When I started teaching online, it was clear to me almost immediately that I wanted to encourage my learners to write and that I wanted to see their writing on a regular basis. I had a CLB 7 Academic class, and I began rather naively and ambitiously. The assignment was straightforward:
You will have three journal topics a week. You will be given 15 minutes a day, three times a week, to write in your journal. You will be given a journal topic or you can write about whatever you want.
Learning never stops; this now includes both humans and Artificial Intelligence. As I type this blog post, I find myself either tabbing to accept the suggested word or ignoring the suggestion. Being prompted to type what auto-text thinks I should be writing can be annoying and, if I am not careful, I end up writing a word that I did not mean to write or, worse yet, pressing ‘send’ on a message or email with one or two unintended words. Although I appreciate its usefulness on some occasions, it irks me when I am given the wrong suggestion, as in the case of Grammarly’s use of double commas on a salutation (since when did adding a comma after ‘Hello’ or ‘Hi’ and before someone’s name become the grammar norm?)
As a person and as a language instructor, I hear the words ‘small talk’ and I shudder. However, I have learned – after teaching online for nearly three years now – not to underestimate the opportunities and utility of focusing specifically on Small Talk in class. Focusing on Small Talk has always been successful. When surveyed, learners consistently report that they want more Small Talk rather than less.
I started teaching virtually with a fairly small class (CLB 7) who really responded to Small Talk. For one thing, I found the class needed to deal with mental health issues – near the beginning of COVID – and needed to feel as social as possible in a virtual environment. That’s when I started to develop Small Talk as an integral activity. Most recently, I had a much larger class that also responded very well to the Small Talk activities. This activity is not a one-off lesson but rather focuses on best practices, routine, feedback, and refinement.
I asked TESL Ontario educators to record their thoughts on the question “What are one or two ways that you incorporate diversity, equity, and inclusion in your teaching practice?” This post shares their recordings (see link below) and synthesizes their responses, which highlight the importance of infusing criticality in classroom texts, talks, and tasks.
Providing students with various platforms and activities where they can voice their learning helps create an engaging learning environment where students feel autonomous in their learning journey. As Gao (2013) suggests, educators can be involved in their learners’ reflective thinking, where they together assess prioritizing students’ “concerns, desires, and visions” (p.236) and examine further “learning paths” (p.236) in order to promote students’ autonomous language learning.
I’d like to suggest a few ways we can create an environment where students can thrive while strengthening their agency and autonomy:
Organizing Google Drive for you and your students can be challenging. When assessments and assignments are assigned through Google Classroom, you may get lost in the mountain of documents. For your students – especially for those who aren’t tech savvy – it’s even more challenging. As we approach the end of the school year, here are a few lessons I’ve learned from online teaching about how organizing your Google Drive early saves you time and effort.
Motivation is one of the key challenges for successful language learning, but sometimes instructors don’t sufficiently utilize motivation. Some teachers even think they cannot play a major role in student motivation, but I believe we can motivate our students in many ways. For example, motivational quotes are a great device to inspire our students. While teaching last summer at Niagara College, I shared biweekly motivational quotes to boost my students’ ambition. They truly enjoyed them! Below are the seven motivational quotes that my students voted as their favourites.
Since the pandemic learning management systems have become a common means of hosting online content. Beyond content, LMS provide security, accountability, feedback and various opportunities for collective and individualized learning. The Avenue project is hosted on the Moodle learning management system. Moodle arrives with a set of core activities that include: Continue reading →
Recently, I did a small experiment with my students. Instead of me assigning reading and listening tasks, I asked them to read an article and watch a YouTube video, and then make their own questions as if they were teachers. The results and feedback were quite astonishing.
Learning English (or any new language) requires student focus, repetition, and practice, so it’s easy to see why students may often feel disengaged or even bored in the classroom. This is why ESL teachers love to try off-the-wall ways to liven up their classes and infuse some enthusiasm into the topic. Continue reading →
