What you will be able to do
- Test audio, screen sharing and learner access before class.
- Plan frequent, purposeful learner action.
- Keep a low-bandwidth backup for every essential task.
- Protect learner data and recordings.
Complete a teacher-side platform rehearsal
- Join from the learner link on a second device
- Test microphone, camera and screen sharing
- Check file permissions and mobile access
- Practise breakout-room opening and closing
- Prepare a plain-text or chat version of key material
- Know how to remove an unwanted participant and report a problem
Structure a 50-minute first online class
| Time | Learner action | Technology |
|---|---|---|
| 0–5 min | Join, greet and complete one chat prompt | Chat confirms access |
| 5–12 min | Notice the target in a short model | Shared slide or screen |
| 12–22 min | Complete guided items with a partner | Pairs or breakout rooms |
| 22–32 min | Review evidence and clarify | Shared annotation or chat |
| 32–44 min | Apply the target to a fresh task | Pairs with a simple prompt |
| 44–50 min | Submit exit response and preview | Form, chat or spoken response |
Reduce online instruction load
Online delays make long instruction sequences harder to hold in memory. Put the task outcome on screen, give two or three steps, demonstrate one item and ask a checking question before moving learners.
Use stable routines. If learners always know where prompts appear, how pairs are formed and how they return an answer, more attention remains for language.
Prepare a low-friction backup
| Failure | Backup |
|---|---|
| Slides do not load | Paste the prompt into chat |
| Breakout rooms fail | Use whole-class turns or paired phone audio only if policy permits |
| Learner audio fails | Switch to typed responses while troubleshooting |
| Teacher connection drops | Provide a rejoin link, short independent task and support contact |
| Recording is unavailable | Use observation notes and learner work instead |
Review participation and learning separately
A quiet learner may have understood the language but lacked a reliable channel to participate. A highly active learner may still not have met the target. Review both access evidence and learning evidence before deciding what to change.
Use the first-lesson guideCompare online and in-person TESOL training
Explore the complete training pathway
Connect practical teacher development to assessed training
Review the current CVTE® curriculum, live-course format, observed-practice pathway, assessment, fees and enrolment terms on the commercial programme page.
Useful answers
Frequently asked questions
Do I need advanced technology to teach English online?
No. You need reliable communication, accessible materials, simple interaction routines and a backup. Add tools only when they serve a teaching purpose.
Should every online English class be recorded?
No. Recording requires a legitimate purpose, informed policy, secure handling and appropriate consent. Observation notes and learner work may be sufficient.
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Sources, scope and accuracy
This guide separates general teacher-development principles from provider-specific claims. Qualification, employer and destination requirements vary, so verify consequential decisions with the relevant employer, awarding organisation or government authority.
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