ESL – The Best Teaching Online Jobs Available?

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Today, many people with a passion and energy for teaching the English language find it hard to get involved. Teaching spots are at a premium and this can make it hard for children to find the help and support that they need to learn the language. Therefore, anyone who wants to be able to teach English today that cannot find a traditional tutor spot should look to teach English online from home. It’s no surprise to anyone who has spent time in tutoring to find out that being able to teach English as a second language online is so much easier. The challenge in getting involved is reduced, and the competition – while still huge – is far less.

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This is because, rather than needing people to come to you locally, you can be teaching people from all across the world. If you decide to teach English online from home, then you can make sure that your students can get 100% undivided attention. Even if they are based on the other side of the world, you can quickly and easily begin to start the learning process at a time that equally suits both parties.

Therefore, the tutor themselves can work from home and do far more with their day than they could have themselves. By doing several hours’ worth of work during the day, you can not only earn far more doing private tuition from home, but you can help far more people. Now, you aren’t trying to get a large class to pick it up piece-by-piece, but you are giving each and every student proper, undivided attention. This is vital for their learning curve and to ensure that they can improve and grow as individuals.

If you would like to ensure that students can enjoy a more progressive learning environment, this is the way to do it. You work solely together so that you can work on their own problems, rather than trying to correct everyone’s mistakes and limitations at once.

This is going to be so important for making sure that you can become more confident as a tutor, too. Students need to be given the time to learn and grow at the right pace. By being able to teach English as a second language online, you can change the parameters of their learning and ensure they can learn alongside their primary discipline.

So, this works perfectly for all parties. It gives ambitious and willing tutors a foot in the door, and students without the time or energy to learn during normal hours to do so at night and become fluent.

Happy Teaching 🙂

Teacher Daniel 

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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.

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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

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If you play any of the audio that typically comes with course materials, your students will 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:)

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When you teach English as a second language online, practices that Impact Reading Motivation

 

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Almost all agree that some amount of reading is vital to becoming a good reader. Teaching expertise does not arise without active participation in best teaching online jobs. Some educators would advocate that the best way to become a proficient reader is by reading widely and frequently. But other educators suggest that gaining proficiency may not be so simple for many students who may need more contextual support.

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Contextual support is extremely valuable for gaining reading proficiency, but we are suggesting that, while explicit instruction and appropriate texts are valuable, an often overlooked factor has been motivational support. For online ESL jobs home based, we propose that when the classroom encourages the powerful motivations for reading, students acquire proficiency steadily and predictably.

Intrinsic versus extrinsic motivation

When students read a passage or a book, they usually have a reason for doing it. Likewise, when they avoid reading a text that they may be expected to read, they usually have a reason for their resistance. The most prominent reason for recreational reading is “I enjoy it.” This reason refers to interest or intrinsic motivation, which means doing something for its own sake, and these motivations are internal to the student.

Students who consistently read for their own interest are often quite competent and are usually highly achieving readers. Students who are intrinsically motivated spend 300% more time reading than students who have low intrinsic motivation for reading. Compared to 10 other motivations, intrinsic motivation for reading was most highly associated with whether or not students read widely and frequently on their own accord.

In elementary school, when you teach English as a second language online, external motivations are usually not negatively correlated with reading competence, but in secondary school, the external reasons for reading become negatively related to achievement. By secondary school, students who read only for the reason of avoiding getting in trouble, or only to avoid feeling ashamed for failing, show low and declining achievement.

The reasons for reading, then, are crucial. Simply reading is insufficient. When internal motivations such as intrinsic motivation and interest energize students’ reading, students interact with text deeply and gain relatively high amounts of knowledge or aesthetic experience. If students’ reading interests are weak, their competency grows little and their quality as readers diminishes.

Motivation, Reading Achievement, and CORI

In this article, we present motivations that have been widely found to foster achievement.

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Associated with these, we share the reasons for reading when the motivation is affirming (positive) and the reasons for avoiding reading when the motivation is undermining (negative).

Most importantly, there are classroom practices that encourage these five reasons for reading, and each practice can be implemented in the short term or the long term. We present classroom practices that impact internal reasons for reading, according to empirical studies. We draw on a variety of research, including studies of Concept-Oriented Reading Instruction.

What makes CORI and other motivational programs different from traditional reading instructions are the focus on increasing not only reading comprehension but also reading engagement for students at all reading levels. This is achieved through the explicit inclusion of motivation support in the classroom. In CORI, teachers are trained in five motivational practices, and these are embedded in the curriculum. We will also refer to other research that confirms these practices.

Intrinsic Motivation

Students who read for the sheer enjoyment of reading are intrinsically motivated. They are not reading for the external rewards sometimes offered by teachers, such as toys, food, candy, or grades. These students also choose to read during their free time both in and out of school, initiating reading without promises of either reward or punishment. Teachers can implement practices in the classroom that either support or undermine student intrinsic motivation.

Assuring Relevance Builds Intrinsic Motivation

When the reading material is made relevant for students, they are more likely to become engaged and competent readers. When teachers encourage intrinsic motivation in students in best teaching online jobs by making the reading activity in class relevant, students initiate and persist with the reading tasks.

To assure relevance, text, and activities should be linked to real-life experiences, hands-on activities, a conceptual theme, and should be culturally relevant. This is the purpose of hands-on science activities in Concept-Oriented Reading Instruction that we have examined extensively. Activating the background knowledge of students before, during and after reading helps them to make connections between their own lives, their interests, and the text. For example, having a discussion about a child’s recent trip to the city may help get students’ minds set for an upcoming text about urban architecture.

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For situations where students have little or no existing background knowledge, hands-on activities help to bring personal experience of a new concept to the class. Dissecting an owl pellet and observing the animal bones, skulls and hair found within is a good way to bring quick personal experience to a text about the survival mechanisms of the owl. These are some of the activities used in Grade 3 implementations of Concept-Oriented Reading Instruction.

As well as selecting texts that connect to students’ interests and backgrounds, teachers encourage intrinsic motivation in students by making the reading activity in class relevant for students. Relevance gives them a reason to initiate and persist with the reading task. Students are also more likely to be engaged in reading if there is an ongoing, relevant conceptual theme. Teachers who create units of study that focus on some conceptual theme based on student interest are encouraging students to enthusiastically read the expository and narrative texts over a prolonged period of time, sustaining engagement.

Non-relevance Undermines Intrinsic Motivation

When teachers do not assure the relevance of text or reading activity, students tend to avoid reading. For example, students may experience low relevance when there are multiple unrelated topics within one lesson, with few or no links to background knowledge. Teaching texts and topics that have no basis or connection to students’ background knowledge disengages students and gives them a reason not to read the text.

If they are consistently given texts and reading activities that are outside of their own experiences, with no regard to student interest or preferences, there is little reason for students to initiate reading the text and even less chance that students will become immersed in the reading. Over time, the readings will be seen as tedious chores. Disliking the texts, students will tend to avoid reading.

 

Ownership

Students who feel ownership of their reading is more likely to become engaged in that experience. Too often, teachers create an environment in the classroom that emphasizes the teacher’s authority and ownership of the space, the materials, the curriculum, and by extension, the learning that takes place. Once students are placed at the center of the learning experience and are encouraged to think of reading as their own personal asset, they will see the value of investing their time and energy in reading.

Affording Choices Strengthens Ownership

There are opportunities throughout the school day to offer meaningful choices to students. These choices can be manifested in several ways that effectively give students a sense of ownership that becomes one of the reasons to read.

The main factors to consider when providing choice are whether the choice is meaningful, whether it is relevant to the activity, and whether the level of choice is appropriate for the student. If the choices provided by the teacher meet these criteria, the result is an increased sense of ownership that the student feels towards reading, as well as an increased self-regulation and investment in the acquisition of reading strategies. Experiments show that giving choices of what to read or how long to spend on specific texts increases students’ sense of being “in charge” and their time spent reading.

Students have individual interests and preferences when it comes to text genre, format, and topic. Even if the topic has been set by the teacher, a variety of texts can be offered that appeal to students, giving them a sense of responsibility; once they choose a particular text, there is now a responsibility to read and follow through with that choice. One research team observed teachers in a brief, 10-minute lesson on how to solve a problem. Afterward, they asked students about their motivation and their sense of being in charge of their learning.

Students were demotivated when the teacher did the following: talked constantly, gave detailed directions, asked controlling questions, gave deadlines, criticized students, and gave answers before students finished. In contrast, online ESL jobs home based, students reported feeling engaged and motivated for the tasks when teachers did these things: listened, asked what students wanted, provided a rationale for work, picked up on student questions, gave encouraging feedback, and recognized challenges.

Happy Teaching!    

Teacher Daniel 🙂

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