If you had the pleasure (or displeasure) of teaching online during the Pandemic, you may not have developed a fondness for that medium. When I think about my classroom experience during that time, I certainly didn’t. All I can recall are black screens, unresponsive students, and feeling exhausted at the end of the school day. I had neither prior training nor experience in handling an online classroom. I missed the direct interaction with my students, which prevented me from easily identifying who was struggling or not paying attention and needed redirection. Online teaching was definitely not for me.
Before Covid, I had dabbled with the idea of teaching online, as rolling out of bed and onto a screen and not having to deal with little Bobby throwing pencils or Sally constantly talking during a lesson seemed lovely. Alas, truth trumps fiction every time. So when we returned to classroom teaching, I was happy to see their little masked faces sitting behind clear plastic partitions. Anything was better than those black screens and wicked silence.
Although online teaching may not have worked for me, it was a boon for shy students, self-motivated introverts, and students who can’t be in the physical classroom for one reason or another. As a result, many school districts and for-profit organizations continue to offer online options for students today.
When I spoke to Steven Arredondo about his first post-student teaching experience, I was surprised to hear that he had opted for online teaching. He was the first teacher candidate that I had the pleasure of working with. Steven’s practice teaching took place in a high school classroom, and I could tell he was well on his way to becoming an excellent instructor. So, I was interested in discovering what had led him away from in-person teaching to the online realm. Our conversation opened my eyes to what online teaching looks like when it’s your choice.
The Transition to Online Teaching
Steven's journey into online teaching began during the COVID-19 pandemic, which, like me, forced many educators to adapt to a digital environment. Steven had been substitute teaching but was out of work when the pandemic began. This led him to the online space in order to stay employed. Working online allowed Steven to pursue his master's degree while gaining about six months of online teaching experience before entering the classroom for student teaching. So, when Steven returned to online teaching, he had already developed the skills necessary to manage an online classroom.
Classroom Management in a Digital Space
One of the key challenges in supervising an online classroom is maintaining student engagement and managing behavior in an online setting. Unlike a physical classroom, where a teacher can directly intervene, online teaching requires different strategies. For example, Steven explains, “When you're in a physical classroom, You can either physically block a student from just walking out of the class or even just you being in that same classroom physically is enough to keep a student from taking off. Whereas if a student clicks exit, leave the meeting, what am I going to do? I can't fly over to Florida or wherever to get them back on their computer. So there definitely are trade-offs like that.”
Steven noted that while he doesn't deal with common classroom disruptions like students throwing things or getting out of their seats without permission, he still deals with some behaviors common to the physical classroom, “There are still students who will talk out of turn….students who will either talk and talk and talk and talk or who will just dominate the whole time, and you have to cut them off. You have to make sure that you are calling on other students.” This is where Steven suggests using the mute button comes in handy.
He must also manage chat spamming, where students constantly try to communicate via the chat feature about unrelated topics, nonsensical messages, or trying to be funny. This might look like the word “hi,” typed over and over, or a whole bunch of emojis. Steven handles this by explaining to the student, “Don't don't spam the chat because I cannot see other people's questions. I can't even see your questions if you have an actual question…. And sometimes it will continue to a point where I'm like, ‘OK, I have to boot you from the meeting.’ I've had I've had to boot one student from the meeting. But after I booted him, you know, he was he was good. I think he learned his lesson after that. You don't want to be the one booted in front of everyone.”
However, Steven does not really want to disable the chat. He explains, “I don't really want to [disable the chat] because, especially when we're talking about differentiation, there are students who would never speak up in person, but I can always say,' Write in the chat.'” He also notes that the chat gives some students time to think, as some may need more time than others.
Parental Involvement
Steven highlighted another unexpected aspect of online teaching: the level of parental involvement. He found that parents of online students tend to be more engaged and proactive about their children's education compared to traditional settings. This can be attributed to the unique needs of many online students, such as those with anxiety or health issues, who require a more tailored educational approach. Steven's experience showed that parents often listen in on classes, creating a different dynamic than in-person teaching, where parents may not have the same level of insight into daily lessons.
Workload and Curriculum Development
Online teaching may offer some advantages timewise. For example, you do not have to drive somewhere. Of course, this would cancel out if you happen to teach students in foreign countries where the time difference could cause you to get up in the middle of the night. However, when it comes to workload, Steven shared that online teaching can be less burdensome in terms of grading. He primarily grades major assignments rather than every single task, which allows for a more manageable workload.
When it comes to lesson planning, the work expectations differ depending on whether you work for a program that provides you with a scripted curriculum or one that allows you the freedom to create your own. Because most online teaching positions are part-time, Steven works for two different programs. One is a scripted fourth-grade English class, and the other allows Steven to create his own “elective-like” curriculum on topics related to high school English classes. There are trade-offs between a structured curriculum and creative freedom. Steven explains in the fourth-grade class, “The only real say I get in it is maybe doing some modifications to reach my students. Like if we're going to be watching a video, sometimes I might look at [the program’s chosen video] and say, that's not going to work with them, that's too boring. And I might try to find an equivalent video that will teach them the same things. But at the end of the day, the outcome of what they should learn must be the same.” Another advantage Steven sees of having a more scripted curriculum is lessons are already created, and one doesn’t need to worry about what to teach next. “I'm not worrying about three lessons ahead and making sure that I have a plan for that.” While this means giving up on the more creative aspects of teaching, this also means a lot less time spent creating lesson plans and the documents and resources needed for them.
The freedom to create your own classes from the ground up may sound appealing, but Steven shares, “You are choosing what you teach, how you teach it, what days and what times you meet. So for that, there's definitely a lot of work because you are putting together the whole course, every single thing. So that definitely takes a lot of effort.” In a traditional school setting, teachers can brainstorm and collaborate on lesson planning, but in Steven’s case, he must do that all on his own. Steven notes that the advantage of creating one’s own curriculum comes with the ability to tap into the students' interests, “When we talk about differentiating, that is where creating your own lessons really thrives. There are students who I've made big breakthroughs with, and it's only because I'm able to do stuff that they are really, really interested in.”
Advice for New Teachers
Steven offered several pieces of advice for new teachers entering the profession, particularly those considering online education:
- Engage with Your Master Teacher: It's crucial to advocate for yourself and seek opportunities to take control of your teaching experience. New teachers should not hesitate to communicate their needs and expectations with their master teachers.
- Prepare for the CalTPA: Steven emphasized the importance of completing the California Teaching Performance Assessment (CalTPA) while still in the classroom. He shared his own experience of waiting until after student teaching to complete it, which led to challenges in aligning his assessments with his teaching videos. “You will probably feel like you’re not good enough to record your lesson yet. That doesn't matter. Just record. In fact, record multiple videos. You only have about 14 weeks. If you waste those first four weeks because you think you’re just trying to get acclimated, you will run out of time. You won’t have a class to re-record a video if necessary.”
- Build Relationships: Establishing connections with colleagues and understanding who you can rely on for support is vital. This network can provide emotional support and practical advice as new teachers navigate the complexities of their roles. Steve emphasizes the importance of having good communication with your cooperating teacher. Reach out to your university supervisor when problems arise. They are in your corner. Building relationships with other teacher candidates in your classes is also a good idea. They provide a good place to share ideas and work on solutions to problems you may face in your student teaching experience.
- Understand Online Dynamics: For those considering online teaching, Steven cautioned that it is not an easier option. Online educators must be prepared for increased student engagement and the need for frequent check-ins to ensure that all students are participating and understanding the material. “Keep in mind that some things are a lot more difficult when it comes to online, like student participation. I can't be there physically looking over their shoulder, so I have to trust that they are doing what they should be. So keep in mind, if you teach online, it will take a lot more checking in with each of these individual students. Students will be asking a lot more questions than usual because many students are more comfortable asking questions online. It will take a lot of energy. Online is not an easy way out.”
Steven Arredondo's insights into online teaching reveal this educational format's challenges and rewards. His experiences underscore the importance of adaptability, communication, and proactive engagement in creating a thriving online learning environment. As more educators explore online teaching, Steven's journey is a valuable resource for navigating this evolving landscape.
