The personal stuff
I’m aiming to be more conscious in how I use words right now, as I’m more and more aware of how much impact tiny changes in wording can have (social distancing/physical distancing anyone?) As Terry Pratchett says in A Hatful of Sky:
Things I’ve stopped saying/writing:
- In these difficult/challenging times
They’re as difficult/challenging as you feel they are, this differs for everyone, and nobody needs to be reminded.
- The new normal
Yes, I know I wrote a post called that a few weeks ago. Normal is what you decide it is.
- As soon as this is over, I’m going to… / I wish I could…
These phrases frustrates more than help. There is no end date on this thing, but one day we’ll look back and it’ll be in the past. It’s like growing up: there’s no fixed point when you become an adult, but you definitely look back and you’re not a child any more. Why not say ‘Next week, I’m going to…’ and give yourself things that are manageable now to look forward to? And create a jar of post-lockdown plans.
Things that frustrate me when I see/hear them:
- Now that you have all of this time on your hands…
An assumption that is not universal. My workload has stayed pretty similar, and I know others who are busier than ever and are not necessarily taking breaks as they would have before. I know we are lucky to still have work and things to do that are similar to pre-coronavirus times, but you are lucky to have a different range of stressors than previously (I’m not going to say to have nothing to stress you out, because I know that’s not true either). Yes, we might not be able to do all the things we would like, but there are so so so many things we can choose to do.
- We/I don’t know what’s going to happen.
We never do. Now is no different. We need to change what we can and accept what we can’t.
I entirely realise you may not agree with this, but that’s why it’s the personal stuff…it’s how I feel, and you’re allowed to feel different. We’re all allowed to deal with this in our own way.
However, one thing is always true: if you’re finding it difficult to deal with, please don’t do it alone: ask people for help. You are absolutely not alone, and this is more true than ever before. COVID-19 affects the entire human race and, quite literally, none of us are immune to it or the side-effects of restrictions that it brings along with it. Look after yourselves, and don’t bottle up the frustration.
Here’s some fantastic advice from Stephen Fry on dealing with anxiety and stress whilst self-isolating during the coronavirus pandemic. It’s 2 minutes and 39 seconds of time well-spent to listen to him talking. And here’s Phil Longwell’s post on Covid-19 Mental Health and Wellbeing for teachers.
My Zoom lessons
This week our lessons with elementary teens introduced a story, the longest text they’ve read so far, and worked on adjectives and adverbs.
Are you sitting comfortably?
I decided it was finally time to teach my students how to use annotation themselves – previously only I had used it. We had 10 minutes at the start of the lesson where they could write or draw whatever they wanted on a blank slide. I turned on ‘Show names of annotators‘ so I could check who was doing what. We were going to play a game, but it took so long to figure out the annotation that we didn’t bother!
They’d finished 8 sentences for homework where they wrote about things they and their family were (not) going to do. In breakout rooms, the students compared their plans and helped each other improve the grammar if needed. As a mini writing assessment, they copied the sentences in the chat box. I told them I was testing their writing and I wanted to check their work, and only one student complained slightly 😉
By this time, it was break time – a prime example of how everything takes so much longer in Zoom!
The story we were using came with pictures to put in order. Before listening, students wrote sentences starting ‘I see…’ (e.g. I see a boat. I see a boy. I see a computer.) then ‘I think…’ (e.g. I think he’s good. I think the computer is important.) in the chat box to engage them with the story.
The first time they just read and listened to it, then showed thumbs up/down/in the middle on their cameras to indicate whether they liked it or not – the first time I’ve included a pure enjoyment reading/listening task in my lessons!
In breakout rooms, students put the pictures in order. They underlined the part of the text which went with each picture. I had to go to the rooms a few times to clarify how to do this as we’d never done this before (the readings we used were never really long/challenging enough in the rest of the book, or were far too hard and we skipped them!)
The final part of the lesson was a reading assessment which we did using a Google Form. There were seven three-option multiple choice questions, with images to support their understanding of the options.
With the first group, we had just enough time to manage this. With the second, we had a few extra minutes but not enough time to do anything else, so I told them their scores and encouraged them to keep resubmitting. This was very quick and easy because the form was self-marking (yay, multiple choice!) and they all submitted it at least three times in the time we had available, some more, focussing on the questions they had problems with. The image below shows only the resubmissions, not the original ones – there are 8 students in the group!
I used conditional formatting to show problem questions (thanks Ruth!) so I could tell the students which ones to retry quickly.
As you can see, question 5 was a particular problem. By the way, this is a rare example of some coursebook reading which provided a good level of challenge – most of the ones I come across are either far too easy or far too hard!
Making things interesting
The homework from the previous lesson was to write a very short story, around 3-4 sentences. Whenever I’ve set non-workbook homework before, only one or two students have done it. This time, only one or two didn’t in each group 🙂 One girl wrote two 1.5 page stories – I know she used Google Translate to help her, but I don’t really care – I’m so impressed at her motivation!
The lesson started with them in breakout rooms reading their stories to each other. The ones who hadn’t written one were in a separate room and had to write something very short: who went where to do what. The aim was to use the stories at the end of this lesson, but realistically I knew that probably wouldn’t happen, so they’ll be used on Monday instead.
To set the context, students looked at the pictures from Monday’s lesson and retold the story. In both this activity and the one where they told their own stories, I only heard a couple of adjectives and no adverbs, so I knew the lesson would be useful 🙂
We looked at four sentences from the story with and without adjectives. I asked if 1 or 2 is better in a story and why (2, because it’s longer and more interesting. I get a better picture in my head.)
I was pretty sure the students wouldn’t know the names for parts of speech in English, but would in Polish, so I had a list of the translations on my plan. I showed them the ‘2’ sentences with adjectives and nouns highlighted, elicited the parts of speech, told them the English word, then asked them to write down ‘Adjectives talk about nouns.’ and colour it in as on the following slide.
This was the beginning of a very staged process to give them a really clear written record. In a physical classroom or with older students, I would probably give them a worksheet to go through and fill in the gaps working at their own speed alone or in pairs, but this was the only way I could think of to keep everyone with me in a Zoom lesson.
We worked through four different adjective sentence structures and they wrote then read out their own versions of the sentence, and colour-coded it. This gave them the chance to personalise the grammar point. Fast finishers could write extra sentences.
After break, I showed them three different things from my flat. They had to ask me questions using an adjective and a noun e.g. What’s that brown bear? Who’s that cute baby? I answered with an adjective and a noun too: That brown bear is my favourite teddy bear. That cute baby is my friend’s daughter, Megan.
They then got three things of their own and played the same game in breakout rooms.
We repeated the grammar introduction process with adverbs and different colour-coding, but didn’t have time to practise them in this lesson.
The students were generally engaged in the grammar introduction process because it was broken down so much. I probably got them personalising the language a lot more than I would have done in a lesson I’d taught in a physical classroom previously. This is definitely something to remember later!
Zoom thoughts and tips
When using the annotate tool, students on phones and tablets only have the ‘pen’ option. They can’t type, stamp, draw boxes, or any of the other fun things those on computers can do.
On Thursday I did a Zoom training session which I’ll be sharing later. Dan, one of the participants, suggested assigning each student a question number from an exercise. They type the answer to only that question in the chat box. Can’t believe I hadn’t thought of this before 😉
My colleague Connor has been playing with the free VoiceMod software with his young learners. This allows you to change how you sound with a huge range of effects. He used it to add some fun to pronunciation drilling, with the kids trying to copy the way his voice sounded. It’s Windows only at the moment, with Mac and Linux versions in development.
I’ve been trying to get my second teenage group to consistently have their cameras on because it makes a huge difference to how the lesson feels. This recent Twitter thread made me frame my thoughts differently (click this tweet to see the whole thread):
People who are teaching online: opinions on students who don’t want to turn their webcam on in a group class? About half of one of my classes are reluctant to do so (internet issues, feeling shy, and still wearing pyjamas are the issues they’ve mentioned…).— Emma Johnston (@Emmita_J) May 8, 2020
It might be worth showing reluctant students that they can use speaker view and pin the teacher’s video. When using full screen they can hide the rest of the students, including their own video. It may just be that they don’t want to see themselves – I get it, I tend to try to minimise my video when I’m just chatting to one or two people on Skype or similar.
Scott Donald has a thought-provoking post about why you shouldn’t necessarily ‘hover’ in breakout rooms when students are doing activities, but instead give them some space to get on with it.
Jane Maria Harding da Rosa’s blog is back 🙂 In her most recent post, she shares personal anecdotes about chanting and how it helps students remember new language. I’d highly recommend her articles called Creating Chants and Don’t Drawl the Drill if you’re looking for ways to improve your drilling and help students remember new language for longer, both in the online and offline classroom. If you’re teaching asynchronously, you could do this through recordings.
The Virtual Round Table conference happened on 8th and 9th May. I attended Graham Stanley’s session demonstrating how to set up an escape room in your online classroom. The recording is here:
There’s lots of useful information on escape rooms in ELT on this blog, including the definition of an escape room if you’re new to them: https://escaperoomelt.wordpress.com/
Hana Ticha is teaching asynchronously (i.e. not via a video conferencing tool like Zoom). She talks about the pros and cons of synchronous and asynchronous teaching, and how she aims to overcome the cons of asynchronous teaching in this post.
Jim at Sponge ELT describes how he includes experimental lessons in the teacher development programme at his school, and some things teachers have been experimenting with when teching online.
THE REST OF THE SERIES
Each week I’ve summarised what our teachers and I have learnt during the transition to online teaching. Every post includes some tips about using Zoom, activities we’ve tried out (many adapted from the face-to-face classroom), and reflections on how my teaching and management have been affected by working from home. Here are all of the posts so far:
- Ideas for adapting group lessons to working on Zoom
- Moving a school online: reflections from week one of using Zoom
- The transition to working from home
- The world is changing
- The new normal?
- Half a week
- Calmer seas
- What we do
- There’s always a story (this post)
- What a difference a week makes
- The end of normal teaching
You may also find some other posts on my blog/which I’ve written useful:
- Separating work and life when you’re quarantined in one room
- Adding movement to online lessons (a guest post by Olga Stolbova)
- Adding movement to your online lessons (crowdsourced from IH Bydgoszcz teachers)
- 4 tips for teaching teens online
- Online activities that really work when teaching teenagers online (a compilation of activities used by IH Bydgoszcz teachers)
- Using NearPod for asynchronous online teaching (a guest post by Katie Lindley)
- Moving teaching online (IATEFL panel discussion recording – I was on the panel)
- How do we teach when we’re teaching online (a guest post by Laura Edwards)
- Mentimeter and word clouds
- TEFL (online) Tantrums (a guest poem by Jenna Edmondson)
- Fortune teller decision maker
- A post-corona SWOT analysis