Even students learning through distance learning are people who need a sense of connection. That's exactly what I create, to make my students feel like we have known each other for a long time.
I first get to know my students online – their background, hobbies, passions, and values. I always find something interesting to add to demonstrate my understanding, empathy, and appreciation. In our init...
Even students learning through distance learning are people who need a sense of connection. That's exactly what I create, to make my students feel like we have known each other for a long time.
I first get to know my students online – their background, hobbies, passions, and values. I always find something interesting to add to demonstrate my understanding, empathy, and appreciation. In our initial conversation, I also assess their language level in the target language and their readiness to communicate in that language. Part of this process also includes assessing their learning style and, if applicable, their time management, in order to know how much free time practice I should assign and what kind of activities the student needs most.
I also provide a shared Google Doc, which is part of a file I create for the students on Google Drive and contains all the keywords, phrases, and links to external resources. I refer back to these documents in subsequent lessons so that students can review previously learned vocabulary, phrases, and grammar. These documents are always integrated into the current and future lessons, ensuring a holistic learning experience that builds upon previous lessons. For the Cambridge training, I use the Cambridge website directly for exercises in all four communication areas, drawing on past tests. Furthermore, I use the Cambridge "Write and Improve" platform, which assesses students' writing based on content, correct register, the quality of words and expressions used, and structure/organization. Students can view their English level in real time via Zoom. They are also asked to prepare short or longer presentations, which I evaluate with constructive and helpful feedback. I have the ability to foster a growth mindset in my students, where mistakes are a welcome and important part of their progress.
