Thomas

First, I leverage technology interactively, not passively. Instead of simply sharing a screen, I use digital whiteboards like Miro for real-time collaboration on mind maps and exercises. I incorporate quick polls and quizzes using tools like Kahoot! to gamify learning and provide instant feedback, turning comprehension checks into engaging challenges rather than tests.

Second, I prioritize a communicative approach, even online. To counteract the potential isolation of the virtual environment, I structure activities that necessitate interaction. This includes using breakout rooms for pair and group work on tailored tasks, such as role-playing a job interview or debating a topical news story. This ensures that student talk time is maximized, building fluency and confidence in a low-pressure setting.

Third, I personalise content to fuel motivation. By understanding a student’s goals—whether for IELTS, business, or travel—I tailor examples, topics, and vocabulary to their interests. Discussing a student’s career field or hobby transforms abstract grammar into a tangible tool, dramatically increasing their investment and intake.

I am eager to bring my commitment to creating connected, interactive, and successful online learning experiences. Thank you for your consideration!

The results of this approach are evident in my record. At ILSC, I achieved a 4.96/5 student satisfaction score and a 100% success rate for pathway students, metrics directly tied to maintaining high engagement and clear, achievable milestones. Furthermore, my background in drama allows me to bring energy and authenticity to the screen, using storytelling and humour to make lessons not just educational, but truly enjoyable.