1.
English Programmes
www.britishcouncil.org
20 May 2022 – graham.stanley@britishcouncil.org
https://www.slideshare.net/bcgstanley

2.
www.britishcouncil.org
https://www.teachingenglish.org.uk/article/
innovations-education-remote-teaching
https://ltsig.iatefl.org/new-research-book

3.
www.britishcouncil.org 3
• Online (digital) teaching and learning
• Remote teaching (synchronous, live online)
using, e.g. Zoom, Teams, Google Meet, etc.
• Online guided learning (asynchronous)
using a LMS
• Learning management system (LMS, platform)
e.g. Google classroom, Edmodo, Moodle, etc.
• Remote delivery (via TV, satellite, radio, etc.)
Remote teaching is the practice of
teaching live online through
videoconferencing (VC)

4.
www.britishcouncil.org 4
https://www.teachingenglish.org.uk/article/innovations-education-remote-teaching
• The British Council has
been involved in remote
teaching in Uruguay
helping Plan Ceibal and
the Uruguayan
government since 2013
• 70,000 primary state
school children (2/3 of
the total) receive English
lessons thanks to this

5.
www.britishcouncil.org 5
Remote Teaching Centre, Buenos Aires
• We have taught over 150,000+ of remote English lessons since 2015
• We reach 28,000 children remotely in Uruguay every day
• We have done teaching and teacher training in
• Argentina
• Iraq
• Mauritius
• Kazakhstan
• Myanmar
• Canada
• Mexico
• Colombia
• Paraguay
• Bolivia
• UK

6.
www.britishcouncil.org 6
Getting started.
• Start small / with what you know
• Establish a routine / timetable
• Familiarise yourself with the tools
• Be flexible / prepared to change
• Get feedback from learners
• Experiment / be creative
• Use it as an opportunity
• Have fun / make the learning fun

7.
www.britishcouncil.org 7
https://www.teachingenglish.org.uk/article/covid-19-insight-reports
Technology (and other) tips.
• Test the audio – allow for technical issues
• Students should mute when not speaking
• Use cameras unless low connectivity
• Have a back channel available
• Think about flipping the classroom
• Have a plan B ready
• Set rules for behavior (child protection)

8.
• Familiarity with technology
• Restrict access to tools such as
screen-sharing; whiteboard; mics;
cameras
• Know how to eject unwanted
guests
• Invite students via registered
emails
• Talk to students about online
behavior, netiquette; etc.
• Do not make links to online
classes public
• Password protection
• Moderate online activity in LMS
https://learning.nspcc.org.uk/news/2020/march/undertaking-remote-teaching-safely

9.
https://ltsig.iatefl.org/new-research-book/
https://www.teachingenglish.org.uk/professional-development/teachers

10.
www.britishcouncil.org
https://ltsig.iatefl.org/new-research-book
...adapts the objectives of the lesson to the
characteristics of the class, culture, age, needs
and interests
...anticipates problems of teaching remotely and
thinks of solutions with the classroom teacher
...deals with the unexpected
...uses props, toys, posters, puppets, etc.
...is well-prepared and ready before starting the
class
...finds ways of communicating effectively at a
distance
...demonstrates tasks and checks understanding

11.
www.britishcouncil.org
https://ltsig.iatefl.org/new-research-book
...trains students to use the learning management
system so they become independent learners
...promotes collaborative work in the LMS
...has resources ready before starting the lesson
...makes use of a whiteboard to share new
vocabulary, etc.
...uses gestures, smiles, stands-up (i.e. does not sit
all the time)
...includes a variety of tasks and routines to
provide a dynamic and safe environment
...is camera-aware and tries out new ways of
transcending the screen
...keeps the students active during the lesson

12.
www.britishcouncil.org
E_ _ c_ _ _ _ _t and
s _ _ _ _ n presence. How can
you best establish eye contact
with students when teaching
remotely?
Don’t be just a t_ _ _ _ _g
h_ _ d. If you want your lesson to
be memorable, don’t just present
yourself as a talking head.
B_ _ y l_ _ _ _ _ _e.
Exaggerate gestures and
face expressions.
Gesticulate, use mannerisms,
posture and stance to convey
emotion.
U _ _ of V_ _ _ e. Vary the
Volume; change the tone;
vary the pace.
M_ _ _ _ _ _ e
d _ _ _ _ _ _ _ _ _s. Keeping
the attention of students
online can be a challenge.
U_ _ of the c_ _ _ _ a. Use
realia; zoom in and out; show
something other than
yourself.
Be f_ _ _ _ _ _ _ with the
t_ _ _ _ _ _ _y. Keeping the
attention of students online
can be a challenge.
T_ _ _ _ _ _ _ _ _ _ _ _ g.
https://www.britishcouncil.org/voices-magazine/remote-teaching-how-keep-learners-attention

13.
Eye contact and screen presence. How
can you best establish eye contact with
students when teaching remotely?

14.
Don’t be just a talking head. If you want
your lesson to be memorable, don’t just
present yourself as a talking head.

15.
Body language. Exaggerate gestures
and face expressions. Gesticulate, use
mannerisms, posture and stance to
convey emotion.

16.
Use of Voice. Vary the volume; change
the tone; use a low or high pitch of
voice; vary the pace.

17.
Minimise distractions. Keeping the
attention of students online can be a
challenge.

18.
Use of the camera. Use realia; zoom in
and out; show something other than
yourself.

19.
Be familiar with the technology. Keeping
the attention of students online can be a
challenge.

20.
Have a plan B.
up your sleeve.

21.
www.britishcouncil.org
Eye contact and screen
presence. How can you best
establish eye contact with
students when teaching
remotely?
Don’t be just a talking head.
If you want your lesson to be
memorable, don’t just present
yourself as a talking head.
Body language. Exaggerate
gestures and face
expressions. Gesticulate, use
mannerisms, posture and
stance to convey emotion.
Use of Voice. Vary the
Volume; change the tone;
vary the pace.
Minimise distractions.
Keeping the attention of
students online can be a
challenge.
Use of the camera. Use
realia; zoom in and out; show
something other than
yourself.
Be familiar with the
technology. Keeping the
attention of students online
can be a challenge.
Troubleshooting. Learn how
best to deal with tech issues
and establish a plan B.
https://www.britishcouncil.org/voices-magazine/remote-teaching-how-keep-learners-attention

22.
www.britishcouncil.org
https://www.teachingenglish.org.uk/article/ministries-education-responses-during-covid-19

23.
www.britishcouncil.org 23
https://www.teachingenglish.org.uk/article/covid-19-insight-reports
These reports explore how education systems, teachers
and teacher educators have responded to the impact of
Covid-19.
0.00% 20.00% 40.00% 60.00% 80.00% 100.00%
Teacher MOOCs
Facebook events
Resources
Webinars
Total Agree Strongly agree
Statement: The webinar(s)/resources/event(s)/course(s) made
me more confident about the value of online professional
development.

24.
www.britishcouncil.org 24
“All these online activities and resources have
given me much confidence and I've learnt a lot
especially about online teaching.”
Online professional development
• Overall, the majority of respondents agree or strongly agree that they have new skills, knowledge and
practice to support learners as a result of their participation in the professional development events.
There are some variations by statement and by type of activity. For example, there is less strong agreement
that professional development activities have benefited the students they teach. There are also variations by
region.
Resources
• Overall, the majority of respondents agree or strongly agree that the resources gave them ideas to use
with students. 79 percent report using the resources with their students during the crisis. There is some
variation by region.
“It helped me feel more confident and that I'm not alone
suffering from hardships. The resources were useful and
helped me to prepare my own lesson plans and
materials. It was like a guide which paved somehow the
way to get through this difficult time.”

25.
www.britishcouncil.org
•Maximising speaking opportunities in online lessons
•Maintaining student motivation while teaching remotely
•Managing teacher well-being while teaching remotely
•Teaching English via TV or YouTube
•Virtual field trips to support English teaching online
•Getting started with online teaching
•Using your coursebook to teach remotely
•Top tips for using Zoom to teach English online
•Inclusion in remote teaching contexts
•Teaching remotely with limited technology: Getting started
•Teaching English via SMS
•Teaching English via telephone calls
•Using mobile messenger apps to teach English remotely
•Using Facebook to teach English remotely
•Online lessons: a menu of ideas
•Assessing learners online: assessment criteria
•Assessing learners online: noticing, self-checking and online
quizzes
•Keeping your learners safe online
•Helping parents and caregivers to support remote learning at
home
•Supporting your child to learn remotely at home
https://www.teachingenglish.org.uk/article/support-teachers-teacher-educators

26.
RASCRA
The research involved quantitative and qualitative
instruments and analysis techniques such as
literature and document reviews, interviews,
surveys, and focus groups. 63 interviews were
carried out with teachers, government leaders,
academics, unions and third sector organizations,
more than 5000 surveys of teachers from the
different countries analysed, and 11 focus groups
with more than 70 teachers participating.
www.britishcouncil.org
Argentina
Brasil
Chile
Colombia
Costa Rica
Ecuador
United States of America
Mexico
Peru
Dominican Republic
Uruguay
https://americas.britishcouncil.org/sites/default/files/ex
ecutive_summary.pdf
https://americas.britishcouncil.org/services/schools/webina
rs/impact-and-lessons-learned-school-closings-americas

27.
https://americas.britishcouncil.org/new-ways-of-teaching

28.
Thank you! Any questions?
www.britishcouncil.org
20 May 2022
https://www.slideshare.net/bcgstanley