business Class and Market Leader especially Upper-Intermediate and Advanced programs. Intelligent Business is pathetic with typos in almost every unit. Shoddy quality. In the late 1980s and early 1990s I enjoyed using We Mean Business.
Of course, if the teacher had some business experience – he had lived across an office building, for example (just kidding – sort of) he or she would be a plus in the school’s in-company teaching program.
Now with Covid-19 and the Pandemic, in-company teaching has all, but disappeared, at least physically. None of my corporate clients in IT, Manufacturing, Banking or Law Firms are open to service providers. The requirements and expenses of frequently testing their staff wouldn’t warrant additional costs testing teachers as well. I half-heartedly joke with my now online students that “pigs will be flying wearing masks” before I get access to their companies’ facilities. So, online we stay.
Will it prosper online? Will companies prefer local language schools or schools located anywhere cheaper? Will language progress be effectively assessed? Will employees be allowed to have their lessons during their working hours? Will they be held accountable for their learning and the investment the company has placed on them?
We tend to like lists so I decided to present my adapted commandments (from https://www.shiftelearning.com/blog/bid/297719/The-Ten-eLearning-Commandments-Infographic) from what I’ve been learning as an online/remote teacher of English as a Foreign Language. Until 3 years ago, my wife and I used to travel a lot (she on business and I as a great travel companion) so I got used early on to teaching online using especially FaceTime – let’s say 5 or 6 years ago. Now with the pandemic, of course, both teacher and learners lost their choice of face to face or online classes. Of course, choice is still out there. One student moved from face to face to telephone-only classes. A few others decided that to pay for online classes would be a waste of time and money – like paying for a virtual sandwich – you can see it, even see its creation step by step, but not taste it, chuckles) – and they had Netflix and YouTube. Dump the teacher.
These commandments are nothing new but still relevant and mean to remind my students and I of what we are doing, the benefits of following them and the risks of breaking a single one of them.
Commandment #1: Thou Shalt NOT Put the Learner On a Pedestal
Now, that doesn’t mean learners are not important – without them – you cannot teach, right?
Ensure that your learner feels in control and well-oriented. The learner has to know what, why, and where learning is taking place.
So this is commandment #1. Make sure the learner experience is put first and foremost, but remember they’re paying you to be a teacher not their pal or confidant. For that they’d have to pay much, much more.
Commandment #2: Thou shalt not multitask
Thou shalt not multitask. Modern technology makes it easy to do many things at once, but that doesn’t always mean you should. If you’re communicating with others, focus on them, and them alone. Minimize the other tabs on your screen, silence your phone, and never eat or go to the bathroom during a call (unless it’s an emergency). Being on mute or having your camera turned off is not an excuse. You can wait. If you’re desperate or the meeting is running long, ask for a 5-minute break.
Commandment #3: Thou Shalt Plan, Plan, and be ready to throw the plan out of the window
Behind every successful man there is a woman, or so the saying goes. And behind every successful eLearning project, is a well-devised and detailed plan.
Beautiful idea but in practical terms the learner is not interested in whatever time and plans you have. It is THEIR agenda. Have your plan but rest assured that more often than not you won’t be able to implement it.
Commandment #4: Thou Shalt Respect Thy Learner and Thy Teacher
“R-E-S-P-E-C-T. Don’t know what it means to me” – Aretha Franklin
Ms. Franklin was right. Relationships require respect.
You’ve got to respect your learner’s intelligence and respond to their needs. Make sure you understand their background, how they like to learn, and what style of learning appeals to them. If you hit the wrong tone, your learners may feel demeaned and even insulted.
Commandment #5: Thou Shalt Not Rely Only On Technology
Yes, you read it right. You’re working with another human being. Focus on their needs not the equipment and tricks.
In today’s multi-screen world, it’s easy to think of learning in different platforms, with desktops, tablets, and smartphones each with different compatibilities and operating systems. Elearning has to change. It has to be responsive, multi-format, and look good on whatever device it’s used on.
Commandment #6: Thou Shalt Use an Agenda
When hosting or participating in a meeting, respect the attendees’ time and other obligations as much as possible.
eLearning is a practice of restraint and balance. Remember to use useful design, not decoration, and give breathing room. Just like in photography, negative space can sometimes make all the difference; there’s no need to fill every little space.
Commandment #7: Thou Shalt Focus on Competence, Not Grades
Competency-based learning lets learners move through a course at their own pace. This is a more valuable approach; the focus isn’t on completing a training program within a specific time, it’s about doing it slow, and doing it right. Competency-based training doesn’t randomly “dump” tons of knowledge on the learner, it lets the learner choose. They know when to move on, and when they’ve absorbed the material. This makes learning more effective than the “dump and run” model and the learner feels more satisfied and leaves no gaps in their skill set.
Commandment #8: Thou Shalt Show, Not Tell.
We’ve all been there. Bored in a presentation or taking an eLearning course. Checking the time every few seconds, wondering when it’s going to end.
Why do we feel this way? Usually because eLearning is designed as just conveying information, just telling. Just being spoken at.
This is one of the least effective ways to share information. If you want your audience to remember your content, you need to show, not tell. This means you should tell more stories in your course, give examples, create scenarios, you have to give the audience something they can relate to, and help them find connections between the learning content and their roles.
In a nutshell, this is how to do it: less exposition, more action. You’ll see how your learners react in a completely different way.
Commandment #9: Thou Shalt Be Respectful of Time
eLearning has to be more sociable, but Never assume you are anyone’s highest priority. Be flexible when possible but always remember that TIME IS MONEY. When you’re remote, you must be intentional about keeping a time frame.
Commandment #10: Thou Shalt Plan for Sprints, Not marathons.
I know, this sounds counter-intuitive. But hear me out. Nowadays, learners struggle with information overload. We have stuff coming at us from mobile phones, email, the web, and good ol’ fashioned verbal communication.
Learners have too much going on already – if you bombard them with information they’re going to tune out quickly. They might retain scraps, a key word here and there, or they might retain nothing. Don’t risk it. Organize your content into small, bite-sized ‘sprints’.
Wow. A landmark. 30 years of Teaching English and Spanish as foreign languages. And counting. But honestly speaking, English has always taken the lion’s share of my teaching hours.
Out of those years, over 25 have been teaching one on one so I can say a thing or two about changes in language teaching in this segment.
1. Accessibility: when I started teaching cable tv was limited. Students could watch videos of movies in English but subtitled in Portuguese. No radio programs in English…lots of English songs but how could they understand what was being sung? Limited access to lyrics. Now they have all the English speaking world at the touch of a button on their cellphone.
2. Technology – when I started teaching I not even had a cassette player and the school followed their own coursebook without cassettes. If I wanted to play a song I had to take my portable turntable and vinyl record. From cassette – to CDs and we moved up from VHS – to DVD’s and now to streaming and millions of channels on YouTube. Not to mention the hundreds of language learning apps.
3. Pedagogy – teachers were the reference in pronunciation, grammar, vocabulary. If the teacher didn’t know it how could a simple student know that word? From teacher-centered the language courses have moved on to a learner-centered approach (at least in speech). Learners can do way more than what their teachers might tell them to do (well, it doesn’t mean they’ll do it).
4. Resources – from coursebooks and the occasional imported magazine or newspaper now we all have Doctor Google. There are loads of apps for students to practice vocabulary, pronunciation, even using AI for actual conversation. They can record themselves and self evaluate their progress.
5. Creativity – that’s changed but still the same if you get my gist – I mean, we teachers have always had to resort to creativity from role playing to imaginary conversations to using tv commercials recorded on a VHS tape as part of our class material.
Despite all the improvements in pedagogy and technology some things still continue wearily unchanged.
Many students still think that a native teacher is better than a teacher who HAD to learn the language as they are doing now. After all, if the teacher says, “come, come, it’s not that difficult”, they can always argue, “not for you”. Still language schools give priority to a teaching candidate who’s spent 2 years washing dishes or cleaning houses abroad over a local language college graduate.
Many students also think grammar should be taught first even though they hate it… so it must be good like the bitter taste of medicine, right? Still controversies over teaching pronunciation and cultural values of the English speaking countries. Even those who defend the teaching of a global English accept the fact that some parameters must be defined, otherwise the English someone is learning in Indonesia might be incomprehensible to someone learning it in Ecuador.
The future will present even more changes, but some things I’m sure will remain the same: the importance of knowledgeable, committed and caring teachers working along students who have developed or discovered their own motivation.
Remote Learning had been growing over the past 5 years or so in availability and stories abounded about its benefits, advantages and advances. Still, going online for regular school courses or university programs was seen with a dose skepticism and even frowned upon. The feeling was that remote learning was inferior to face to face interactions.
Then, coronavirus happened. The pandemic shut down schools, universities, colleges, churches, offices, shops, bars and restaurants. On a global scale. I had never thought something like that could happen. Other pandemics in the past – even more deadly and devastating – were more localized never shutting down an entire country – let alone dozens of countries simultaneously.
Overnight, remote learning became, not simply a more flexible and cheaper alternative, but the only alternative to millions of students from kindergarten to PhD courses.
Suddenly, teachers and students found themselves scrambling for computers, cameras, wifi connections, and all the fluctuation on signals, computer crashes, small cellphone screens, wifi signals getting unstable depending on the time of day due to congestion, etc.
I had already been teaching online for a few years, FaceTime was simple and reasonably stable – back in 2016 when we were living in Newmarket-on-Fegus in Ireland all my classes were via FaceTime – there were limited resources but the “novelty” also appealed to some students.
2020 is the Year of Zoom – or Microsoft Teams, BlueJeans, Google Meet FaceTime or whatever video sharing video conferencing platform you or your company may choose.
Classes work relatively well one on one – less so when you have larger groups (haven’t enjoyed breakout room experience) I prefer a webinar format when dealing with larger groups.
This week I enrolled in a 15-hour long journalistic podcasting courseat a respected higher education institute here in São Paulo. The course had, as everything else, migrated from f2f classes to online classes and I thought it would be a nice experience. Please note the the registration fee and course price were not reduced.
Well … making a long story short, the 5-day sessions lasted only one day for me.
On the first day I was feeling a little awkward about videoconferencing etiquette in a group that I’m not controlling (control freak, who me?) but when I joined the group, there were 3 people having a friendly video chit chat – I didn’t know they were the instructors – I said “good evening” – waited for a few seconds, realized they knew each other as colleagues/friends and decided to close my mike and camera since they had not directed any attention to me. Yes, Virginia, I’m an introvert either f2f or behind a camera. Then I realized that all the other students were also with their cameras and microphones shut.
The course was supposed to start at 7pm and it would be live. Of course, it started at 7:15pm because the instructors thought they had better wait for some eventual “tardy” student (honestly I wasn’t expecting you could manage to be late for a video class – Pollyanna me – one of the students joined the group 1 hour later – no excuses given).
What I thought weird was that only the 3 instructors kept their video and mikes on, all of us were supposed to keep our videos and mikes off due to the instability of the Microsoft Teams software, so they said.
We were 24 people in total.
Now my best part – the 3-hour session with no participation just listening to the instructors alternating on the podcasting industry features and trends – and they were fast and furious in their presentations – with me typing some comments or questions in an attempt to keep focused – but it was exhausting. Endless! After 2 hours they proposed a 5 minute break.
Their biggest mistake was to treat their online session as if it were face to face.
Those 3 hours were gruesome – and I decided that the course, due to its format and time (I’m not a night owl, most definitely) was not for me – and I dropped off – fortunately I’ll be reimbursed 50% of what I had paid.
Can you imagine what it is like to be a public school teacher with 30 or 40 students who should “allegedly” be connecting for their lessons?
Without any training and/or resources?
The chaos in education – brought upon us not exclusively by the pandemic – but made even more desperate in Brazil will bear fruit many years in the future of a whole generation.