Foreign Teacher Management Coordinator
On my first day as an online teacher, I was eager to teach a new and impressionable group of learners. I came prepared with my syllabus and the lesson for the day, and I was able to immediately interact and connect with my students using a combination of chat and voice messaging . My first day of online teaching varied little in terms of my excitement and enthusiasm. I prepared my syllabus and the lesson for the day and looked forward to see my students again for the first time after nearly 6 weeks. However, I found myself waiting for my students to interact with me.
At first, I was bothered by the silence. Why weren't they talking to me to seeking all of the knowledge I wanted to impart to them? In the past, it required little more than walking into the classroom. The learning environment we shared was tangible; it was set in a single place and time. However, I soon realized my mindset was part of the problem. I couldn't just expect students to reach out to me. In the online environment, I had to do more than just deliver content and wait for engagement. It was about building the teacher-student relationship in a different and dynamic way.
My interactions with students in online schools took place whenever and wherever the need arose. I met "virtually" with students where they were. This often occurred with the use of newer communication technologies like text and instant messaging, as well as with traditional methods such as PPT’s etc. I had countless “virtual"online interactions with my students, all of which, in many respects, mirrored the interactions I had with students in traditional learning environments. My students embraced it and took full advantage of such opportunities. More importantly, their increased engagement led to significant improvements in their engagement in the subject overall. We didn’t plan that in term 2 we would be teaching online - but I am very grateful for the experience to learn through trying.
Visual Arts Teacher
Working from home allowed me to keep a flexible schedule. Our team made goals very clear. I was given ample time and notice before assignments and events. The tools available were free of charge and worked as advertised. We were able to give students specific tasks that they would be capable and able to complete at home. Students have been flexible and I have gotten little complaints from them.
Communication in different ways, has for myself and students, been the main story of the recent teaching and learning environment online.
Communication challenges with respect to teaching directly through the internet which has led to slight differences in our class lessons.
As a result of these challenges, the students of Gold Apple have learnt to adopt a positive action policy regarding technology issues during online lessons.
Being part of the online environment is a big break away from the heart-felt work and feelings within our school classrooms, which make me, appreciate more fully the strong relationships I have with my students and teaching colleagues.
From a teaching and planning perspective, extra progress has been achieved in adapting class lessons through the use of more appropriate PPT”s and video formatting.
Progression from students through online learning, was to be found in how many of our students developed and blossomed in this new learning environment!
Some students found communication online an efficient system for study and that they could still be guided and connected directly with their teacher and classmates.
Students were also highly productive for after class activities. Well done!
In conclusion, it is fair to say that online learning has continued student-teacher communication and development, even with its challenges.
And so with that in mind, we should remind ourselves then, that the online world of learning for now, can’t replace the communication of real physical classrooms with our students and fellow teachers.
Daniel De Jesus
The online classes are new to us all including me. Sometimes things happen with the APP platform connection, at that time quitting and restarting the program helps to move on with the lesson. Surprisingly there has been good understanding and cooperation with the students during those brief problematic moments.
I found that keeping it simple works the best presenting them with Power Points, showing pictures and words that associate with the lesson topic. Playing story audio and repeating after me serves for both listening and pronunciation practice
Asking a few students to read and join a simple Q&A is for more interactive speaking opportunities in the class, some kids may feel more motivated to ask me questions or have a little free talk.
At the end of class there will be a short video about the content from the lesson which could bea sing along for the kids to follow or an animated scenario for listening and visual stimuli.
In Conclusion, my experiences with teaching online have been a learning and challenging one. Keeping it basic, clear and simple is the most effective way to approach with primary students.