Four Ways to Get Your English Learners to Do More

Four Ways to Get Your English Learners to Do More

Four Ways to Get Your English Learners to Do More

One of the biggest frustrations of teaching English is when your learners don’t do anything outside of class.

When a learner starts taking lessons, they say the right things and seem motivated. But this initial enthusiasm usually disappears after a few weeks.

I feel that as teachers, part of our job is to inspire our learners to do more, and to think about how we can help our learners to stay consistent over the long-term.

This is something that I’ve put a lot of emphasis on over recent years. In fact, I even have a course for English learners helping them specifically with this.

And in this post, I want to share four ways that will help your learners to consistently do more outside of class.

Please note: This is specific to teachers who teach one-to-one online, but the following can be adapted for traditional group lessons too.

I believe it all starts with a conversation and a plan.

Set Expectations and Come Up with a Plan

I believe one of the biggest reasons why intermediate speakers don’t become advanced speakers is because they don’t comprehend exactly what it takes to reach this level.

Taking two lessons a week and then doing nothing else will mean little progress. It takes much more than that to achieve a higher level of English.

You can approach this by doing two thing: Firstly, ask your learner what level they want to have and when they want to reach this level.

For example, you might have a learner who has a B1 level. And after talking about their goals, they say that they want to have a C1 level by this time next year.

This is definitely achievable, but they will most likely have to make some changes and do more. Therefore, the second thing to do is to come up with a daily learning schedule and general plan to ensure they reach their goal. Additionally, helping your learner get into the habit of using English on a daily basis will make a big difference.

One thing to bear in mind is that you need to make this sustainable and fun. If you ask your learner to do too much too soon, they will most likely feel overwhelmed and lose motivation.

They need to get into the habit of learning – and enjoy what they are doing – to keep this up over the long-term.

Do Things that Interest Your Learner

Making things relevant to your learner is incredibly important if they are going to do more outside of class.

A small percentage of English learners will keep up with grammar exercises and course books over the long-term; the majority need to do something that really interests them.

One way to do this is to have your learners send you things that they have enjoyed reading or watching in English.

One of my students was really interested in personal development. He read a lot of articles in his native language on this topic, so I encouraged him to learn about this in English instead.

We found a bunch of blogs and videos together, and he sent me articles that he enjoyed on a regular basis. I then created a lesson plan around what he sent, something that after doing a few times, didn’t take me too long to do.

Additionally, I encourage my learners to subscribe to YouTube channels and blogs that interest them. Getting this regular email with a link to an article/video in English gives them a reminder to do something in English. And because this is something that they enjoy, the motivation to read/watch something is stronger.

Set Long-Term Projects instead of Homework

Mark Barnes gave me the idea to this during our interview.

In a nutshell: you let your learner decide on a long-term project and you then collaborate on this together.

I did this with one of my learners last year; he wrote a book on a topic that he was interested in, and we used Google Drive so that I could correct his English and give feedback.

Using this approach gives your learner more authority over what they do, and again, because they decide what it is they want to create (a project, a video, a book, a presentation etc.), and in the area of their choosing, they are doing something that is relevant to them. And something that they are excited about doing.

Connect and Communicate with Your Learner

One of the benefits of teaching online is that you can connect with your learners in different ways; using email, social media, Google Drive, for example.

This means that you can send reminders about your lessons and keep the communication flowing with your learners outside of class.

You don’t have to spend a lot of time on communicating with your learner. A simple Tweet or email a couple of times a week will only take you a few minutes. And what this does is shows your learner that you care and that you are invested in their learning, and it will also send them a small reminder to do something in English.

If you want to make this more involved, like a daily email or support, then you can make this an added extra on top of the lessons that you offer.

But I’ve found that the more I communicate with a learner, the more they ultimately end up doing. And this is especially true with learners who need direction with their learning.

Over to You

Setting expectations, coming up with a plan, doing things that interest your learners, giving your learner more authority over their learning, and keeping the communication flowing will help your student do more in English.

What tips do you have to encourage your learners to do more outside of class?

Leave your comments below!

WANT TO TEACH ONLINE? START HERE...

Well, hello there! I've been teaching online (independently) since 2011 and I'd LOVE to help you do this too. Curious about working from anywhere in the world and on your own terms? Just click the button below to get started!

how-to-teach-engish-online


Interview Gabby Wallace

Gabby Wallace on Teaching Online, Youtube, Podcasts, and Online Courses

In this latest interview, I speak to Gabby Wallace about teaching online.

Gabby has a very successful YouTube channel, co-founded a popular podcast, and has created various online courses for her English learners.

We discuss the above and much more in our interview below. Hope you enjoy it:

What We Discussed

We started off talking about our mastermind group. Now, a mastermind group is where you meet either online or in-person to brainstorm, share your successes and failures, give advice, share resources, and give each other support.

“For me, it’s been really motivating and it’s held me accountable too.”

Like Gabby said, it’s about collaboration, not competition, and we both recommend finding people who have something in common with you if you want to start your own mastermind group.

Gabby has been teaching language for over ten years in many different settings and age groups. About five years ago, she picked up a copy of The Four Hour Work Week, read other entrepreneurial books, and liked the idea of moving online and helping more people.

But before all that, she started making short videos that answered the questions she had in the classroom, and uploaded the videos to YouTube.

There was no business plan at this point, but she started receiving positive feedback, and made more videos. YouTube has now become a focus for her online teaching business (driving people to her website and to continue learning with her).

She was a little self-conscious and worried about putting herself out there at first, but it’s something she has got used to.

Gabby has also had a lot of experience with podcasting and has been very successful in this area. She was the co-founder of All Ears English. It was, and still is, hugely popular. But after a year or so, Gabby started her own podcast and concentrated all her efforts on her own brand.

Before starting the first podcast, Gabby admitted that she had never listened to one before. There were a lot of things that she had to figure out to get things going, but once she had gone through this process once, she knew exactly what to do the second time.

After creating around 100 videos on her YouTube platform, she posted her first course on Udemy. This year, she posted a new course on her own site, which is solely video based. She has a total of six courses with a new one on the way.

Just like Stephen, Gabby listens to her learners and creates her courses based on the feedback she gets.

In the past, Gabby couldn’t get things to work on her own platform, but changing the software she used made a big difference. When creating her courses, Gabby sets a deadline, pre-sells the course, and then gets the material out there.

Gabby’s plans for the future are to continue working on Go Natural English, and also wants to help online teachers become successful online through her blog, Laptop Language Teacher.

Here are some links to her social platforms:

YouTube for GNE
YouTube for LLT
– Her Facebook page

Thanks Gabby for sharing your story with us!

Over to You

Did you enjoy the interview?

Please comment/ask questions on anything we discussed. Gabby and I will respond to any questions you have.

WANT TO TEACH ONLINE? START HERE...

Well, hello there! I've been teaching online (independently) since 2011 and I'd LOVE to help you do this too. Curious about working from anywhere in the world and on your own terms? Just click the button below to get started!

how-to-teach-engish-online


Pop Culture in Online English Lessons

Utilizing Pop Culture in Online Lessons: Guest Post by Paul Mains

Pop Culture in Online English Lessons

The following is a guest post from Paul Mains…

As any online teacher can tell you, using the Internet to teach English comes with a host of benefits.

You can work from home, giving you the flexibility to choose your own hours. If you so please, you can even continue working while traveling the world, so long as you have a stable Internet connection. And with the vast collection of lesson ideas, tips and tricks, and other useful resources that is available online for free, theres never a shortage of materials to use for online classes.

My favorite aspect of teaching online, however, is that it opens the door for meeting diverse people from different cultures. Indeed, given that your students will be from all over the world, teaching English online gives you the unique opportunity to meet people with different stories, opinions, and life experiences. In this way, online English teachers serve as both linguistic and cultural liaisons for the English-speaking world, a role that is both challenging and extremely rewarding.

A great way to teach students about both language and culture is to incorporate elements from pop culture into lessons. Specifically, Ive found it particularly fruitful to introduce grammar points with clips from popular music and television. And luckily, with the technology available on video platforms like Skype and Zoom, its easy to share these clips with students, even if they cant access YouTube or Netflix on their own computers.

Here are some examples…

Teaching Prepositions of Place with Maroon 5

Maroon Five

The members of Maroon 5. Image: Eva Rinaldi / Wikipedia

As an online teacher, your students will come from all over the world. As such, they will struggle with different grammar points, depending on their native language. Notoriously, Spanish-speaking English learners struggle with the difference between the prepositions inand atwhen talking about location (e.g., Im at the mall in New York), as in Spanish both concepts are expressed with the same preposition, en.

Using a popular, upbeat song is a gentle, entertaining way to introduce this kind of challenging and often frustrating semantic subtlety. For the difference between atand in, I recommend using Payphone by Maroon 5, which is embedded below:

Specifically, the following lyrics illustrate clearly the difference between the two prepositions:

– Still stuck in that time
– When we called it love
– But even the sun sets in paradise
– Im at a payphone, trying to call home
– All of my change I spent on you

With prepositions of place, atis generally used to specify a specific location at the restaurant, at the entrance to the park, at 100 Main Street. Conversely, inis used to indicate a general, imprecise location in the city, in New York, in the ocean. Sure enough, the lyrics to Payphone show this: the singer is at a payphone(a specific location), and laments that the sun sets in paradise(a vague, general place).

In addition to giving students a real-life example of prepositions of place being used in English, this is a great way to pique studentsinterest and open the door to other topics. For instance, after talking about prepositions of place, you can segue your way into prepositions of time, which follow the same pattern of specificity (e.g., at 8:53am vs. in the 1990s).

And if you (and your student) are feeling brave, you can introduce on, which generally falls somewhere between inand atin terms of specificity (e.g., at 8:53am on Friday in January).

Indefinite Articles with Waynes World

Wayne's World

Mike Myers and Dana Carvey, the twoWayne’s World lead actors in Wayne’s World. Image: -alice- / flickr

As I mentioned before, the aspects of English that students find to be difficult will depend on their native language. Whereas Spanish speakers may struggle with pronouns, Mandarin Chinese speakers may struggle with the concept of definite and indefinite articles (i.e., theand a), as Chinese does not contain articles.

One of my favorite ways to introduce the complex topic of articles is to use the following clip from Waynes World, in which Waynes ex-girlfriend gives him a gun rack as a birthday present:

Wayne responds, bewildered:

“A gun rack… a gun rack. I don’t even own *a* gun, let alone many guns that would necessitate an entire rack. What am I gonna do with a gun rack?”

Though the grammar underlying English articles is littered with exceptions, in general, definite articles refer to a specific object or person (e.g., Look at the man over there), whereas indefinite articles refer to any non-specific item in a group (e.g., I want to see a movie).

And in just three sentences, Wayne produces five instances of the indefinite article a. His emphasis on the article when he proclaims, I dont even own a gun!is both humorous and really drives home the essence of the indirect article: Wayne speaking in non-specific terms; he does not own any gun.

You can follow up this scene with several questions that further illustrate the difference between definite and indefinite articles. For instance, you could ask your student if they have ever seen a gun rack before, and if they recognized the gun rack that the woman was holding.

And further, depending on your comfort level with your student, this could potentially open up an interesting cultural discussion about gun ownership. In China, gun ownership is highly regulated by law my student was surprised that owning a gun is both legal and fairly common in certain parts of the United States, which led to an interesting discussion.

Whether teaching prepositions, articles, or anything in between, showing a clip from a song or movie is a great way to ease students into grammatical topics that can otherwise be frustrating or tedious. And with the possibility of screen-sharing on Skype, Zoom, or Google Hangouts, you can share these materials with your students even if their access is limited by their location (my student couldnt view the Waynes World clip, for example, from his computer in Shanghai).

Ultimately, as online English teachers are often tasked with the dual role of linguistic expert and cultural ambassador, sharing clips from pop culture is a great way to teach your students simultaneously about both language and culture.

Paul is an English teacher who gives classes in-person and online in Buenos Aires, Argentina. He writes on behalf of Language Trainers, a language tutoring service offering personalized course packages to individuals and groups. You can check out their free English accent game and other language-learning resources on their website. Feel free to visit their Facebook page or contact paul@languagetrainers.com with any questions.

Over to You

Do you have any resources, lessons plans, or tips for using popular culture in English lessons?

If so, let us know in the comment section below.

WANT TO TEACH ONLINE? START HERE...

Well, hello there! I've been teaching online (independently) since 2011 and I'd LOVE to help you do this too. Curious about working from anywhere in the world and on your own terms? Just click the button below to get started!

how-to-teach-engish-online


Interview Stephen Mayeaux

Hip Hop, Making Connections, and Online Courses: An Interview With Stephen Mayeaux

In this post, I interview my friend Stephen Mayeaux over at ESLHipHop.com.

Stephen started his blog after his experience teaching an elective course at UC Davis.

His main focus at the university was academic preparation, but in his elective, he was free to do something different. This is when he started using hip hop in the classroom.

In this interview, we go deep with his use of hip hop with his English learners, the feedback he has received on this, how he got started online, and then, we learn about a new course he is creating for a specific niche.

Watch in HD!

Interview Notes and Resources

We start off with how we connected, and briefly talked about the importance of making connections when working online.

I love how he talks about the struggles he had when he first started using hip hop in the classroom. This was mainly due to the cultural differences, and he gave the example about his Japanese students not understanding the social issues of the police in the U.S.

He had his friend help him create his site using WordPress (he is now quite adept with coding). The feedback he received from the lessons he created was really positive, both from teachers and students.

He blasted 100 lessons out in the first year, but has slowed down his output since to about one lesson per month.

Using Hip Hop in English Lessons

If you want to use hip hop in the class, he recommends going back in time to the old school era, for example, The Beastie Boys and MC Hammer. Additionally, he recommends using the hook and the chorus of modern hip hop.

I really wanted to know about the response Stephen has had about using hip hop in the classroom. I love his answer to this: he is focusing on his students and what they can get out of it, and that, haters gonna hate! But generally speaking, he hasn’t received much negativity.

A Course for a Specific Niche

We then moved on to what Stephen is currently doing; he is in Korea at right now working for a local school – we talked about how they are trying to introduce new teaching methods there.

He has a new video course coming out in March in a very specialized niche: OPIC. It’s not a very well known exam, but after seeing that his students were asking for more help in this area, he decided to create something for them.

He is completely engrossed in this process, and is learning new things each day about what creating a course entails. Stephen said something key about how he is creating the materials for his course:

“…Listening to my students, their concerns, and what they really want.”

He is creating the content for his course based on what his learners are asking for.

We then talked about deadlines and the power of setting a specific deadline (his deadline is March 14/15th – he wants you to hold him to this!).

He has hired a freelance marketer to help him with the marketing side of things. I then talked about outsourcing, and specifically, the two types of tasks to outsource: tasks that you are not skilled at and don’t want to learn; and also the mundane and repetitive tasks.

In my case, outsourcing the transcripts for my course helped me in a great way.

We then moved on to social media, and how he uses Facebook and LinkedIn. We focused on using these platforms to make and maintain connections. An example he gave was connecting with Gallery Languages and how they have partnered on many projects.

Here is an example of one of the video’s he mentioned:

Over to You

Have you used hip hop or other music genres in your lessons? Have you thought about creating a course for English learners?

Answer these questions and/or leave any other comments below…

You can connect with Stephen by using the contact form over at ESLHipHop.com. You can also connect with him on TwitterFacebook, and LinkedIn.

WANT TO TEACH ONLINE? START HERE...

Well, hello there! I've been teaching online (independently) since 2011 and I'd LOVE to help you do this too. Curious about working from anywhere in the world and on your own terms? Just click the button below to get started!

how-to-teach-engish-online


teach English online using Zoom

A Review of Zoom.us for Teaching Online Lessons

I was introduced to Zoom a couple of years ago from James Heywood at Off2Class.

I’ve used it myself when I experimented with group lessons in 2014, and I have noticed that more online teachers are using this software to deliver their lessons.

In the video below, I talk about the difference features that you can use with Zoom (including one that works like a whiteboard), and the advantages of using this platform.

Watch in HD:

Video Summary

The dashboard for Zoom is really simple and easy to use. Here is what you can do:

– Start a lesson with or without your video (you can turn your video on and off during the lesson/meeting)
– Schedule a meeting
– Join a meeting

When you schedule a meeting, you can choose to make it recurring. This is a great option to have for learners who take lessons at a set time each week.

You will receive a meeting ID and a link when you schedule a lesson, and this can be shared with your student(s). Additionally, you can automatically add it your online calendar.

Your learner will need to download Zoom to be able to connect with you.

Settings

There are many settings inside Zoom; the vast majority are similar to other video conferencing software (like audio, video etc.).

The recording feature is something I highlighted in the video. You are able to record your lessons automatically to a specified folder.

The Class Experience

Here is what you can do during your lesson with Zoom:

– Chat
– Use video
– Share your screen
– Use annotations while your’re sharing your screen (like a whiteboard)
– Share your computer audio; this is a great feature when playing a video

Zoom is free to use for most uses. The only reason to upgrade is if you are taking group lessons that last over 40 minutes and/or you want to use it for a webinar.

Reasons to Use Zoom

There are many advantages to using Zoom:

– The quality of the call is much better compared to other video conferencing software
– The annotations for screen sharing is very useful
– It is lightweight with no real problems/bugs
– You can create recurring meetings and use the same link for your learners

The one drawback is that it isn’t well known. This means that you will have to educate your learners on how to use it, and they will have to download the application first.

But this can be easily done through a one page PDF or quick video that you can give your learners with instructions on what to do.

Over to You

Have you used Zoom before? If so, is there anything you would like to add?

If you haven’t used Zoom, still comment and let me know if you are thinking about trying it in the future.

WANT TO TEACH ONLINE? START HERE...

Well, hello there! I've been teaching online (independently) since 2011 and I'd LOVE to help you do this too. Curious about working from anywhere in the world and on your own terms? Just click the button below to get started!

how-to-teach-engish-online


Organize Time Teacher TESLO

Organizing Your Time As an Online Teacher: What to Focus on and How to Get Things Done

Get things done

Don’t get stressed. Get organized!

When you have your own online teaching business, things can get a little hectic.

There are lessons to teach, marketing to be done, admin to be taken care of, planning, strategizing, advertising, posting, connecting, and whole bunch of other things to spend your time on.

And sometimes, you just sit there in front of your computer screen. Clicking.

As I have expanded my online teaching business over the years, I have had to get organized with my time to ensure that the important things get done; things that are actually going to move my business forward.

In this post, I want to share with you what currently works for me when it comes to organizing time, knowing what to focus on, and actually getting stuff done.

And it all starts with a plan…

Set Your Goals and a Plan of Action

Goals

My goals for 2015.

In my 2014 summary post, I talked about the big goals that I wanted to achieve in 2015.

Having a goal to aim for gives you clarity on what you want to achieve in your teaching business. And once you have this goal, it means that you can plan on what actions you need to take in order to get there.

So, think about your goals for the next 3, 6, 12 months, and then break up this goal by deciding what smaller projects/tasks are important.

So, as an example, let’s say you’re just starting out with your online teaching business and your goal is to have things up and running within three months.

From this, you make a plan to find your niche, create your website, and get some students into your lessons as soon as possible.

You can then break up these projects into tasks; for example, coming up with a site plan, buying a domain name, getting hosting etc.).

Give these tasks a deadline to be completed, and then make them a priority during your working hours.

Doing all of the above ensures that you are working on things that are going to help your teaching business.

Start Timeboxing and Batching Tasks

Time Boxing

Don’t leave things open

When you leave your days open, you allow your emotions, your energy levels, and other people’s agendas to dictate what you do.

This is how you end up spending two days exploring a new social networking site after reading about how one guy made $6,000 in five days (I’ve been there!), and completely ignoring what you should be doing.

Instead, plan out your days and weeks based on your goals and your plan of action, getting as specific as possible.

This is called timeboxing.

For example, every Monday at 10:30 I work on a new post/video for English learners for one hour. And on Wednesdays at 14:00, I work on my course for English teachers.

This is why teaching during a certain block of time helps too; it means that you can focus on teaching at a specific part of the day and spend the other part of your day working on everything else.

Also, try batching tasks (like sending emails) so that you’re not always moving from one task to the next. This helps you get into a rhythm and be more productive.

So base your daily and weekly work schedule based on the goals and plan of action that you come up with.

I even make some time on Fridays to reevaluate my long-term strategy, which stops me from thinking about the big picture when I should be getting things done.

Time boxing can be a little strange at first, and you might be thinking that it’s too regimented; but it has worked wonders for me.

Additionally, your schedule will evolve over time; I’m constantly changing things up on a weekly basis.

Focus and Avoid Distractions

Use apps to help you stay focused

Use apps to help you stay focused

Time boxing won’t work unless you can focus on the task in hand.

This is a constant struggle for me, and for nearly everyone I talk to who are working for themselves.

One thing that has helped greatly is the Stayfocusd app for Chrome. It works like this: you enter the URLs of the sites that you don’t want to visit while working, and ban them for a specific period of time.

When you try to go to a blocked site, you get a blank screen telling you that you should be working. This helps you refocus on your task.

It was amazing when I first started using this how often I would automatically go to my email or The Guardian or Facebook or Youtube, or even The Weather Channel.

I soon realized that I did this whenever I came to a sticking point with what I was doing; when I needed to really think about something in more depth.

Additionally, avoid other distractions by muting your phone, letting others know that you’re working, and by listening to music/putting on noise canceling earphones.

Having a deadline works wonders too. I’ve done this for my two big courses, and there is nothing like restricting your time to get you focused on what needs to get done.

Get Organized and Trust Systems

Three Productivity Tools for Online Teachers

My post on productivity tools

It took me a while to take the plunge and start using apps that I knew were going to help me. I’m just glad that I ended up getting them!

I talked about Asana and Evernote in this post, and the more I use them, the more I realize just how valuable they are.

Asana is the hub of everything I do: I use this to plan my projects, write down all my tasks, collaborate with my students and those who are getting mentoring from me, and to write down all the ideas that come into my head throughout the day.

Using applications like these takes a huge weight off and helps you focus on what’s important in that moment.

Outsource Where Possible

Chris Ducker Book

A great book on outsourcing

As a perfectionist, I find it difficult to pass tasks on to other people. But I’ve started doing more of this recently.

Last year, I was trying to do too many things that I wasn’t qualified for, or tasks that were repetitive and take up a lot of time.

For example, I started work on transcribing 40 videos for English learners, but soon realized that it would take me forever. I ended up paying someone to do this, and spent my time on other parts of the course that I was creating.

If you are new to online teaching, then you might be bootstrapping right now and doing everything yourself. Two things on this:

– You can always improve what you do now (logo, web design, welcome video etc.) at any time – so don’t feel like it has to be perfect right away (you should see some of my old sites!).
– Outsourcing doesn’t have to be expensive – there are plenty of things you can get done on Fivver, for example.

Here is a great book on outsourcing by Chris Ducker to help you get started with this.

Separate Work and Play, and Get Distance

Something I really struggled with last year was work vs play.

I spent too much time, especially in the evenings and at weekends, not really working and not really relaxing. I was watching football while trying to write an article, for example.

But over the last few months, I have managed to separate the time I spend working and the time I spend not working quite effectively. There are many tips for this (like working only at a specific location), but for me, having a work schedule and time boxing have been the deciding factors.

Getting distance from your work is important; it helps you come back fresher, more motivated, and with more creative energy.

Additionally, when you have specific times when you can get stuff done, you become more focused as you realize that this is the only time you have to do it.

Over to You

All the of the above is still a work in progress for me, but as I mentioned, I have made huge improvements with organizing my time so I’m more effective and productive with what I do.

Please leave any tips you have on this topic, or any thoughts you have on this post, in the comment section below.

Thanks for reading!

WANT TO TEACH ONLINE? START HERE...

Well, hello there! I've been teaching online (independently) since 2011 and I'd LOVE to help you do this too. Curious about working from anywhere in the world and on your own terms? Just click the button below to get started!

how-to-teach-engish-online


Interview with Teacher Diane

Interview With a Location Independent Online English Teacher – Teacher Diane

Teacher Diane is someone who I have been following online for the last year or so.

So, it was a nice surprise when she reached out to me to connect. I soon realized that I wanted to give her the platform here at Teaching ESL Online to share her story and the valuable advice she has for other online teachers.

In our interview, Diane shares with us her experience of being a location independent online English teacher, and how she has managed to build up a large student base.

As you’ll see, she has some creative ways (and tools) to teach her lessons and make videos for her followers.

Here is the interview (watch in HD):

If you would like to teach English online, click here.

What We Discussed

Diane started teaching English five years ago, firstly in Brazil and then in Chicago. After two years of teaching in the language school in Chicago, she got the travel bug and decided to start her own website so that she could teach and travel at the same time.

Making the Transition

Diane was a little hesitant at first, but started with an old student and realized that she could do more online than in the classroom – screen sharing, links etc. – and she found that is was more comfortable to teach at home.

Diane uses a Wacom Tablet for her teaching, writing and drawing on this tablet. Her learners can see this on their screens along with her webcam.

She also uses the tablet to make her very unique videos for Youtube; here is an example:

Bringing Learners onto Her Website and Into Her Lessons

Youtube has been one the best sources of students for Diane, and she places a link at the start of each video and also in the description box under the video to bring people onto her site.

We then talked about putting ourselves out there on video, and how it can be strange to hear your own voice at first. I know this can be a concern for teachers when starting out, but this does become easier the more you do it.

Diane now schedules her posts on Facebook and batches this work every Sunday. She has three types of posts: a question post, something humorous, and then a post with a link back to her website.

She uses Facebook to build her brand and also to give more exposure to her videos and other materials.

Planning Lessons and Hiring Other Teachers

Diane has a tailored approach to her lessons where she is specific to each student, although she does have certain students who fall into a similar category. She has build up many resources over the years.

Diane has contracted other teachers to help with her workload, hiring teachers who she has met on her travels.

Plans for the Future

Diane’s plans are to focus on marketing her website and learn more about SEO and social media marketing.

She plans to create other sites for specific types of learners (English for doctors, for example). And in the long-term, she wants to write a grammar book and open a language school in the US.

Summary and Over to You

It’s great to see how successful Diane has been with her online teaching and her site does a great job at converting learners into paying students.

One thing that I took away from our interview is this: if you put quality stuff out there, work hard at it, and stay consistent, you are going to get rewarded.

At first, it might seem like you’re doing a lot for small reward; but as you build up momentum, you’ll start seeing some really good results, and have opportunities to hire others and expand just like Diane has done.

Please comment below to let me know your thoughts on this interview. I’m really interested to read what you have to say about this.

About Diane:

Diane is an English teacher from New York with over five years of experience teaching English to students from all over the world.  She is the Founder of teacherdiane.com, a website that provides personalized English lessons on Skype.  You can watch her English grammar tutorials or follow her Facebook group, Learn English on Skype.

WANT TO TEACH ONLINE? START HERE...

Well, hello there! I've been teaching online (independently) since 2011 and I'd LOVE to help you do this too. Curious about working from anywhere in the world and on your own terms? Just click the button below to get started!

how-to-teach-engish-online


Google Drive Youtube Thumbnail

Using Google Drive to Collaborate With Learners Online (Including Audio Feedback)

There are many reasons to use Google Drive as an English teacher.

Personally, I use it for all my documents and spreadsheets which make running my online teaching business much easier.

But in the video below, I specifically look at how you can use Google Documents, Google Presentations, and a very special add-on to work with your students asynchronously.

These tools can be used whether you teach online or offline, and I hope it gives you some ideas of how you can work asynchronously with your learners.

Here is the video:

Use Google Drive for Writing Projects, Audio, and Presentations

In the video, I gave three examples of how you can use Google Drive with your learners.

Google Docs

I explained how to share a document (easy, right?), and then showed a project that one of my students worked on last year.

The idea to do this came from my interview with Mark Barnes (see here), where I asked my learner what type of project he wanted to do. I left it open, explained that it would be a long-term project, and he came back to me with his idea for a book.

Over the next few weeks, he added another chapter (about one page) to his book, and I corrected his work – which he could see through the revision history – and also commented on specific parts of the text to open up a discussion on certain points.

Something that I didn’t mention was that after correcting his work, I formed some questions based on the mistakes he made so he could practice specific structures in the following one-to-one lesson.

Kaizena

Kaizena was recommended to me by Rich Kiker (see his interview here), and although I have only used it on a couple of occasions, I see huge potential with this add-on for Google Docs.

Some ideas for using this with your learners are:

– To give general feedback on a task or project
– To collaborate with your learner on their pronunciation
– To give more speaking practice

If you’re looking for something a little more detailed for speaking feedback, I recommend SoundCloud (example below),

Google Presentations

One of my long-term students had a presentation to give for a job interview last autumn (did you notice American English creeping in during the video?).

We used Google Presentations to work together on this. Firstly, he wrote his presentation and his notes, and I then corrected his mistakes in the slides and gave feedback using the comment feature.

In addition, we used SoundCloud so I could give him feedback on his spoken presentation.

(Note: He got the job!)

Instead of taking a one-to-one lesson, it was much more efficient and effective for us to use Google Presentation and SoundCloud.

Over to You

Have you used Google Drive to collaborate with your students?

If so, or if you have any thoughts on this at all, please leave a comment below.

WANT TO TEACH ONLINE? START HERE...

Well, hello there! I've been teaching online (independently) since 2011 and I'd LOVE to help you do this too. Curious about working from anywhere in the world and on your own terms? Just click the button below to get started!

how-to-teach-engish-online