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Teaching Corner

Teacher Stories

Cultural Exchange 

Power Skills

Teacher Life

At EF Teach Online, we provide the technology to connect teachers and students worldwide. Here you'll find tools, tips and teacher stories to power your online classes.

Jane Kaskova ‹ Teach Online

Creating a safe and inclusive learning environment is at the heart of every teacher. As educators, we might face the challenge of addressing and dealing with sensitive topics raised by students who come from different walks of life. Alternatively, we can come across difficult topics in textbooks or while watching videos. In this blog, I will explore practical tips to navigate sensitive topics, look at some examples and, hopefully, be better prepared to deal with sensitive topics in the classroom.
<ol>
<li>Building a Foundation of Trust and Respect</li>
</ol>
Whether I am starting to work with new learners or continuing to work with existing ones, I consider it of primary importance to build an environment based on the values of trust, respect, and understanding. I encourage my students to have respect for diverse opinions and perspectives, to respect other students’ boundaries, and to trust that the information they share will not be twisted. Once built, an environment like this helps to build healthy and trusting relationships where the learners feel safe.
<ol start="2">
<li>Navigating Cultural Differences</li>
</ol>
Considering students’ diversity and different backgrounds is pivotal. Each learner brings a unique background and authentic experiences to the table. I encourage my students to express themselves naturally, thus creating an environment of understanding, respect, and empathy. From monologues to discussion, I try to ensure that empathy is our compass.
<ol start="3">
<li>Handling Controversial Opinions and Disputes</li>
</ol>
Having students from different walks of life and with strongly-held convictions can naturally lead to disputes. If the discussions become intense, I consider taking short breaks to allow the students to collect their emotions and shape their ideas before continuing. Steering conversations toward common ground or shared concerns can help to mitigate the risk of disputes, and foster a collaborative and harmonious atmosphere.
<ol start="4">
<li>Addressing Leaners’ Emotions</li>
</ol>
Tackling challenging topics can elicit a range of emotions: some students might feel upset, frustrated, or even angry. As a teacher, I try to delve into the art of gauging students’ emotional states and ensure they feel comfortable participating. I try to feel out the comfort zones of my students and make teeny tiny steps towards navigating discussions so as not to hurt anyone’s feelings. Techniques such as empathetic body language, facial expressions, or compassionate conversations further contribute to this nurturing approach.
<ol start="5">
<li>Shaping positive prospectives</li>
</ol>
Transitioning gently from problems to solutions holds transformative and positive potential. By facilitating this transition, we redirect attention and awake critical thinking, inspiring students to contribute actively to finding solutions. This approach not only offers a momentary diversion but also empowers and inspires learners to embark on a formative journey with the light of positive prospectives.
In today’s world, it becomes inevitable that we ourselves, or our students, face difficult, life-changing and challenging circumstances. As sensitive topics emerge in our lessons, I think of my students as akin to radiant flames atop candles. Their illumination is influenced by our guidance and our responsibility lies in striking the delicate balance. We should embrace the gentle glow of each candle, encouraging it to illuminate the paths of those who navigate in darkness. How the flame lit depends on us. We need to make sure that it doesn’t damage our surroundings and that we do not extinguish the lights entirely. Rather, we should use the candle’s light to guide those who can’t see in the dark.
By fostering trust, empathy, and open dialogue, we empower our students to engage thoughtfully with the world, steering them toward understanding and unity. I hope that by reading this blog teachers will be willing to ignite profound and positive change, both within the classroom and beyond.
 
Learn more about EF Teach Online <a href="https://www.ef.com/wwen/teachonline/">here</a>.

Creating a safe and inclusive learning environment is at the heart of every teacher. As educators, we might face the challenge of addressing and dealing with sensitive topics raised by students who come from different walks of life. Alternatively, we can come across difficult topics in textbooks or while watching videos. In this blog, I […]

Dealing with sensitive topics in the classroom: encouraging open dialogue and empathy

When you refer to your native language – the one you were raised with – it’s commonly referred to as L1 or your first language. At the start of my English Language Teaching (ELT) career, I remember thinking that maintaining an immersive English environment was essential. My peers and I used to believe that if we used only the language of study, we would create a learning environment that would push our students to use English more, even if they were Beginner level students. 
We were expected to use gestures, facial expressions, emotions, and visual aids to convey meaning to students. In turn, students were expected to do the same. As a newly qualified teacher, I would tell them that they should imagine that they are abroad and have to use English to be understood. I would gesture, mime, and imitate all possible words and phrases in English before noticing that my students were not happy with this approach.  
From this experience, I realised that a fully immersive environment could be counterproductive as it can overwhelm students who often already have a lot to process. This creates a case for embracing L1, and even other languages that the students may speak, in the English language classroom as an aid that can support and enrich learning. Since starting my teaching career in 2011, I have noticed opportunities when using L1 is an effective tool. I’ve summarised my learning in the following teaching tips. 
  
Tip 1: Support instruction-giving 
It only sometimes follows that an English-only policy will lead to more English use in the classroom. Lower-level students often need support to understand instructions or explanations in English, which are usually above the students’ language level. In this case, rephrasing instructions by breaking the task into bite-sized steps, grading teacher talk, and modelling the task are great ways to support understanding. If you try all these strategies and students still struggle to understand the task, using L1 can be helpful and time efficient. 
 
Alternative suggestion 
In case you have a multilingual class, then you can lean on the support of a teaching assistant or a stronger student as possible alternative options. Involving students in this way also helps to build a collaborative and supportive environment whereby students work together. 
 
Tip 2: Support language explanations 
There may be different situations where you jump into L1. If grading the language doesn’t help and you think there is a necessity to refer to L1, try to repeat the same sentence, word chunks, or phrase in English. For instance, when you come to an item you anticipate will be challenging for your students, then you can say it first in English, then the equivalent in L1, and finally repeat it in English. In this case, students will better understand what you mean because it helps build parallels in their minds and they are more likely to remember it next time. 
 
Alternative suggestion 
If you are not comfortable using L1 in this scenario, then this can be a good time for students to use paper or online dictionaries, or even translating technology, to support their understanding of a language item.  
   
Tip 3: Take short breaks 
The lower the level of a student, the harder it is to concentrate for long periods. There might be moments when students start struggling to absorb the language. In this case, you can use L1 for a minute to switch their attention and distract them for a sh. You can use this opportunity to reflect on some tasks or ask students how they feel about the tempo of the class. This technique is about trust, building rapport and adjusting the lesson pace to the students’ needs. Students need this break sometimes, as well as the opportunity to feel heard and understood by the teacher. Consequently, a minute pause in L1 can help them be on the same page with the teacher and have a moment of relief.  
 
Alternative suggestion 
If you teach a multilingual class, then this may not be a viable option. In this case, you may play music during a short break or give students a minute to mingle and stretch.  
  
Tip 4: Praise students  
L1 works well if you want to specifically praise students on their progress (especially if they are beginner-level). It doesn’t require a lot of time, so you can still have your students talking and encouraging them by telling them how well they performed in a specific task. This helps foster positive emotions as well as builds students’ confidence levels. And we all know that fostering a positive learning atmosphere brings enthusiasm to the studying process. You can also use L1 to praise students followed by the target language to develop vocabulary and understanding. 
 
Alternative suggestion 
If you teach multilingual classes, then you can praise students using gestures, drawings or tools e.g. thumbs up, drawing a smiley face or using an emoji if teaching in an online setting. This can bring some fun and positive energy to the classroom. 
 
So, you ask me whether L1 is a friend or foe in the language classroom. In my opinion, nothing is set in stone as it depends on the teaching context and the students’ needs. Having L1 in your teaching kit allows you to experiment by trying out these tips to reflect and evaluate how well they work for your teaching context. Building your teaching toolkit this way will help you to tailor your approach to what works best in supporting your students’ learning and in creating a positive learning environment. 
 
Learn more about EF Teach Online <a href="https://www.ef.com/wwen/teachonline/">here</a>.

When you refer to your native language – the one you were raised with – it’s commonly referred to as L1 or your first language. At the start of my English Language Teaching (ELT) career, I remember thinking that maintaining an immersive English environment was essential. My peers and I used to believe that if …

Friend or Foe? L1 in the classroom  - EF Teach Online

Friend or Foe? L1 in the classroom  ‹ EF Teach Online

Friend or Foe? L1 in the classroom

Friend or foe l1 in the classroom

Our sense of well-being influences how we think, perform, and socialize inside and outside of work. Taking care of my mental health and well-being is of the utmost importance, as doing so enables me to focus on my work as an educator. Prioritizing my well-being produces a ripple effect, spilling over into what I do, and how I approach problems and deal with everyday issues.
In this blog I’d like to share five ways that have helped me to put my well-being first:
 
1. Plan each day
Planning my days helps me to be more organized as it enables me to identify my goals and prioritize my workload. Setting clear goals clarifies what I want to achieve while prioritizing helps me focus on essential items first. What’s more, when there are changes to my schedule, such as a meeting or lesson cancellation, I find it helpful to refer back to my daily plan so I can focus my attention and energy on working on what I want to achieve for the day.
 
2. Create little rituals 
Having little rituals during my day helps to create the perfect mood. For example, morning meditation prepares my mindset for the day. Listening to my favorite music, reading books, and chatting with friends on my way to work cheers me up. Rituals can lead to the art of creating habits, which can be one of your hobbies one day. What works best for me is chatting with my friend in the morning while I drink a cappuccino or reading a few pages from a book during my break time. Currently, I’m reading The Book of Joy by the Dalai Lama and Desmond Tutu. I keep my family and friends up to date on what I’m reading so they can opt to read along and share their reactions as we progress through the story.
 
3. Nurture a growth mindset
Learning new things positively affects my mind and thoughts. Effort and deliberate practice often bring fruitful results that positively influence my lifestyle and relationships. When learning something new, I start by setting bite-sized steps as this keeps me motivated as I can track my progress step-by-step, no matter how slight the progress might be. This gives me a great sense of accomplishment and makes me a more interesting person for my students, who love hearing about new skills I’m learning.
For input on gathering new ideas and skills, check out this blog on <a href="https://www.ef.com/wwen/blog/ef-teach-online/exploring-ways-to-develop-and-grow-as-a-teacher-continuously/">Exploring Ways to Develop as a Teacher</a>.
 
4. Schedule microbreaks 
Whether I work from home or the office, I take small breaks to switch my attention and refresh my mind. Working as a teacher requires lots of sharing skills. I give my knowledge, experience, and energy to spark my learners’ minds to make studying productive and engaging. Having a little time between lessons, sipping a glass of fresh water, skimming funny jokes, or listening to a fascinating podcast, helps me to recharge and perform with new ideas and strength.
 
5. Take care of your space 
As I spend most of my time teaching and training online, I organize my space to make it comfortable. Firstly, I have my desk, chair, monitor, keyboard, mouse, and other work tools and systems arranged to match my body. In this way, I avoid back and neck pain. You can learn more about setting up your workspace by checking out this practical blog <a href="https://www.ef.com/wwen/blog/ef-teach-online/setting-up-the-ideal-online-teaching-space/">here</a>.
I also have things on my desk that are both nice and handy. For example, colorful pens and a notebook with stickers inspire me to have creative thoughts or ideas for my next class. Also, when I finish my work, I put my laptop and other work-related objects in a cupboard, which helps me switch off from work, especially on days when I work from home.
Every day is unique and it’s up to us to make it meaningful, joy-filled, and special in its own way. Think about the choices you make every day and try new things where you want to make changes.
 
I hope these tips have inspired you to explore how you take care of your well-being. Why not share this blog and add your own tips to the list?
 
Learn more about EF Teach Online <a href="https://www.ef.com/wwen/teachonline/">here</a>.

Our sense of well-being influences how we think, perform, and socialize inside and outside of work. Taking care of my mental health and well-being is of the utmost importance, as doing so enables me to focus on my work as an educator. Prioritizing my well-being produces a ripple effect, spilling over into what I do, …

Creating Harmony: Tips for Maintaining a Sense of Well-being at Work - EF Teach Online

Creating Harmony: Tips for Maintaining a Sense of Well-being at Work ‹ EF Teach Online

Creating Harmony: Tips for Maintaining a Sense of Well-being at Work

Creating harmony tips for maintaining a sense of well being at work

As a teacher, I listen to my students and build rapport by giving them meaningful feedback on their answers so they can improve. This type of feedback is ongoing and helps to focus on students’ strengths and areas of development. In my mind, it can be compared to an X-ray, where we spot our problems in different areas. In turn, carefully trained ears can spot different patterns in student’s speech and lead to a constructive conversation on how they can develop their speaking skills. 
 
Let’s take a closer look at the key factors that shape meaningful feedback.   
 
1. Ask your students how they feel 
Rather than following the same patterns, ask your student how they would like their feedback structured. Do they prefer it to be concise or extended, general or analytical? Do they want to read your feedback as a report, hear it from you in person, or even listen or watch a recording? Everyone is different, so why not try to let them help you to shape it? This way, you are more likely to reduce stress, as well as build rapport and credibility with your students.  
 
2. Take notes  
Whether the feedback is for a group or a one-to-one class, taking notes is essential as it helps to organize your thoughts while you follow the students’ speech. It prevents you from forgetting or losing information so you can comment specifically and accurately on what the students said. Moreover, your notes can be a great source of support when tracking and reflecting on students’ progress or when reporting to other stakeholders, such as parents or fellow teachers. In addition, note-taking help you think of additional examples or suggestions that students can use. 
 
If you have extra time, you can use different technologies to record students’ answers and then analyse them more carefully. Just keep in mind that you need students’ permission when using any recording devices or technologies.  
 
3. Keep records up to date  
It does not matter if your feedback is long or short, detailed or brief; keeping your notes organized will help the students to reflect on the feedback later with fresh eyes. Also, it is nice in terms of keeping track of students’ progress both for you and for the students. Bear in mind, if the student changes teacher, you can always pass the notes to your colleague, so they are aware of the student’s background.   
 
4. Prioritize your comments 
Remember to prioritize your feedback. Make comments on areas which impede communication. Try not to comment on everything as this can overwhelm students. Find the right balance to cover the most relevant areas of the student’s development and strengths.  
 
5. Consider the level of complexity 
Keeping students’ reasons for studying a language in mind will help you to shape your feedback. Considering the students’ objectives will give you a better idea about the length of feedback. If you have a student who is preparing for exams, then it would be beneficial to focus on skills like pronunciation, accuracy, the complexity of the language they used, and fluency. If you have lower-level students who just started learning a language, it would be better to provide concise feedback highlighting their strengths to help build their confidence. In this case, you will prevent the student from becoming overwhelmed and help reduce any anxiety they may feel when starting to learn something new.  
 
6. Focus on key criteria 
If you look at the assessment criteria taken from tests like IELTS, TOEFL iBT or Cambridge, you will see that they all have the same standards of checking the candidate’s speaking skills. This includes evaluation of grammar accuracy, vocabulary, pronunciation, fluency, coherence, use of discourse markers, and, if you give feedback to the group, this might also include interactive communication.   
Students who are preparing for exams might expect you to give detailed feedback where you follow the rubrics and analyse mistakes which impede communication. In this situation, I find it helpful to research the exam that my students wish to take so that I can tailor feedback based on the test structure and assessment criteria. 
   
7. Include positive feedback 
Listening to feedback or reading the teacher’s comments can be stressful, especially when you need to admit to the mistakes you have made. It’s therefore important to balance feedback between what the students needs to improve and their strengths. Added to this, I find creating opportunities for students to apply constructive feedback and try again, it helps to bolster their confidence and skills. I also think that by making space for positive feedback we can foster positive study habits in our students. 
 
8. Provide examples 
Rather than giving vague comments, such as “You need to improve your grammar”, it is better to refer to specific examples that the students mentioned. Providing multiple examples on different areas will allow students to reflect on their areas of development from different angels.   
 
9. Try different techniques   
Try to grade your feedback to encourage students to self-correct first. For example, as soon as the student has finished speaking, you can start by repeating an example sentence to give them a chance to correct it. Instead of starting the conversation with a phrase like “Let’s correct your mistakes together”, you can say, “Let’s see how we can make this sentence better”. If the student is struggling, you can either emphasize the error or show it with your fingers, splitting the sentence into parts and showing where the correction is needed. 
 
10. Bring positive vibes  
Smile, and use a friendly and welcoming approach when you talk to students. Bring up a couple of examples of how other students study, and say that it is not only them who are experiencing this journey. Mastering a foreign language is not easy; everyone needs their own pace, approach, and guidance.   
 
I hope these tips have inspired you to explore how you manage and deliver feedback. Why not share this blog with your teaching community and add your own tips to the list?   
 
Learn more about EF Teach Online <a href="https://www.ef.com/wwen/teachonline/">here</a>.

As a teacher, I listen to my students and build rapport by giving them meaningful feedback on their answers so they can improve. This type of feedback is ongoing and helps to focus on students’ strengths and areas of development. In my mind, it can be compared to an X-ray, where we spot our problems …

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Jane Kaskova

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