Skip to 0 minutes and 4 secondsHello, everybody. It's our end of Week 4 video. Hi, Marie Therese. Hi, Lindsay, how are you today? Hasn't it's gone quick? I know. I was just thinking that earlier. I can't believe how fast it's gone. It's quite scary. No, absolutely. Don't get old, because it goes even quicker. So this week then, we were talking about language. Yeah, absolutely. We talked about language to begin with and we talked about setting context, because context is king. And we talked about ways of doing that. And what we meant there really, was how do you create a context where you show the learners the meaning of the language so that it's clear when to use it and why we use it and so on.

Skip to 0 minutes and 48 secondsAnd we had lots of different kinds of context, ways of creating contexts that people talked about. To start off with, lots and lots people talked about video. Yeah. And I think that's a really useful source. I think it was Veronica said that the problem with it is, that sometimes it's really hard and time-consuming to find a video that has exactly the language you want to teach. You know, the words are coming out of the mouths of the actors that you want to teach. And I just wanted to say, that of course, there's always the possibility of turning the volume off. So you use the pictures in the video to create the context.

Skip to 1 minute and 26 secondsSo for example, if you're teaching the language of ordering food in a restaurant, you could just have a scene from a video where there's a waiter and some customers. Take the volume out and you put in the language. Elicit from the students what they would say, and then teach them something that would be appropriate in this situation. And we had other types of context as well? Yeah, we did, yeah. So Marietta uses Film English, which is a really useful website. It's got lots of little lessons created around, or lots of little lessons. They've got lesson plans created around short videos. So that's a really useful tool.

Skip to 2 minutes and 2 secondsNino actually uses items in his fridge or items he doesn't have in his fridge to create a shopping list to teach - [INTERPOSING VOICES] Which is great. And Michelle, she was saying that she actually uses the learners' context. She teaches business students and she gets them to actually bring material from the workplace. I guess it's business correspondence and reports and that kind of thing, so they can actually look at the language that a learner really needs to use, which I think is a great idea. Absolutely fantastic. And I think also there were comments from other people. I think Vivienne mentioned this business of getting the learners to bring in material for other kinds of lessons.

Skip to 2 minutes and 40 secondsYou know, if they want to read an article, bring in an article. And I think that's fantastic, because it gives the learner ownership of the lesson and then you don't have to worry about if they're interested in the topic or not. That's true. OK. Yeah, motivation. We moved on to flipped learning. Yeah. Yeah. So we've had some nice videos there, haven't we? Yeah, yeah, absolutely. But I wanted to say that everybody, including myself, congratulated you on your video. And I think it's such a good example, because actually, I think it shows that it does, if you don't mind me saying, it doesn't have to be perfect.

Skip to 3 minutes and 13 secondsYou know, it doesn't, you dropped the pen on the floor, but you didn't, you didn't make the whole thing again. And I think it was a really good example of how you can really just use one website, create a screen, screen-o-matic or whatever, show the meaning, show the form pronunciation. But, Lindsay, I think it'd be quite useful for, I think there was a little bit of confusion about what we actually mean by flipped classroom. It's not about just bringing in, getting students to do stuff at home instead of in the lesson, is there? Would you just say a bit more about flipped classroom? Yeah, sure. It actually came from sort of state schools in the US.

Skip to 3 minutes and 52 secondsSeems to be kind of sciencey really. I think teachers were a bit frustrated that they were very teacher-centred in the classroom. So they would stand for most of the lesson explaining information to the learners. Then they would give them some kind of tasks to do for homework, which required them to apply the information. But often they weren't clear and they didn't have a teacher to ask for help. They couldn't do it, and then they came the next day and the next lesson and the teacher would explain something else. And so, you know, the students were constantly confused or never quite fully understanding. So they wanted to be more student-centred.

Skip to 4 minutes and 26 secondsSo what they did was, they started to create these little science lessons at home, these little videos, where they explained the principles. And then in the classroom, they used that time for application and discussion, where the students could ask the teacher for help. Now in an English language teaching context, if we take grammar as the example, then Carol worded it very well. She said that the video is giving the basic information about the language. So you're basically creating a video where within a context, you provide some example sentences within which the grammar appears.

Skip to 5 minutes and 6 secondsAnd then you help the students to understand the meaning, the form, and the pronunciation, so that when they come to the classroom, you don't have to spend 45 minutes going over that. You can just spend the whole hour of the lesson actually practising, practising, practising, which is what learners really need, isn't it? Absolutely. And so it takes away that sort of time of, and it allows the learners also to process stuff about the basic, about meaning, form and pronunciation in their own time. Yeah. And they can watch it as many times as they like. Absolutely. You know, if you do that presentation in a lesson, they really only get the one shot at it.

Skip to 5 minutes and 42 secondsAnd if they haven't quite got it, you know, they haven't, they can't just go over and watch it all over again. Which if you do it, they do it at home, they can watch it as many times as they like. Absolutely. And then of course in the courtroom at the beginning, you make sure you've got time to clarify the language to answer any questions that the learners have, check they've understood it before you move on to the practice. That's really important. But then you've got lots of time to pick up on issues and to help the learners to understand it, which is useful. Just going back to my video though.

Skip to 6 minutes and 8 secondsYeah, I mean, when I did, it when I first started trying flip learning as an approach, I spent a long time doing the videos, and soon realised that I'm not perfect in the classroom. I'm myself. I drop pens, I make mistakes, I misspell things on the board sometimes. And therefore, it's not terrible if I do it on the video as well. No, exactly. [INTERPOSING VOICES] You have that kind of, yeah, you have that kind of relationship with your, I mean, this video we're making now isn't perfect, is it? No, not at all. Yeah. Fantastic.

Skip to 6 minutes and 40 secondsAnd of course, we had a couple of contributions I think from people on the course showing us their, because, well, and thank you so much, everyone, for trying. Because we know how time-consuming these things are. We had Simon, who showed us around his apartment. And he was teaching vocabulary of like sofa and table and washing machine and dishwasher. And so, very simple, very simple video, but very effective. And we had somebody whose name I don't know, because she didn't put her name, teaching 'me gusta', which is, 'I like'. Yeah. I like doing this, I like swimming, I like eating, and I like going to the zoo.

Skip to 7 minutes and 20 secondsAnd that what I thought was very effective, a small little white board where she wrote the target sentence. And you can do that. You can use some pictures to show what swimming is. You can use some pictures to show what going to the zoo is, that sort of thing as well. So thank you, everyone, it was really fantastic to see you having a go at doing flip classroom. Lindsay, I think we ought to move on to questions, because we've had loads and loads of questions this week about setting up business, which setting up your business and starting teaching online, which is what the whole course is about.

Skip to 7 minutes and 52 secondsAnd all these poor people have waited four weeks for us to get to this. So thank you so much, everyone, for your patience. First question's about pay. So you talk about that, Lindsay. How much should they charge? Yeah, well, people are asking, yeah, so how much per hour? And we think, well, actually, you should probably just charge what you would charge face to face, because you're still giving your expertise. Yeah. You are giving your time. And so that is really valuable. And of course, if you're competing against language schools, then you're going to be charging what the language school would pay you. But the language school would charge the learner much more than that. So you're still being very competitive.

Skip to 8 minutes and 31 secondsI do think that you do need to think, though, if you're going to operate in a market outside your own country, because you need to do some research about what is going to be acceptable in that country. So you need to think about that. You might have to charge less, or you might be able to charge more even. Absolutely. But you can be more competitive or help learners through group lessons. Yeah, I think if you find, if you feel that you, the learners in your area can't afford your fees, then you can perhaps start with two learners, and then they would share whatever your hourly rate is. Two learners would share that. Or maybe have a larger group.

Skip to 9 minutes and 11 secondsMaybe have four learners, who between the four of them, would share your fee. I think you would charge the same if you were teaching a group or teaching one to one. Perhaps a group lesson might involve a little more preparation, but not necessarily. But I think certainly, that we should not be under-charging. You shouldn't be saying, oh, it's an online lesson, so I can charge less, because I don't have to travel. I don't, I'm not buying that argument. Because I think you have the same qualifications and your going-rate will be whatever you would get paid in a face-to-face situation. We also had questions, Lindsey, about people setting up a website. Should they make their website?

Skip to 9 minutes and 52 secondsShould they go on social media? Should they set up a Facebook page? I think, yes, set up a Facebook page. Yes, go on Instagram. And yes, create a website, why not? Yep. And Joanna, no, it wasn't Joanna. Joanna was asking about flip learning. We'll put a website up for you, Joanna, for that. No, we were, who was it? Samira was saying, is it expensive to have a website? And the answer is no, isn't it? I mean, there are websites like Wix and Squarespace. Yeah. Where you create a website for free. And it's really easy to do. You don't need lots of pages. You could just have one page with the information on.

Skip to 10 minutes and 30 secondsYou basically drag and drop things and type your information, add pictures, it's lovely. If you want to use your own domain name, if you want to not have the website's logo, then you would need to pay more to upgrade. It doesn't necessarily have to cost a lot of money, but I think you can do a simple one for free, to be honest. Yeah, absolutely. And there are YouTube videos as well, aren't there, Lindsay, in how to, for example, Wix, how to make a Wix website? Yeah. There are tutorials on YouTube that you can have a look at and just follow the instructions. Absolutely. Yeah.

Skip to 11 minutes and 5 secondsWe also, we had, this week we looked at how to find out the level of your learner in a placement test. Yeah. We've also had quite a lot of questions about assessment in online teaching. And we haven't really talked a lot about that in class. So perhaps we should spend a couple of minutes doing that, talking about assessing your learners. Maybe 90 seconds, Marie Therese. OK. That'll be a challenge. OK, assessment. So, for me, you're not going to sit in silence for 10 or 15 minutes while a student does some kind of progress test when you're doing online testing.

Skip to 11 minutes and 44 secondsYou might give that test for homework, but in the classroom that students are paying for, you're probably going to do a lot more formative assessment. So listening to the students all the time, assessing what progress they're making and what they still need. But also getting the students to reflect at the end of every lesson on what progress they've made. Yeah. How they're improving and what they still need to do. Yeah. I think that's really important. And also remember you can use the recording. So you can record the student at the beginning of a lesson doing an activity, and then record the student at the end of the lesson doing the same activity, and let them see how they've improved.

Skip to 12 minutes and 21 secondsIt's not a good thing to do incidentally, if the student hasn't improved at all. But if they have, they can see the difference that having a little input a little feedback on an activity can make. So, Lindsay, I think we've got to go, because we've been blabbing on as usual for ages. But before we go, can I just say, thank you so much to everyone. For all of your contributions. You stayed with us for the whole four weeks. And we've learned bundles. I've learned bundles anyway. Yeah, it's been brilliant. You've been brilliant. You've really collaborated together, and it's been a fantastic experience for us. I hope it's been for you. And you know, good luck with your online teaching Absolutely.

Skip to 13 minutes and 2 secondsGood luck, everyone. Bye. Thanks for being with us. Bye bye.

End-of-course video and further reading

We’ve reached the end of the course and, in this video, Lindsay and Marie Therese look back at some of the things we talked about this week and in previous weeks. The video will appear here on Friday 1 November.

Further reading

Below are books and articles that you may want to read in order to find out more about teaching English online.

Teaching Online by Nicky Hockly and Lindsay Clandfield

How to Teach English Online and One-on-One Like a Pro

How to get started as an online teacher of English by Emma Segev

Tips from experienced online teachers on planning and resources

Facebook page created by Miguel, a participant who took part in the first run of this Teaching English Online Course Reach and Teach

Help us improve the course

We’re carrying out research to help improve the Teaching English Online course and to better understand the needs of teachers delivering or intending to deliver lessons online. We’d like to invite all learners on the course to take part in this optional survey. By taking part in this survey, you’ll help shape what future developments are made on the course and how Cambridge Assessment English will support teachers in delivering lessons online. We’ll use the findings to ensure our developmental efforts align with your needs.

The survey should take around 10 minutes and you can access it here.

Add your comments and questions below.

Share this video:

This video is from the free online course:

Teaching English Online

Cambridge Assessment English