Getting Quality Online Teaching English Jobs

For many years, people have found it exceptionally hard to find online work that allows them to utilize their passions. As the job market begins to suffer and stifle people, limiting their opportunities and abilities to move forward, many people who have access to degrees and the credentials to be a teacher will fall by the wayside. For that reason, though, ESL teaching jobs have become so hard to come across in the normal way of life. With many schools seeing funding cuts reducing the openings for teaching staff, it can be hard to find the confidence, the belief and the will that, in time, things will get better.

So, for that reason, many people are turning to online ESL teaching jobs. Why should you allow your skills and training to go to waste? After all of those years of learning and improvement in a general sense, it can feel pretty galling to see it be for nothing. To help you avoid that, then, you should be looking at getting quality online teaching English jobs put in place as soon as you possibly can.

Quickly and easily, you can make it much easier for you to build up an in-classroom system and a portfolio that can take you further. Getting the best ESL teaching jobs on the internet is hardly impossible, either. To help you make this possible, you should be looking to understand the benefits of being able to teach children this way. For example, ESL teaching online allows for:

  • Easier learning with students. When they don’t have all day taken up by your lessons they are more likely to actually pay attention.
  • Greater earning potential. Now, if you choose, you can work full-time using online teaching English jobs, pulling in a tutors fee rather than a standard salary, greatly expanding workplace opportunities.
  • More control. You are in full control of the lessons, meaning that you can work to a way that you feel happy with, not what someone else dictates.
  • Greater freedom. You can work when you want, and where you want!

With all of this in mind, you should find it a bit easier to build up an in-classroom system for yourself in the online ESL industry. The options for finding jobs in this are quite varied and thus you should do what you can to build up a more cohesive, credible partnership. With so many options out there, though, or even the ability to go freelance, ESL teaching jobs are far more reliable, available and easy to get involved in than the traditional form of teaching ever was. If you want a new employment opportunity, this is it!

Teach ESL Online From Anywhere

Happy Teaching!

Teacher Daniel 🙂

FACTORS THAT AFFECT STUDENT MOTIVATION WHEN TEACHING YOUR ONLINE ENGLISH JOB

Motivated-Students

Understanding what motivates online learners in ESL teaching jobs is important because motivated students are more likely to engage in activities that help them learn and achieve, says Brett Jones, associate professor of educational psychology at Virginia Tech. Based on an extensive review of the literature on student motivation, models of student motivation was developed, which identifies the main factors that contribute to student motivation: empowerment, Usefulness, Success, Interest, and Caring.

Empowerment

Students feel empowered in online English teaching jobs when they feel that they have some control over some aspects of their learning. This can involve giving students choices. Is there some way that we can give students at least a little bit of control by giving them choices? Is there a way to give students some option to bring in something from their own lives or make some decision about a topic within that narrow assignment that lets them feel like they have some control over it?

For example; an online personal English course: An instructor has students either take an online assessment or attend one or two mini-courses related to the course’s learning objectives. This allows students the opportunity to choose their activities while still staying within the framework and goals of the course.

Usefulness

Students need to see that the course is useful and relevant to them within the course and beyond. In some cases, it will be obvious that the skills that students will acquire in a course will directly contribute to their success in a chosen career field. In other cases, that connection will not be as clear. Jones recommends being explicit about how the skills and knowledge students acquire in the course can be applied beyond school. One way to do this is to have students interview teachers and family members about what skills and knowledge contributed to their success.

Success

Students in ESL teaching jobs need to feel that they can succeed in the course if they make a reasonable effort. The instructor can help students succeed by setting expectations, providing feedback, and facilitating the course so that students have access to additional resources if needed. “What resources do you have available for them to succeed? If you thought ahead you can know what problems students typically run into. A lot of times you can create additional documents or videos that explain the more difficult concepts,” Jones says.

Interest

There are two types of interest that contribute to student motivation: situational interest and individual interest. Situational interest refers to an aspect of a course that is enjoyable or fun. For example, Jones incorporates articles from Psychology Today related to the learning objectives to vary the tone and provide a different perspective from the textbook. “These are just little side readings that don’t take a lot of time and that might help students see how the [concept] might apply to the real world.”

Situational interest can be enhanced by novelty and emotions. We as humans are attracted to things that are novel. If you have something that can engender emotion so you get people fired up about a topic or issue relates to your learning objectives that can really draw people in. We want to trigger their interest so that they pay attention enough and are interested enough while they are engaged in it.

Situational interest is often short-lived, but it can lead to longer-term individual interest, which refers to how the content relates to the individual. For example, a student taking a mini-course that the student has a strong individual interest. It is possible for a student to have an individual interest in a course but not a situational interest. A student might think, for example, “I want to be a mechanical engineer, but this is boring.”

Remember that interest isn’t universal. We assume that students think a particular subject is fascinating or that everybody’s curious about it, but that’s not the case.

Caring

Students need to feel that the instructor (and other students) care that they learn. Jones assumed that although caring is a big motivator for children, it would not play a large role in online higher education courses. He was wrong. In fact, in a study of 609 online learners, caring was the number one predictor of online instructor ratings. 

MOTIVATING FACTORS

Take care of every aspect of your communication

You’re not watching your students when they take your course. Conversely, students do get to see you and make ideas about you based on how you communicate with them. Not so fair, right?

Your posture, movements, voice tone and the words you choose will have a big effect on their learning experience and their motivation for continuing with your course.

Therefore, you should be careful about what you say (your course content) and what you don’t say with words, i.e. your body language. Just an interesting figure to illustrate the point: Nonverbal communication has an impact of 70% in what we communicate.

Throw your shoulders back to improve your posture. This will make you appear more trustworthy and comfortable. Accompany your words with the movements of your hands so they support what you’re saying: your hands let you prioritize different points, display processes and sequences, contrast two concepts and so on.

A very important resource you count with is your voice. Use the volume of your voice to emphasize the most important parts of your speech and make pauses in your narrative to let your students think. Be conscious of  the tone of your voice as Prof. Rafael Briceño recommends:

“If you have a high tone, don’t speak too fast and if you have a low tone, pay special attention to your modulation”.

When choosing the words you’re going to use to explain each concept in online English teaching jobs, avoid using technical jargon, unless it is necessary, because it creates a barrier between you and your students. And no matter if you’re using technical language or not, always include practical examples to show your students what is behind each concept.

Run a test

So far we have covered many aspects you should take into account before creating your course. If you are ready to start recording your online course, but you still think you can go further in order to ensure students motivation, there’s something else you can do.

Set everything up and record a lesson, then use this video to test how people react to it. Show this video to people you know and ask them their comments on topics as lighting, volume and everything we talked about on this post.

Additionally; in online English teaching jobs, you can improve the reach of this test by publishing your video on YouTube, Facebook or any social network you like. Listen to the comments of your viewers, as it will give you an idea of how your students will react (besides it works as a marketing resource for your future course).

These factors are very important factors to consider when coaching in an online job or elsewhere, and the recommended solutions can go a very long way in addressing these factors and ensure your students are always motivated to participate in your course.

 

Happy Teaching!    Teacher Daniel 🙂

HOW TO FLIP YOUR ESL CLASS TO MOTIVATE YOUR STUDENTS IN AN ONLINE ENGLISH TEACHING JOBS

flipped_copy

When teachers support this need for collaboration by allowing students to share ideas and build knowledge together in an ESL teaching jobs, a sense of belongingness to the classroom community is established, and the extension and elaboration of existing knowledge are facilitated. Students gain the perspective of others while debating topics in the classroom, extending their initial views. Students who work together on a reading task are combining their background knowledge and skill sets, learning from each other, and building a shared understanding of the material.

Social motivation

Sharing reading is a social experience, whether students are reading in unison, discussing a novel, or working together to decode and define a new word. One of the aspects of school that children enjoy is spending time with friends. When given the opportunity to interact with a friend during class time, students will approach the given task with more enthusiasm for jobs teaching English online. Some online schools have multiple students in one class. If done correctly this can help motivated students. 

Arranging Collaboration Fosters Social Motivation

Students are social beings, and this is apparent both in and out of the classroom. Just as they crave social interaction on the playground, when in the classroom, discussion and collaboration are natural parts of a student’s learning and development, and students will readily embrace collaboration with peers as a reason to read. If you have a big student base how can connect them to create a more collaborated environment? This could be made into a fun project for your students. 

Fourth graders average and below average readers were observed and interviewed while engaging in a discussion of stories during reading class. Students were placed in either peer-led or teacher-led groups and given stories to read based on student interest and reading level. The resulting text related discussions between students in the peer-led discussions were more elaborate than the discussions that were teacher-led. You could have each student read their favorite bedtime and post the videos for other students to listen too. 

In the peer-led groups, students shared their opinions and background knowledge, leading to new interpretations of the text. The students in the teacher-led groups were not actively engaged in discussing incongruities in the text, as the teacher was the dominant member of the group and posted explicit questions, guiding students through the analysis of the text. Student engagement is supported when students are encouraged to read aloud together, create questions together, and extract meaning from text together.

In a literature review of motivation and engagement among Caucasian and African American students, it was found from multiple, experimental studies that African American students benefit from collaborative structures for interacting with text more than Caucasian students. Not only do African American students prefer collaborative to individual learning, but their text comprehension is enhanced relatively highly in collaborative learning activities that are well structured. Even sharing prior knowledge is motivating for students, when they are allowed to find common experiences with their peers, making them feel a sense of belonging within the classroom community. When teaching ESL online if you have a way to communicate with parents then you can create your own community. This would create a wonderful online ESL community for your students. 

When they learn that a classmate has experienced something that they have never seen or even thought of before, this creates a respect for and curiosity about fellow students. Once this kind of rapport is established, and dialogue has taken place about the given topic, students are more likely to engage in reading text communally and recall the resulting knowledge, as seen in a study of African-American fifth-graders. 

Grouping students of varying reading levels in an ESL teaching jobs can also be motivating, as the struggling students gain the perspective of more experienced readers, and the advanced readers clarify their own understanding through explaining concepts and reading strategies to their peers. For example, modeling and scaffolding students to say appropriately, “I disagree with you,” or “I want to add two points to what you are saying,” enables learners to become more interactively effective. Put your student in online reading groups and come up with homework reading activities parents and students can do together. 

In jobs teaching English online, students working individually may be more likely to acquire misconceptions and hold limited perspectives on a text than students in an open discussion. Working individually, students also miss the chance. This also relaxes the dependence on the teacher, and students feel a greater sense of independence when creating meaning with peers instead of always receiving help from the authority figure.

This extension of knowledge and perception leads to the elaboration of text. The initial concepts are read and decoded by the students, but then these concepts are extended beyond the boundaries of the text to include multiple interpretations and a complex structure of prior knowledge, perspective and emerging knowledge that has been building collaboratively. It is important for teachers to model and facilitate elaborative speech in their lessons in order for students to build their skill at collaboration.

Individual Work Undermines Social Motivation

Some teachers feel that a classroom that is quiet and filled with students working individually and independently at all times is a controlled and well-maintained class. The silence in the room is not an indicator of student engagement nor is it necessarily conducive to complex learning processes such as building an argument or combining multifaceted knowledge to form new knowledge.

Students in this environment tend to feel isolated and do not sense a connection between themselves and a larger unit of scholars. Isolated learners may adhere to faulty logic or inaccurate interpretations without realizing the alternatives, or focus solely on one “correct” interpretation or conclusion.

These students also miss the chance to build social skills that include negotiation, persuasion, and synthesis of one’s perspectives with those of peers, which is something researchers have found students enjoy when given the opportunity.

Mastery Motivation

Students’ goals in the classroom vary from wanting to perform well in order to earn a grade, to wanting to master and become experts in some new reading strategy or conceptual topic. The quest for deep understanding or conquering reading skills is mastery motivation.

Thematic Units Cultivate Mastery Motivation

By emphasizing mastery goals as a reason to read, teachers are contributing to both student motivation and reading comprehension.

In jobs teaching English online, teachers who provide concepts that are complex, and persist over an extended period of time, are supporting the acquisition of deep conceptual knowledge. Goal orientation has been shown to be related to reading achievement. One way to scaffold mastery goals is to place large conceptual learning goals on the blackboard, bulletin board, or chart. As the lessons progress, key information is added and additional concepts are linked to the visible display. A teacher might scaffold mastery goal learning by beginning a large concept map and adding to it during the course of a thematic unit. This focuses students on deep understanding, rather than test scores or pages covered in a text.

Placing an emphasis on mastery of new material, not just the performance of tasks typifies a teacher with a focus on mastery goal orientation. In her classroom, concepts are introduced and then related to each other to form a complex web of knowledge. Students are able to explore topics in depth and at length, and come away with an understanding of the text that can then enhance future reading experiences.

Even at the lower elementary grades, students are capable of learning multiple concepts and making connections between those concepts. Although at first, they may appear more challenging, decodable texts that include conceptual knowledge are more likely to sustain student interest and foster curiosity, thereby creating engaged readers. Teacher’s attentions to mastery goals for students are facilitating this conceptual learning. Making a lesson conceptual also facilitates the integration of domains such as science or social studies.

There is also a connection between other motivational practices and mastery orientation for an ESL teaching jobs. Teachers who supported student choice, intrinsic motivation, collaboration, and self-efficacy were effective in promoting mastery goals in their third-grade classrooms. This finding was based on an intervention study that increased opportunities for students to complete challenging assignments in a small group setting. Ratings of performance and work avoidant goals decreased, and mastery goals remained stable for the students in classrooms where teachers were rated as having a high implementation of the intervention.

Disconnected Units Undermine Mastery Motivation

In lessons that emphasize factual knowledge and disjointed topics that lack consistency, students are taught to avoid mastery and focus instead on short-term gains that do not result in the meaningful building of strategies or knowledge. It is important for teachers to be cognizant of the goal orientation of their classrooms, as students experience fluctuations in orientation as they move into the upper elementary school years.

Student engagement is diminished when the topics change daily, and students are left with no clear conceptual reason to read the text. Teachers who jump quickly from one unrelated topic to another are not giving students the chance to reflect on or digest new information. Even if the teacher is choosing appropriate conceptual themes, this is not effective unless students are given the time to manipulate these concepts and integrate them with existing knowledge. When students are made to read unrelated texts and then questioned in an oversimplified manner, such as asking them to recite dates that have been memorized or other surface knowledge without any connection to larger systems, their disposition for deep understanding is discouraged.

Finally, in an online English teaching job, students may learn new reading strategies while reading the text just for factual information, or to receive a grade for their performance. This does not mean that they are engaged readers or that they are mastering anything more than a skill set to be used within a specific context. Teachers who emphasize performance instead of mastery tend to stress formal assessments and grades, rather than engagement.

My final thought is that we need to create our student’s own sense of community like in a traditional classroom. The more we can do this and make a way for them to interact with other students in a positive way it would accelerate their learning. This is the future of online ESL.

Happy Teaching!    Teacher Daniel:)

HOW TO MOTIVATE STUDENTS IN ESL TEACHING JOBS

Motivating students

Ah, the joys of teaching! Young learners are so full of energy that most activities you propose are met with loads of enthusiasm when you teach English online from home. Adult learners are focused on meeting their language goals and have a wealth of skills and knowledge to contribute to the class.

However, things are not as simple with students. Most are very clever and insightful kids, but this is not exactly the most talkative age group. Have you ever faced a class full of blank stares where most of the replies you hear are “Yes”, “No”, or “It depends”? Have you ever felt frustrated by their lack of interest?

Here are some strategies that should get your ESL online students more motivated:

Use as many references to pop culture as you can

Consider your students’ interests when you teach English as a second language online. Imagine you want to discuss last week’s events to practice the past simple tense. Will they be more interested in what President Obama did last week, or which outrageous outfit Lady Gaga wore to an awards show? If you’re not willing to discuss Eminem’s latest album or any of the Twilight books or films, then you won’t connect with your student students.

Give them a little friendly competition

Little kids like to compete, and students are no different. Whether they play sports or games on the Wii, they always try to out best each other. Why not introduce some friendly competition into the ESL classroom? Games are easy ways to do this, but you can also have them compete in any activity.

  • Give them 60 seconds to write down as many words as they can relate to a topic, like “clothes” or “foods”.
  • Tell them that whoever finishes a written exercise first or has the most correct answers, gets to choose a video to watch or a song to listen to in class.

Cater to their skills and exploit their talents

Most students are talented at one thing or another. Take your time to get to know them and discover what these talents are.

  • Students who are artistically-inclined may draw pictures, sketches or cartoons of a story you read out loud to the class.
  • Do you have a student who plays the guitar? Ask him or her to bring it to class and play a song while the class sings the lyrics in English.

Use pen pals to motivate writing

If your students are not enthused about writing assignments, give them pen pals to write to. At ESL Teachers Board or any other message board for ESL teachers, you can post a request for pen pals for your students, and find another teacher with whom you can trade email addresses. Writing to pen pals is a great introduction to what they may have to master later in life: business emails.

Make reading age appropriate

To get students excited about a reading assignment, make sure you choose material that will pique their interest. Naturally, books or stories about students are sure to work, but you can also include celebrity biographies, anything sports-related, or any topic that may interest them, but is also up to their reading level.

Play songs to improve listening comprehension

If you play any of the audio that typically comes with course materials, your students swill most likely tune out and not hear a word. The best way to motivate them to listen is by playing songs. But you should also choose songs they like, or can relate to.

  • This worksheet for Photograph by Nickelback provides a great warm-up exercise and a post-listening activity.
  • Listen to So Sick by Ne-Yo and ask your students to complete the tasks set forth in this worksheet.

Have video lessons

Videos have great potential in the ESL class when you teach English online from home. Thanks to recent advances in technology, we no longer need to have a TV and DVD player in the classroom to teach a video lesson. A laptop will do for a small class, and a speedy Internet connection is great, but not entirely necessary, as you can have video files already downloaded to your computer. To keep students focused on the task, choose short interviews, movie trailers, music videos, or how to videos on YouTube.

Integrate technology into the classroom

In the previous point, we mention how easy it is to show videos on a laptop, but you can integrate technology in so many other ways. Most students have excellent Web surfing skills, so why not assign them a WebQuest? A WebQuest is an online, inquiry-based activity where students are required to search for specific information within links provided by the teacher, and then produce a report or a PowerPoint presentation. Here are some great examples of WebQuests for students, but you can also design your own to suit your students’ level.

Play games

ESL games motivate any learner when you teach English as a second language online, whether they are 5 or 50 years old. But with students, it’s important to choose games that will challenge them, give them the right competitive feel, and help them effectively practice an ESL item. A guessing game or any type of quiz show game should get them motivated.

  • Try this Passive Voice Quiz Game, or design your own with similar categories.
  • The 6 Clues Guessing Game will have your students competing to see who guesses right with the least amount of clues.

Use realia in the classroom

The use of real life objects is also a great way to motivate students of all ages. But it is particularly effective with students who are already lacking in enthusiasm.

  • Giving directions: Choose places that students frequently visit like malls, concert venues, or sports stadiums. Use anything from real city maps to brochures of these locations to practice giving directions.
  • Tell me about yourself: Instead of just telling the class about themselves, ask your students to bring photos, as well as some of their favorite things, like books, CDs, a skateboard, or anything that represents them.

Make sure that at the beginning of the course you discuss what their learning goals are. They may not have thought of this earlier, but they may come to realize that they need English to surf the Internet, understand their favorite band’s songs, or chat with foreign friends. And talking about the things that interest students are a great way to establish rapport. Once you connect with them, you won’t find any more blank stares. You’ll see a room full of eager, smiling faces!

Next steps for educators

One remarkable quality about the motivations presented here is that they are associated with more and better reading at all grade levels K through 12.

These motivations are also associated with more and better reading in classroom contexts that are created in the short term or the long term. If a teacher supports students’ ownership by giving many choices in one lesson, the students are likely to respond positively with more motivation for reading. More profoundly, however, if a curriculum embeds choices across the school year and daily instruction underscores students’ self-directed learning, students’ ownership of reading will grow substantially and drive achievement upward.

These steps are very effective ways that could help you in achieving your goal of motivation your students in an online ESL teaching jobs for positive results.

Happy Teaching!    Teacher Daniel:)

ESL Teaching Jobs and the Effect of a Tiger Mom in the Classroom

Tiger Mom

Even if you were horrified at the idea of hovering over your child as Amy Chua did in her polarizing 2011 bestseller “The Battle Hymn of the Tiger Mother,” I’m betting there was a part of you that looked at her perfect children with at least a tinge of envy. As portrayed in the book, Chua’s magic formula of no playdates, no TV and always being No. 1 in everything (except for gym and drama, of course) ended up producing two girls who were straight-A students and who also were wildly talented in music. Oh, and they both ended up going to Harvard University.

Critics predicted that daughters Sophia and Lulu would end up being “mentally ill, friendless robots,” according to a recent “where are they now” profile in the Telegraph. Instead, they ended up being “polite, modest and thoughtful” as well as successful, the article says, and they remember their childhood as tough – but happy.

But are the sisters the norm or exception to this type of parenting?

A new study out of the notoriously high-pressure, high-performing Asian city-state of Singapore takes a stab at this question and comes to worrisome conclusions. The research, published in the Journal of Personality, involved 263 children in primary school who were 7 years old when it began and were followed for five years from 2010 to 2014.

The work looks at the dark side of perfectionism – maladaptive perfectionism, in research parlance – and how this develops in schoolchildren.

To teach ESL online from anywhere might look easy, but at the extreme end of the spectrum, parents with what they called highly intrusive behavior can frustrate an ESL teaching jobs by taking over the class to retract a move made by the child.

Children with intrusive parents were more likely to be overly critical of themselves, and this tendency increased over the years. And that high or increased level of self-criticism was correlated to elevated levels of depression or anxiety.

Also, in a homebased online teaching job when parents become intrusive in their children’s lives, it may signal to the children that what they do is never good enough. As a result, the child may become afraid of making the slightest mistake and will blame himself or herself for not being ‘perfect.’ Over time, such behaviour, known as maladaptive perfectionism, may be detrimental to the child’s well-being as it increases the risk of the child developing symptoms of depression, anxiety and even suicide in very serious cases.

Research shows that that huge numbers of children exhibited some maladaptive thinking about themselves. Sixty percent were classified as high or increasing in “self-criticalness” and 78 percent of the children as high in “socially prescribed perfectionism.” The majority – 59 percent – had both. Self-criticalness is a measure of concern about one’s own imperfections and mistakes. Socially prescribed perfectionism refers to a belief that one needs to meet unrealistically high expectations.

Previous studies have also been critical of overly intrusive parenting.

Earlier this year, one study by Erica Musser, an assistant professor of psychology at Florida International University, looked at why some children tend to lose a diagnosis of attention-deficit/hyperactivity disorder in their teenage years while it persists in others and were surprised to find that high levels of harsh, negative statements during interviews with researchers appeared to be associated with the continuance of ADHD symptoms.

If you must be a Tiger Mom, encourage rather than pressure children

As characterized by being very emotional about a child and doing things such as using references to when talking about the child’s activities or actions – had an impact on the continuation of ADHD symptoms. (Who hasn’t met that annoying parent who says things like “we’re doing baseball in the spring, and we don’t have time for soccer”?)

With respect to teaching ESL online from anywhere, It is emphasized that there’s an important distinction between parental involvement and over-parenting. For a homebased online teaching job, while parental involvement might be the extra boost that students need to build their own confidence and abilities, over-parenting appears to do the converse in creating a sense that one cannot accomplish things socially or in general on one’s own.

Similarly, those college students with ‘helicopter parents’ had a hard time believing in their own ability to accomplish goals. They were more dependent on others, had poor coping strategies and didn’t have soft skills, like responsibility and conscientiousness throughout college.”

Hong, an assistant professor of psychology at the National University of Singapore, said that parental intrusiveness manifests itself in simple everyday ways: by parents having very high expectations of their children’s academic performance and demonstrating this by urging the child to get good grades or overreacting when a child does something wrong.

This is just the tip of the iceberg of what ESL teachers must deal with in an online ESL classroom.

Happy Teaching! —–Teacher Daniel

 

BeFunky Design

Are you struggling to attract enough students to fill-up your schedule?
You’re Not Alone!
“You Can Be A Successful Online ESL Teacher”
I Make Over $70,000 A Year Teaching ESL to Kids Online from Home!
I’m Here to Help You….
Limited Time Offer! FREE 15 Minute Consultation