Pragmatic Tips for Optimizing Remote Classroom Instruction in High School and College

Abstract

Pragmatic Tips for Optimizing Remote Classroom Instruction in High School and College Khadija Khalifé Near the end of Marcel Proust's Du côté de chez Swann (1913), the narrator describes his negative reaction to the use of the recently invented automobiles. He tended to prefer the traditional horse-drawn carriages that made the experience of traveling seem more elegant, more authentic, more "real." Although the automobile was perceived as a conspicuous sign of the modernity and wealth that all wanted, the narrator exclaimed: "Quelle horreur! me disais-je: peut-on trouver ces automobiles élégantes comme étaient les anciens attelages?" <fr.wikisource.org/wiki/Du_côté_de_chez_Swann/Partie_3>. Today, we may find this reaction amusing, but when it comes to changing our habits because of a new technology or a new challenge, do we not have the same reaction? After all, we often say or hear others explaining: "I prefer to read real books rather than electronic versions because of the more genuine feeling!" As the academic world readjusts to the online classroom, we certainly feel that something is "missing": the real experience, the authentic face-to-face touch. The truth is, whether we are nostalgic for our past "normal" or not, tele-education, tele-work, and tele-life will certainly gain traction even after this pandemic subsides. As an instructor who has shifted, like everyone else, to teaching her students remotely, I have composed a few applicable strategies to optimize remote learning. These are based on the key ingredients I have learned and on the feedback I have received from my students, as well as other students in other institutions using different technological platforms: Microsoft Teams, Zoom, Google Classroom, Google Meeting, etc. Therefore, my suggestions are general, and not related to the use of a specific platform. I hope you will find them valuable, as our central goal remains the same: to create a successful remote classroom outside of the so-called "real classroom." [End Page 17] At the Beginning of the Semester a. At the beginning of the semester or school year, establish ground rules and make students commit to them. b. Establish when students are expected to join the remote classroom and when the class officially begins (for example, if the class starts at 10:00, we join the remote room a little before 10:00, etc.). c. Acknowledge that you expect students to be fully present during the whole class. This is harder remotely, as it is difficult to notice if a student is multitasking on the computer, but the instructor and students should commit their attention to one another for the class period. d. Explain how you would like students to participate (raise hand or write note in the conversation or chat box, etc.). e. Establish when, and if, to allow students to turn off their speaker and/or camera. Personally, I always recommend that students' cameras be activated throughout the class time. f. Ask students to fix all technical problems before joining remote classes. According to your institution's policy, give students your institution's IT link and other helpful links where they can obtain relevant information and easily reach the remote technical helpdesk. Before Each Class Unlike other courses, language classes are typically small in size, which is a bonus for us in terms of the quality of our interactions with our students. a. Clarify the format and timing of the class to students, so that they may establish a general pattern (for example: whole class the first 15 minutes; then mini-classes the next 15 minutes). Establishing this format will allow students to know what to expect, which is important when adjusting to this new setting. Having a scattered classroom where the material and format are inconsistent will make students feel unprepared, especially during this turbulent time. b. Design the lesson specifically in a way that will allow every student to participate. Otherwise, it is easy for students to get distracted. c. Be specific about the work that should be done by students before they join the online class. Again, it is important to be detailed and specific so that students do not feel confused. [End Page 18...