Remote teaching poses distinct and unexpected challenges for someone who qualified in the 1990s and has honed their craft over the last 30 years.
For example, little did I consider the use of “soft data” that I would gather in each lesson from a physical classroom. For example, reading students body language, tone of voices, observing facial expressions, and gauging the classroom climate, were all things I sought out without thinking.
Gathering this information has become significantly more challenging in an online environment. Managing low-level distractions is harder online, as it’s difficult to tell if students are becoming distracted or losing focus. To ensure effective learning in this new landscape, I must develop new strategies and skills to maintain student engagement without traditional cues. It is also, of course, difficult for students too.
Working remotely has emphasised to me the importance of quickly learning names and being able to address students directly. Starting lessons with an open philosophical question such as “Can kindness change the world?” has given me small insights into the individuals I am working with. Asking for regular feedback is also a rich source of “soft data”.
Disrupted lives
This year has been a whirlwind of change and adaptation, from teaching MYP Mathematics in Budapest, sharing geography and business lessons with Svitlo School students in Ukraine, and providing 1:1 tutoring with Suffolk’s Alternative Tuition Service.
Most meaningful have been my connections with “persistently absent” students (of which there are 1.6 million in England) and those whose lives have been disrupted by violence. The resilience and determination my Ukrainian students display inspires me every day. By extending my practice beyond the confines of a traditional classroom, I believe I have made meaningful impacts in their lives, no matter their circumstances. These moments remind me why I chose to be a teacher.
“The resilience and determination my Ukrainian students display inspires me every day.”
Transitioning to online teaching initially felt like trying to perform my duties with one arm tied behind my back. Technical issues, lack of personal interactions and inaccessible non-verbal cues made me feel half the teacher I was in the analogue world. I’m learning to adapt and develop skills, and harness digital tools to create a dynamic virtual experience. My current favourites are the interactive lessons I create using LessonUp and Jam Boards.
Challenges are great but so are the rewards. Recently, with my Ukrainian students, we were learning about Argentina. I set homework that asked them to learn to tango, Argentine style. The dances were filmed and submitted to me via Telegram – mothers and fathers dancing with their children in parks and open spaces in quiet corners of the country.
I have noticed that the shift to online teaching provides a newfound voice to “quiet” learners. Through chat features and forum posts, they can actively participate without in-person intimidation.
Unexpectedly, students become digitally savvy, offering valuable suggestions to enhance the sessions and proposing innovative ideas for future lessons. This real-time feedback empowers me to tailor my teaching methods to better cater to their unique needs, creating a collaborative and dynamic learning environment where students shape their own educational experiences.
“I’m learning to harness digital tools to create a dynamic virtual experience.”
I am constantly seeking feedback from my students concerning remote learning in general and my lessons specifically: “I want you in the classroom to help me when I am stuck” is a common refrain. Is this a “habit” that students will need to wean themselves off? Will AI fill this space?
New opportunities
The shift to online teaching has also opened up new spaces for collaboration with other educators around the world. I now have access to like-minded educators, exchanging ideas and resources to develop creative ways of teaching in this virtual environment. Far from being isolated in my own bubble, I feel connected and empowered by the global collective of teachers across the world.
Working with learners in Ukraine amidst the war poses unique challenges, so we use asynchronous learning methods when internet access is not always guaranteed. Online teaching has thus proven its adaptability and potential even in the face of adversity.
“Working with learners in Ukraine amidst the war poses unique challenges.”
Currently I am in discussion with an education charity in Malawi and together we are exploring ways in which I can best support teacher trainers in the country’s teaching colleges. The idea is that we will develop teacher trainers’ leadership, management and coaching skills, meeting regularly online for teaching, mentoring and coaching sessions. This will help, in a small way, to address the low levels of English literacy that currently exists whilst also developing leadership and coaching capacity.
The future
Online teaching is a powerful tool, allowing us to reach students and fellow professionals no matter where we are in the world. But it must never replace traditional bricks-and-mortar schools; they are places invaluable for personal development and for building communities and societies.
Schools teach us how to interact with and understand others, honing skills that are crucial for our growth. They provide an arena where relationships are built and emotions explored. We mustn’t forget the importance of this face-to-face learning experience.