And how you can avoid the cringe-worthy moments I lived through
When I first started teaching English online, I thought it would be a breeze. After all, how hard could it be? I had my degree, a decent internet connection, and what I considered an "engaging personality." Spoiler alert: I was about to learn some very humbling lessons.
Looking back at my early online ESL teaching days is like watching a compilation of "What Not to Do" videos. But hey, every mistake became a stepping stone to becoming a better teacher. Here are the biggest blunders I made (and trust me, there were many) and what they taught me about online ESL instruction.
What I did wrong: I literally tried to recreate my classroom experience on Zoom. I'd hold up physical flashcards to the camera, write on actual paper, and gesture wildly at things my students couldn't see properly.
The wake-up call: During one particularly memorable lesson, I spent five minutes enthusiastically pointing at a grammar chart taped to my wall, asking "Do you see the difference here?" My student politely replied, "Teacher, I can only see your finger."
What I learned: Online teaching is its own beast. You need digital tools, clear screen sharing, and techniques specifically designed for virtual environments. Now I use interactive whiteboards, digital flashcards, and always ask "Can you see this clearly?" before diving into explanations.
What I did wrong: I assumed technology would just... work. I never had backup plans, didn't test my equipment beforehand, and treated tech issues like minor inconveniences rather than lesson-killers.
The wake-up call: Picture this: I'm mid-lesson explaining the present perfect tense when my screen freezes. My student can hear me but can't see me, and I'm frantically clicking buttons while still trying to teach. The poor student heard me muttering "Why isn't this working?" for a solid three minutes.
What I learned: Always have Plan B, C, and sometimes D ready. I now test everything 15 minutes before class, keep backup materials on different platforms, and have learned to laugh off tech hiccups rather than panic. Pro tip: "Technical difficulties" became a great vocabulary lesson!
What I did wrong: Online, I felt like I needed to fill every silence. If a student took more than two seconds to respond, I'd jump in with more explanation, examples, or just nervous chatter.
The wake-up call: I recorded one of my lessons for self-evaluation and was horrified to discover I was talking about 80% of the time. My poor student barely got a word in edgewise, which defeats the entire purpose of language learning.
What I learned: Silence is golden, especially online where there might be slight delays. I started using timers, consciously counting to five before jumping in, and creating more interactive activities that put students in the driver's seat. Now I aim for 30% teacher talk time maximum.
What I did wrong: I scheduled back-to-back classes and planned 90-minute sessions thinking longer meant better value. I also didn't consider that staring at screens is exhausting for both teacher and student.
The wake-up call: By my fourth consecutive lesson of the day, I was zombie-teacher: monotone voice, glazed eyes, and zero enthusiasm. My last student asked if I was feeling okay because I looked "very tired and sad."
What I learned: Online attention spans are shorter, and screen fatigue is real. I now limit classes to 60 minutes maximum, build in 15-minute breaks between sessions, and incorporate more movement and variety within lessons. Energy management isn't just good for me—it's better for my students too.
What I did wrong: I completely ignored the chat function during lessons, missing student questions, comments, and that awkward moment when someone's typing "I can't hear you" while I'm enthusiastically explaining grammar rules to a muted audience.
The wake-up call: A student later told me they'd been trying to tell me via chat that my audio was cutting out for the first 10 minutes of our lesson. They eventually gave up and just pretended to follow along.
What I learned: The chat box is your best friend! I now actively monitor it, encourage students to use it for quick questions, and even use it for fun activities like spelling games or quick comprehension checks. It's also perfect for sharing links and resources in real-time.
What I did wrong: I assumed that since everything was visual (on screen), I was covering visual learners. I didn't think about kinesthetic or auditory learners who might struggle with the online format.
The wake-up call: One of my most engaged in-person students seemed bored and distracted online. When I asked about it, they mentioned missing the "hands-on" feeling of physical materials and group activities.
What I learned: I had to get creative! Now I incorporate virtual breakout rooms for pair work, use online games and interactive tools, suggest physical movements (like standing up for "true" and sitting for "false"), and encourage students to use real objects in activities. Who knew teaching online could involve so much creativity?
What I did wrong: I jumped straight into lessons without the natural small talk and relationship-building that happens organically in physical classrooms.
The wake-up call: Students seemed less engaged and more likely to cancel or reschedule. The warm, supportive classroom community I was used to creating just wasn't happening.
What I learned: Online teaching requires extra effort to build relationships. I now start every lesson with a few minutes of genuine conversation, remember personal details students share, and create virtual "coffee chat" moments. These connections are crucial for student motivation and retention.
Looking back at all these mistakes, I realize many could have been avoided with better preparation and the right materials. This is exactly why ESL Pals exists—to provide teachers with professional, ready-made resources that eliminate the guesswork from online ESL teaching.
Ready-Made Lesson Plans: Instead of frantically improvising when my tech failed or my activities fell flat, I could have had backup lesson plans ready to go. ESL Pals' structured lesson plans are designed specifically for online teaching, complete with digital activities and clear timing guides that prevent those awkward "what do I do now?" moments.
Professional Curriculum: Remember my rambling lessons with terrible teacher talk time? A well-structured curriculum would have kept me on track. ESL Pals provides comprehensive curriculum that balances student interaction with teacher instruction, ensuring lessons flow smoothly and students stay engaged.
Assessment Tools: Those students who were too polite to tell me they couldn't follow along? Proper assessment tools would have helped me identify comprehension issues before they became problems. ESL Pals' ready-made tests and evaluation materials make it easy to check student progress and adjust your teaching accordingly.
Digital-First Design: All those physical flashcards I held up to the camera? ESL Pals' materials are created specifically for online environments, saving you from trying to adapt in-person materials for digital spaces.
Here's the thing about mistakes in online ESL teaching: they're incredibly valuable learning opportunities, but they don't have to slow down your success. Each blunder taught me something new about digital pedagogy, student engagement, and the unique challenges of virtual language learning.
The online teaching world has evolved rapidly, especially since 2020, and there's no shame in learning as you go. Every experienced online ESL teacher has their own collection of "oops" moments that ultimately made them better educators. The key is having professional resources that support you while you develop your skills.
My advice? Embrace the learning curve, laugh at the inevitable tech fails, and remember that your students are usually more understanding and patient than you expect. But more importantly, don't reinvent the wheel—use proven materials that have already been tested and refined for online ESL teaching.
Now, when I see new online ESL teachers making similar mistakes, I think, "If only they had access to quality lesson plans and curriculum from day one." Because at the end of the day, our mistakes don't define us as teachers—how well we prepare for success does.
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