The recent pandemic has fundamentally redefined the way we perceive the world, the way we live and the way we work. Suddenly, most people on the planet found themselves locked in their homes, trying to protect themselves from an invisible enemy. At the same time, abruptly and almost violently teachers got separated from their students, classes fell silent and everything moved to a virtual environment. The educational process was transformed and teachers found themselves forced to teach using online platforms and tools they were not familiar with in almost an instant.
Some people find the cats cute: which prompts names: "the Rag Doll, is a Californian cat with a Russian name – Byjeli". Then there is grammar: "We’ve had him for 5 years." Present Perfect – "And the Siamese, Timmy?" – "We’ve had him for 10". Some are intrigued by this, others less so. Others are curious that the teacher, the coach, has a real, living breathing wife, to be seen in the background, getting ready for work. Cue, again, Present Perfect: – "How long have you been married?" – "da da!"
When I check the news, automatically paying attention to every headline connected with education, I notice the same feature regardless of the country and subject taught. It is “teachers should/must…” Teachers should adapt to the new schedules, be ready to come back to school and then suddenly be sent home for an indefinite period of time. Even worse, teachers must be ready to provide “a combined way of learning”, that is conducting their lessons for some classes in real life, and then continue doing the same for other classes online.
COVID-19: New Challenges for Teacher Trainers.
Now, four years later me looks back again and say ‘ well, I made the fairytale come true, but is it really?’
My name is Fatima Taha, and I have been teaching for 12 years (two of which are online).
Who would have thought that online teaching, which was heavily criticized as a less effective way to deliver a lesson owing to the physical distancing and the lack of eye to eye contact, as argued by some, would become the first option for many fellow teachers?
Written by Milica Vukadin
Everything can be achieved with the effective use of proper tools, even if you are not very tech-savvy and even if you live on another continent. The most important step is to use a proper combination of tools so that you do not develop a broken distance classroom. A broken or incomplete distance learning classroom is a classroom that is not effective because important aspects are missing. These aspects are:
In this post, Larry Ferlazzo looks at four questions that he has been facing in his teaching Beginning English Language Learners and Intermediates, and his response.
The world of education has been evolving since time immemorial. COVID – 19 has given teachers and students an opportunity to explore online teaching/learning. It is not an easy task. Using technology in day-to-day business of keeping in touch with students, sending reminders, sharing pictures and videos setting assignments and tests have to be rethought for online classes.
As for me, even though the atmosphere seemed rather gloomy, there was no need to panic. I had three reasons for that.
First, I had already been tutoring adult learners online via a Japanese company at the weekends so I was familiar with what was going on so it was high time that I smoothly switched my online teaching experience from adult learners to my young learners.
Schools, Institutions and the likes who run blended learning courses are better equipped and oriented to deliver online. Enforced move to remote teaching comes with its own challenges not only for teachers but also for students and parents.
Below are some challenges for teachers and ideas to overcome them:
Students welfare and well-being: