It really surprised me to an extend, that I kept wondering!
It is NOT that I don't have students whose siblings are there, or who are swinging their pet on the lap. Again, the conclusion I got to is like in yesterday's blog:
CHANGE YOUR LENS AND VIEWPOINT!
At one point there were parents who started talking about their taxes, so I muted the girl for a bit.
I also had a boy whose baby brother got hungry and was crying, so I muted him for a bit.
But else, every sibling, jumping around or wanting to get in front of the camera, or what so ever: I see it as a chance for communication.
I pick up on every pet, or brother or sister and ask about them. So much engaging REAL WORLD LANGUAGE.
And siblings and pets can be used to teach any pattern of grammar or structure of language we want.
Do you like your dog, brother, sister.
How old is?
What is ...name?
When is his birthday.
Does he like bananas?
What does he want to be?
Can she play the piano.
You get it, I can go on endlessly. You can review and Pre view any kind of language you want right on the spot as soon as a sibling or pet or anything else pops up on the screen.
kids who seem to have a hard time concentrating on the screen.
Please, the younger the kids, the less we should use the whiteboard (although I LOVE this feature)
the less we even should screenshare; I know, there is so much great stuff, powerpoints, etc etc. but no! Let's get the kids away from the screen.
No lie here, but every week I start getting sore muscles on Thursday night (my first day of teaching is Tuesday by the way). On Friday my body hurts so badly that I find it hard to walk up the stairs.
We are moving, and having so many amazing brainbreaks in our lessons.
These are mostly things I could not do in our normal classes, because there is not enough space to move in my room here.
Also the introduction of language and review should be combined with lots of movement.