Are Online TEFL Teaching Jobs Worth Pursing?

For years, lecturers, teachers, and tutors have watched with some dismay as the education industry has struggled. A global problem, many people find themselves working in conditions and with resources, they wouldn’t wish upon their most fearsome rival. It is for this reason, then, that the world of online ESL teaching has become so incredibly powerful.

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For example, online TEFL teaching jobs are now far more available, accessible and potentially stable than those standard ESL teaching roles. If you want to work in a sustainable environment that isn’t subject to barbaric cuts, then looking at home-based online ESL teaching jobs is well worth your time.

Teach ESL Online From Anywhere

This matters for a whole host of reasons. For one, you can find more employment chances. No more sitting around waiting for a call from the supply list: you can get right in there, helping people. You are no longer waiting around for a teacher to leave or for hours to be made available so that you can be more than a mere classroom assistant, too.

By the same token, online TEFL teaching jobs tend to be very open to your own abilities. For example, you have far greater control over:

  • When and where students work with you. Sick of students who look like they could fall asleep mid-lesson? This is by far and away the easiest way to make sure you only work together when they are motivated to learn and alert.
  • The earning potential you have. With hours only limited by how often you wish to work, home-based online teaching jobs might seem insecure but are anything but. So long as you prove yourself as an online ESL tutor and you go out of your way to help people, securing full-time employment should not be too hard. You have total control over how and when you work – no more waiting around trying to get some hours!
  • The kind of teaching in an informal environment. Then this is certainly the place to start. Home-based online teaching jobs allow you to break free from the shackles of curriculum and enjoy a much more enterprising opportunity.
  • Thanks to this, you should be closer to building a progressive and genuine classroom. Your students tend to have a richer learning experience, too, so you can be a bit more dynamic in the classroom. You also get to pick and choose who you work with, making it much easier for you to work with online ESL students who like the style of learning that you undertake. Together, all of this can make a pretty significant contribution to your growth and development overall.

Using this, you should find it far easier to build up and create a long-term in-classroom environment that is bound to give online students all the help that they could possibly need. If you want to teach people English online, then consider investing time in online TEFL teaching jobs rather than standard teaching!

Happy Teaching!

Teacher Daniel 🙂

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Limiting the reading strategy use to shallow themes teaches students to think in a very restricted way about reading and its purpose. Once a strategy has been employed and comprehension gained from the text, if that meaning is trivial, then the student is not compelled to initiate the use of the strategy in the future, nor are they excited about beginning a new text, since there is no meaningful knowledge to be gained.

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Keep the following in mind when coaching students in online teaching jobs English so as to have an efficient and effective result at the end of the day:

Excessive Control Undermines Ownership

A teacher who controls every aspect of reading instruction is sending the clear message to students that their opinions and preferences do not matter. If you teach English online from home, students do not have any options in designing their learning, they become passive spectators to the teacher’s agenda.

As a result, students have no sense of ownership of the strategies being taught, the text used, or the knowledge presented, and have no reason to read that text. When it comes time to share the results of the learning experience, students feel no accountability. For many students, this lack of accountability means a failure to complete tasks and the likelihood that information is forgotten as soon as the experience is over.

Based on observations of classrooms, it was found that excessive control included frequent directives, interfering with the preferred pace of learning, and suppressing critical thinking. Such over-control resulted in behaviors of anger, anxiety, and resentment toward the teacher among fourth and fifth-grade students.

Readers need to establish and maintain a state of flow, or engagement while reading. If readers are constantly interrupted or made to start and stop at the teacher’s will, there is no feeling of ownership or personal responsibility for the reading assignment. Students who sense that their opinions and preferences are not heard and not valued are made to feel unimportant and powerless in the classroom.

This can transfer to the view that the reading activity itself is unimportant. There is no need for maintenance of self-regulation if the teacher is making all of the decisions. Students may follow along passively, without any decision-making processes taking place, and without the benefit of the trial and error involved in developing effective learning processes.

In online TEFL teaching jobs, Lack of ownership also diminishes the selection and use of reading strategies. When teachers give a trivial choice, such as which pen color to use, students know the choice is irrelevant to their learning and provides no connection between that student and reading. Students who are not allowed to make choices about which strategy to use or how to use it are being taught to view reading in a very limited manner, where there is only one way to approach a problem and no alternatives are presented. With little ownership, students’ reasons for reading become external. They may say “The teacher wants it done,” or “I’m only reading because I have to.” These external reasons are likely to lead to the superficial use of strategies and lower proficiency in challenging tasks.

A first step for thinking about supporting motivation more fully is self-appraisal. One starting point for self-appraisal is to use conversational questionnaires about motivation in the classroom. Useful inquiries can be made into the students’ viewpoint. Educators can explore the teachers’ viewpoint (teacher questionnaire).

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Regardless of which tools for self-improvement may be used, the implications of this article are that educators can advance the breadth and depth of students’ reading by explicitly and systematically nourishing their practices that affirm students’ motivations as readers, so these guides can help you to achieve your aim of getting your students motivated in an online ESL class.

Reading identity

Reading identity refers to the extent that individual values reading as personally important, and views success in reading as an important goal. Regrettably, very little is known about educational conditions that foster the development of reading identity. However, if you teach English online from home, it is well established that high achievers tend to identify with school and feel a sense of belonging in the classroom. Students who identify themselves as readers are the ones who are more likely to read and to gain knowledge from reading. Teachers support this by explaining that texts are important and functional, and that reading is relevant for student long-term interest and personal development. Under the best conditions, students connect reading skill and life outcomes such as career attainment and personal success.

Although there is little research on this issue, we suggest that when teachers model their own personal identification as readers and make explicit the fact that they value reading, students may perceive reading as beneficial and worthwhile. When teachers support students’ identity as readers, students have a commitment to complete the act of reading, not just to the satisfaction of the teacher, but to their own personal standard of excellence. This may result in a sense of accomplishment once a reading task is mastered that goes beyond the teacher and lesson, as the student is fulfilling his own personal sense of responsibility to excel at reading.

As students progress through school, their identity as learners and readers can progressively deteriorate. Young children typically give high ratings to reading and learning. However, as students approach the end of the elementary grades, many students cease to aspire to higher achievement or proficiency in tasks such as reading on any subject matter.

As they enter middle school, some students detach their sense of self-worth from school success. This is especially true for African-American or Hispanic students. Beginning in grades seven and eight, many of these minority students reject reading achievement and view it as unimportant. It was shown that African American and Hispanic students cease to value achievement in middle school. As it was documented for a national sample, African-American males increasingly disidentify with academics through middle and high school.

Their sense of self-worth progressively detaches from their level of achievement. They do not experience any benefit that justifies putting effort into reading. The school is not viewed as an avenue for advancement or success but is merely a requirement imposed on them. It was found that African American students often disengage themselves from evaluations in order to prevent unfavorable appraisals of their achievements.

Although there is little evidence on this issue, it is likely that when teachers encourage students to make connections with reading and to apply their personal experiences in the classroom, students may increase their engagement with the text. Teachers’ interpersonal relationships with students are also likely to impact their engagement favorably, which may foster their process of identification in the long term.

Finally, the concepts within reading lessons should span several days or even weeks. This allows students to gain a sense of becoming experts in a given topic or concept. For online teaching jobs English, introducing the concept in a way that accounts for students’ prior knowledge can in itself take multiple lessons to accomplish. Then, providing students with hands-on experiences and exposure to multiple texts should be the core piece of the unit, and again may span several days or weeks. Teachers can conclude with a culminating project that lets students express their gained conceptual knowledge.

These few guides are sure ways that can effortlessly help you in motivating your ESL students in an online ESL class without much hassle.

Happy Teaching!    

Teacher Daniel 🙂

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ESL Classroom

I think that we can all relate to sitting in a class trying not to nod off or listening to an instructor who is brilliant in a particular field but who has no ability to engage students. For online teaching jobs English, this is often something that we can overcome through self-motivation. 

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Effective teachers scaffold choices so that at first there are limited options, and eventually, students are making multiple choices within a lesson such as topic and text selection, partner or group selection, or making decisions about the end product. It is vital, however, that students are not given choices that are overwhelming either in breadth or depth. If students have a particularly hard time with decoding text, for example, an appropriate approach would be for the teacher to select the topic and provide two texts from which the student can make a choice.

Students who are more independent could choose from five texts, and especially proficient students might have a choice of topic as well as text. The goal is to move students gradually to the point where they are making multiple choices within a lesson, such as topic and text selection, partner or group selection, and decisions about the end product. If students are expected to make multiple choices initially, they will be overwhelmed and unlikely to accomplish the desired goals of lessons.

In an environment such as CORI, where students are consistently given meaningful options, and then guided to make appropriate choices, students subsequently experience an increase in reading comprehension and increased self-regulation. This contributes to greater attention to reading tasks and commitment to completion of these tasks. Throughout the process of reading, and once it is complete, students emerge with a sense of ownership of the reading strategies they have learned and practiced, ownership of the knowledge they have attained, and accountability for the further development of the strategies and knowledge that have been developed through their choices.

Younger students, however, often do not have a high degree of self-motivation – they are in your class, most likely, because their parents enrolled them. In these types of cases, it is up to you, the teacher, to create a positive classroom environment that is going to engage and motivate your students externally.

For online teaching jobs English, creating a positive learning environment in your classroom will allow your students to feel comfortable, safe and engaged – something that all students deserve. In a classroom where values and roles remain constant and focus is placed on the positive aspects of learning, students will be more open to actively participating in class.

If they are given the opportunity to become responsible for their own learning, students will be more likely to benefit from the lesson, and thus more likely to be self-motivated. This should be a primary goal for all teachers since the lack of motivation is often the root of disciplinary issues.

What is a positive classroom environment?

A number of factors contribute to a positive learning environment for your students. Here is the most important aspect to focus so as to impact positively on your online ESL students:

Core Ideas

Each teacher will have different standards and values in the classroom, but the only universally important element is that these remain consistent so that students know what to expect and what is expected of them.

It is important that your students know that theirs is an inclusive, respectful, community-oriented environment. To build community and an inclusive atmosphere in the classroom, one idea is to involve students in taking attendance, using photos of each student as a supplement to the boring old ‘HERE’ style of attendance-taking.

For online TEFL teaching jobs, it is also important to remember that, more than anything else, students will emulate your actions in the classroom. Therefore, it is very important to work well within your community – with your partner teachers as well as other members of the staff.

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When you teach English online from home, this is an extremely important – and fun – part of creating a positive learning environment. Your classroom should be a dynamic and engaging place to be for your students. What would you think if you walked into an elementary classroom with nothing on the walls? Weird….

So have fun, but keep your décor related to both your particular students and to the topic being taught. In an ESL classroom, keeping it related to the subject matter is pretty easy, since almost anything in English counts, but keeping it related to your students requires that you know a bit about them.

If you are afforded your own classroom, this is much easier than if you have to go from class to class – although it’s still possible. In your own classroom, reserve a portion of the wall for each class that you teach. This allows them to feel that they belong in the classroom. You can also use the walls to re-enforce your core ideas, such as community, by posting photos of students, group photos, and student work.

If you have to move from room to room, have a portable poster for each group you teach, and this will establish a similar sense of belonging. Keep their past projects so that they know that their work is valued.

Another aspect of ambiance in the classroom is how it is physically set up. Again, this should reflect your core ideals. Desks arranged in rows does not allow for a very communal atmosphere so you may want to come in just before your class and rearrange the desks in a circle, groups or pairs. Don’t forget to move them back when you’re finished in the room!


If you establish your expectations for student behavior early and keep them consistent, you may be able to avoid many classroom management issues.

Laying down the ground rules early in your relationship with a class is quintessential to your success as a teacher. Involve your students in this to be sure that they are aware of the rules and the consequences. This is another great way to add to the ambiance of your classroom – post the ground rules and always lean towards positive, rather than negative, re-enforcement of them. Posting something on the wall when a student doesn’t follow the rules will likely affect the entire class in a negative way, but posting something for each student that did adhere to the rules will do the opposite.


The role of the teacher goes both ways – you are responsible for imparting knowledge to your students, but you will be a more successful teacher if you also allow yourself to learn from them as well. This is particularly true when you are teaching ESL in a foreign country. Your students can teach you multitudes about their culture.

Learning about your students will allow you to keep the material and classroom activities relative to their interests. I taught in South Korea during the World Cup, so an easy – and usually accurate – default for me was soccer. Teaching a difficult concept with a topic that your students are interested in will result in a higher rate of retention.

The Wrap-Up

Putting together a classroom with the above ideas in mind in an online TEFL teaching jobs will create an environment where your students will thrive. They will feel involved and responsible for their own learning as well as being comfortable enough to actively participate in individual and group activities. Your positive re-enforcement will allow them to build self-esteem and be more successful students, which, of course, makes you a successful teacher!

Happy Teaching!     Teacher Daniel 🙂

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