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1. I feel like i relate to the lack of responses from the students during online classes. its definitely not easy to teach online when there is no response for the questions we ask. sometimes it seems like we are talking to ourselves. but to my surprise the students that i didnt expect to respond would respond, probably because they are shyer in face-to-face classes. but most of them prefer not to respond.

2. It would definitely affect the earning process because if there is no discussion then that means learning did not happen for most of the time. so i would actully call out their names to get them answer my questions or i will separate them into groups where they could share their ideas among each other.

3. Teachers' knowledge and readiness in terms of technology is very crucial during the pandemic as it was the only way we could do teaching and learning. therefore, when teachers are having problems in using software and technologies to teach, that means they probably are not really exposed to technologies. this usually happen to the teachers who are used to teaching them face-to-face without the use of any applications. one way to solve this ,is to expose yourselves to learn about them.  go for classes, workshops or even ask experienced people around to learn more. the will to learn is also vital to solve this issue.

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1. The challenge that i faced was students’ participation during online class. I taught the low proficiency students. So it was kinda hard to communicate and do classes because they mostly choose not to join the class. But, as teachers we need to keep on trying to find solutions. So I texted them personally and asks how/which way they prefer to learn either through asynchronous or synchronous learning.
2. Student’s lack of confidence in speaking during virtual class affect  teachers assessment on this skill. Students tend to be demotivated when they don’t understand the topic. So, teacher need to make sure students understand the topic/have the knowledge about the topic first they can proceed with speaking activities. So teachers can do writing or reading activities first then once students understand the theme/topic, can proceed to do the speaking because students at least have some knowledge/something to speak.
3. I would attend courses which can improve my teaching skill. Many educational related technology can be learned through Youtube/videos but for the teacher competency I think i can learn better through courses and experience. So maybe by teaching/doing tuition i can learn more about understanding students attitude/behavior and how to tackle the problem aside from the main job at school. Because I believe experience is one of the key to competency.

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Q1. My biggest challenge is students' participation in online classes. First because they are poor in English learning, and they lack of confidence to speak English., most of them are afraid to communicate with teachers. Second, there is no face to face supervision, so they can not be fully concentrated on the class. The third one is bad connection. So when conducting online classes, I was most concerned to stimulate students to take part in the class.

Q2.  This is really a struggle problem. For me, in my class I always call their name to answer my question one by one. And I prefer to use DingDing platform to conduct my class. In the platform, I can show the answer sheet to the students to get their answers.

Q3. During the pandemic, the demand of the technology competence is higher and higher. they not only can make good PPT, but also need to use different software to make the class more vivid and interesting. so, for me, I try my best to learn the basic technology skills to ensure the class conducted smoothly. And I should be equipped with some higher techniques, such as making animation, or making short videos.

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A1: In my teaching during the pandemic, what students’ engagements are distracted by other online content is the biggest challenge in class. Meanwhile, students copying homework from internet and cheating in exams is the biggest challenge after class.

During class, some students with poor self-control may surf the website or play games. When they are asked Qs, there is no response or what they answer is irrelevant. After class, some students with less self-discipline may copy homework and cheat in exams. As a result, the learning efficiency is really low.

A2: The phenomenon in visual class truly affects the learning process more, especially for the students who speak for he cannot feel what the teacher and classmates’ response across the screen, leading to magnify the embarrassment and feeling of shame.

Here are two solutions. Firstly, teachers are supposed to create an easy and open environment in class, that means a place welcoming various kinds of opinions, so that students can answer positively and boldly. Besides, the teacher’ motivational language is completely important. No matter the answer is right or wrong, the teacher should affirm what students say and pay attention to students’ mood after class by even saying one positive word to him personally.

A3: With a great readiness of technological competence, the online class would be more smooth and efficient, regarding no waste of time and more interesting and useful net resources. If I were the teacher mentioned in the above statement, I would learn from the other teachers who are good at technology by empathic learning, professional learning community and demo class as well. What’s more, there are also many resources on internet to teach how to implement efficient online classroom. As long as we have the belief of self-improvement, we are able to find plenty of ways.

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1. The challenge that I've encountered which also mention in the article was poor connection. During my intern day, I remember that the school really pay attention to the course, the platform, and even train the teachers and parents to use the technology, however there were times when access/connection really ruin that. I remember that one time the school area was having blackout, so there were power failure or some sort. and most of the students living near school area too and it was so hard to carry out the class. thus, we need to do plan B with whatsapp and asynchronous class. Well, I cannot say that it was not working, but it's indeed affect the effectiveness.

2. Truth to be told lack of confidence in speaking is not something new, but when it happens during virtual class it becomes a whole new problem. The lack of confidence in speaking put us in a situation where we need to be mind reader, in other words it's hard and impossible. The students with this issue will most likely tap the thumb up button when they actually don't understand or some of them/their parents will spam chat me to give more explanation. Thus, my solution are:
-make a good rapport with my students, thus they will be more comfortable sharing their opinions/thoughts. remind them that making mistakes is normal and even me as teacher can make mistakes, so we are all in the equal position
-put them into break out room and make sure each room has this lively student who can assist them to speak
-write my direction/instruction or even record a demo for every assignment, and give it to them after class
-provide a platform that allow them to ask questions and put them in an FAQ columns so they can check it later

3. I think that issue happened because most of the teachers (senior or not) were so used to apply traditional teaching and it, perhaps, works for them, thus technology in classroom can be seen solely as an add-on which make it a total bizarre concept for them. And if I were those teachers, I'll try to adapt by learning the one that I think is suitable for my class and my ability. Because I've witnessed many senior teachers having a hard times processing all the technology and even got hospitalized because of this, so I think if I were them, I'll just learn the technology that is not too complicated and still can be beneficial to my students, the one that can help  teaching-learning and the transfer knowledge happen without giving me a headache

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Being a primary school teacher, I find new ways to adjust and include new technology in my class to give more fun and meaningful learning environment

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I believe face-to-face classes boost the students' confidence more than virtual classes. This is because they can't feel the presence of the audience and a sense of true communication in virtual classes.

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1.  In my opionion, the biggest challenge for me  may be about the student's participation. Because in online classes, it' s really difficult for me to care about every student's situation  in classes. Especially, we can't solve the problem very quickly. So, the students are easy to distract in the class. Like, sometimes, i find my students are having online classes in the car, or in the restaurant or in some else. They have special situation, and what i can do is to tell their parents to try to creat a good environment for children.
2. Well, maybe for those are not very confident students, i will have this solution: give students assisgnment to ask them to make some interesting videos and audios. Sometimes, i will find that those who are shy and not confident in the class maybe have more creation and have more ideas to do their audios or videos, especially use their favorite apps, like China, they like this app called Douyin.
3. Take everything to try and to creat. As a teacher, we can think about what we can do through the technology and in order to creat a more free and convenient class atmosphere. Especially we are in 21st century, we have to keep cautious. Maybe sometimes some problems about technology will consume our a lot of time. But if we have enough confidence and belief we can use this to have a better class for students, so everything is worthy.

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I would say that my biggest challenge was in getting students' attendance during online classes. Most of them did not turn up. And those who turn completely shut their camera and audio. As this type of learning is quite new for them, they could not really adapt to the change.

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Q1 : The challenge I faced in teaching and learning during the pandemic was technological barriers in term of internet connection and devices. Though my school is not that far from the city, the Internet connection was so frustrating to the extend that I had to drive to school and stayed in the car just so that I would be able to use the school wifi to conduct my online classes. Plus, some of the students' Internet connection problems too hindering them from participating in class discussion. So I had to go the extra miles for these students by collecting their worksheets at the school guardhouse once a week. It was a bit hectic then juggling between teaching and handling life during the pandemic.

Q2 : I believe students suffered lack of confidence as they felt that there was a barrier between them and the teacher(s). This was so because I believe that for them to have the 'feeling of presence' of the teacher(s) teaching is of the utmost importance. This is because the 'lacking in presence' of the teacher(s) made the students feel that they are 'alone' though the teacher might be right in front of their screen. So, I believe the 'screen' was the barrier between them that they felt alone, hence the lacking in confidence in speaking. The only solution to this is to have a meaningful face-to-face learning as I always believe that human touch is irreplaceable.

Q3 : Discussing about of teachers' readiness in technological experience and competence, I believe the problems arise due to the unexpectedness and ever-changing nature of instructions from the higher authorities in education especially during the pandemic. This caused the teachers to feel frantic that they had to be alert and be on their toes almost 24-7. This created anxiousness and some resentment as the inconsistent instructions kept flooding that the teachers were torn in between. This impacted many of them emotionally. I believe to solve this problem, it is just as simple as to get these teachers ready emotionally and inform them ahead on what is expected of them, then give them some flexibilities in carrying out their duties.

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Q.3  Teachers readiness in terms of technological experiance and competence was a challenge because the need for the teachers to use technological skills met them unprepared as the pandemic emerged unexpected. To overcome this challenge as teacher, I intended to get enrolled in technology training courses and self-learning about how to use digital tools such as canva, prezi, nearpod, flipgrid, google classroom, e.t.c all of which are available in the youtobe.

Q.1 The challenges mentioned in the article related to my experiance  during covid 19 was Students Assessment. Despite the case of the pandemic was not severe in my country, schools were forced to close and lectures were conducted via school radio channel while students asked questions through whatsapp and sms text and sometimes phone calls. However, as the of the pandemic was not severe in the country, students were asked to write exams physically but in small and manageable groups. The challenges i experianced were that of setting different questions for different groups, marking, and invigilating several times which was a huge task compared to the period before the virus.

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1. Student engagement and participation was the most challenging aspect of e-learning for me. Several students thrive with this, but the majority do not. Several students are absent. Others might be present, but they do little. Pandemic, economic downturn and social unrest may have changed the lives of the students. Some students lack internet access, a learning space, and a device. Others may be attempting to conceal background issues from the class. Distance education complicates one-on-one conversations, particularly with disengaged students. In some instances, children lack access to new content. Lessons on video may be challenging for students who cannot process auditory information. Text-heavy directions and materials may be difficult for visual learners. It may be difficult for students to access content without classroom assistance. That is why I am using apps like Google Meet, Google Classroom, Whatsapp, Kahoot, and YouTube videos, among others, to make learning materials engaging and accessible to all students.

2. The lack of interaction and physical assurance during a virtual class may be the primary cause of a decline in student confidence, thereby impacting the teaching and learning process. Students grow more self-aware and fearful of making even little errors. I believe teachers can focus on tasks designed to require collaborative learning, such as think-pair activities, to boost student interaction, retention, self-esteem, and engagement. By assisting one another, the students establish communication and a collaborative community that promotes the performance of each member. By providing more freedom, collaborative learning increases student enthusiasm, which is a fantastic motivator for their academic progress.

3. Teacher readiness regarding technological experience and competence is essential during virtual class. If I were one of the teachers mentioned in the article, I think I would try to learn how to create exciting and fun materials using the apps by attending a seminar or watching Youtube videos. As most said, “learning is a lifelong journey”. Sharing opinions and experiences and asking the tech-savvy teachers or friends can also help make sure the classroom runs smoothly.

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1. Which of the challenges mentioned in the article do you relate the most in your teaching and learning during the pandemic? Provide descriptions and elaboration for your answer.
One of the biggest obstacles in teaching and learning during pandemic is network connection. As we know, not every state/region/place in Malaysia have a good connection. For a place that have a good connection, it might not be a big problem to the students. But, in a place that have a poor connection, it will be a big challenges for them. This kind of problem will make students feel less interested and teachers need to work extra harder to attract them in  their studies.
2. “the lack of confidence in speaking during the virtual class made students uncomfortable compared to face-to-face meeting in the classroom” How would this affect the teaching and learning process? Provide solution(s) to this problem.
Reluctant to participate during class will lead to poor interaction in class. So, I think group work like breakout session is a good idea. In group, students must participated actively and at the end, students must present their result in class. This might encourage them to speak and it will be fun.
3. “Teachers' readiness in term of technological experience and competence was one of the challenges mentioned in the interview” Why is this so? If you were the teacher mentioned in the above statement, what would you do to overcome this challenge? How and why?
If I were the teacher mentioned in the interview, I will try to explore new technologies that will help me in my teaching skills. Maybe I will ask people who are good in technologies, read about it or learn from youtube/google. When I have knowledge in technology, I will be more confident to teach and of course it will be able to attract my students to create a creative and fun learning session.

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1. I think during the online classes. The biggest challenge for me is the issue of student engagement and assessment. First of all, online classes are different from traditional face-to-face classes. Teachers can not follow the status of each student in real time. Because some students did not turn on their cameras during the class. Therefore, there is no way for the teacher to give feedback to the students in time. So, many students may not pay attention to the class, and just log in to the online class and do other things, etc. Secondly, there is no way to ensure that students do not cheat in the assessment during online classes, so teachers do not really know how well students have mastered the knowledge.

2. Online classes do make some introverted and shy students less confident. This is because in a traditional face-to-face classroom. Students can choose to ask the teacher questions during the class. They can also seek help from the teacher after class. However, in online classes, students only have the opportunity to talk to the teacher during class. But they are afraid to speak up in front of all their classmates. So online classes can also affect the effective communication between students and teachers. My approach is. I would tell students to ask me in class if they have questions. And they can also private message me after class via WeChat or email. Younger children can ask their parents to help contact me.

3. The teacher is the key element of the classroom. Whether it is a traditional face-to-face class or an online class. Teachers should tailor their teaching methods to the situation. Facing the challenges of online classes during an epidemic. Internet technology is important for the application of online classes. Perhaps we do not have much experience in this area. But we must have the attitude of continuous learning. Learning and teaching are combined. Keep learning in the process of teaching in order to improve our teaching ability.

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Q1 - I would say technology barriers and students' participation were among the most frequently faced challenges during online lessons. Especially, when there is poor connectivity in certain areas for both myself and students, some of the activities were not being able to be carried out. Not only that, many a times students were being swayed with the access to other online platforms such as Youtube, Web browsers and gaming websites which affected their attention span in class. Also, students became too comfortable with the distant learning whereby getting them to  speak and participate in class was a huge deal for me. Many became passive learners and just refuse to open their microphones or cameras.

Q2 - I totally agree with this. As I am going through the same situation in school. Due to the Covid 19, many from active became passive. And, now when school has resumed, it has taken quite a turn on them. They  just dont open their mouth to speak at all. Even if they do, it's super soft and even standing next to them doesnt work. What I do in class is that I pair them up with other classmates who are quite active speakers who can help facilitate or get the discussion on the move, maximum 3 in a group and allow them to speak. Besides, rewards is a great way to boost their energy and confident regardless of how old they are. It always work. For some of my really weak students, I try giving them some word of encouragement and appraisal whenever they take step forward to speak or to just voice out their opinion.

Q3 - I believe teachers should be well adapt with the latest technology as the saying goes ' learning is a lifelong journey. It never ends'. Therefore, checking out various Apps and educational platforms to enhance teaching and learning should be done on a time to time basis. Besides, having a contingency plan is a MUST for all teachers. You never know what might go wrong within split seconds. In times of trials and tribulations, there must be a back up plan for the lesson to continue.

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Q1:
I agree with almost all the issues mentioned, especially with regard to poor network connectivity and lack of infrastructure in e-learning. Most of my students couldn't attend online classes because they didn't have internet access. Most students use their parents' mobile phones and need to share their device with other siblings. Some parents simply cannot afford to provide facilities to their children. As a result, many students did not attend classes. Also, a teacher like me had a problem. 100-150 students are required to take English lessons at the same time, and teachers have no way of knowing who is in  class and who is not.

Q2:
Right! Physical or face-to-face interaction can always build students confidence in speaking because it is lively and engaging. Certainly, in virtual classrooms students should be passive and refuse to talk. Most students will only respond when the teacher calls out their names. While others prefer to type in the chat box. The best solution is to divide students into groups and give them a topic to discuss. Previously, they aren’t such facilities provided in goggle classroom. However,  recently google classroom platform had added this beneficial feature.

Q3:
I'm not tech savvy, so I had a similar problem. Moreover, we teachers have no knowledge or given any professional development trainings in handling technology. Therefore, I had no choice but to explore using a method of trial and error. I've spent a lot of time and money learning how to use technology myself, integrating it into virtual classrooms and providing good lessons.

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1. Which of the challenges mentioned in the article do you relate the most in your teaching and learning during the pandemic? Provide descriptions and elaboration for your answer.

The challenge which I could relate to is the technological barrier mentioned in the article. In this regards, it was the issue with students who did not have access to onlike class whether intentionnally or unintentionally. When doing online class, one need to expect such issue as we are welcoming some added cost to the learning. Although there were a lot of help coming from the public in term of device and access to the internet. The lockdown and location of the students proved to be challenging. In this case, asynchronous learning is another option. I was teaching in Baling, where internet connection is unstable, the first few weeks of the online learning was not great but understandble. But one thing I have learnt, if the student really have the responsibility and of course with the support of their parents, eventhough they were in the hardest place on earth, they will find way to join and uphold their responsibility. Such students, has inspired and humbled me.

2. “the lack of confidence in speaking during the virtual class made students uncomfortable compared to face-to-face meeting in the classroom” How would this affect the teaching and learning process? Provide solution(s) to this problem.

Actually, it was otherwise for me. I find having the virtual gap helped students to build their confidences. For those who were still shy to speak. Just asked them to send a video talking about things they love. You'll be suprised to see how creative and confident they were talking about things they know and love. One student sent me a video of him explaining about how he level up his rank in the mobile game he was playing. He showed and shared some tips for his friends. Such feat amazed me as he was one of the quiet and passive teen in the class at school. Another example is to see how the support of family helped to improve students' motivation to learn. One kid, had her family joining the video making narration, she was showing what she did every morning. How his father (a rubber tapper) work and his father was kind enough to be featured and showed us how to tap the rubber tree. Simple, but I can see the joy in my students eyes, doing thing they know, they love and relatable to them. The only diff now is they are doing in another language. Doesnt matter fhe grammar.. Good enough to see them try to speak and try to google up words to be featured in their videos. That is what learning is all about.

3. “Teachers' readiness in term of technological experience and competence was one of the challenges mentioned in the interview” Why is this so? If you were the teacher mentioned in the above statement, what would you do to overcome this challenge? How and why?

Be open, be ready to accept new things. Try not to accept technological experience as a challenge. If you can work your way through facebook. Im sure you can with other things online. It was the matter of learning and refuse to be taught. Overcoming it is easy, ask help. Videos are available if none around you willing to help. Money is not a matter, you dont need a powerful gadget to make it happen. My advice, or if I want to overcome. Learn one technological device/app/software and try to master or at least know the way around it. Choose and use that as the main medium of your teaching. It helps a lot and wont confuse your students too as you jump around to different platform of teaching every week. Importantly, consistency, being consistent will reduce the need for you and your student to relearn the technology. You now can focus wholly on the subject matter and your students will too! Proof? Look at us the usm student!

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For me i always seeking solutions and guidance from my aunt and students on how to use the certain technologies.but we as a teacher need to adapt and ready to change our way of studies and teaching so we will not left behind and can give our students more understanding in lesson

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For me i always using 2 way communication that will involve students in the lesson. By doing that students we forces to speak and correct themselves during speaking session. This also will upgraded their confidence in public speaking

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Teacher readiness is really important when it comes to technology-based lesson. This is because, not being able to keep up means losing your students. I have witnessed many teachers who refused to step up and tried to explore the wonders of e-learning, failed to deliver their lesson. Their students kept on decreasing in turn ups and the number of homework handed in also deteriorated dramatically.

If I were the teacher, I think it would take to opportunity to try and become a digital native even though many of us at my age is a digital immigrant. It is not only for students; it is actually for us – for our own professional development and self-worth. An effective teacher will not see this as a problem but rather, a challenge. I don’t know how a teacher could do this to themselves (not wanting to learn) because if teaching defines us, we should be the best version of teacher we could be, be it a struggling digital immigrant, a digital native or even, a digital Queen. Well, I choose to be a Queen hehe.

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1.As for me, I have difficulties to handle the online applications. The reason why it's this challange is that the online applications are depending on Internet condition and sometimes the Internet condition is not very well. This will affect the effect of teaching and learning. Besides, lack of training and poor access to resources and materials are also challenges to teaching during the pandemic. There are little online materials about our coursebook, therefore, I have to find suitable materials to teach my kids.

2.Lack of confidence in speaking during the virtual class will affect the teaching and learning caused by that peer interaction during speaking class rarely happened making which resulted in making students feel shy to practise compared to the traditional classroom. I think to solve this problem, we can organize some group work for students to practice speaking together and give them some rewards to encourage them.

3. Teachers, especially senior teachers, who were lacking e-learning skills found it challenging to implement e-learning, and it determined whether the lesson can be delivered successfully or not. Moreover, it’s not convenient for teachers to conduct e-learning for teachers were less competent with technology.

Firstly, the solution to solve this problem is that teachers are recommended to attend regular professional development workshops to utilise e-learning and high access to the curriculum resources.

Secondly, for technological barriers in term of accessibility to internet and devices like mobile phones and laptops, teachers could put learning materials to online platform.

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It affects teaching and learning in a way that it made everyone feel reluctant to talk. In short, they were self-conscious of the littlest thing like a small grammar error in which they did not even bat an eye if someone did it back in face-to-face class.

One of the steps taken to rectify this problem is that I would do a lot of small talks in the beginning of the lesson where I would ask my students question which did not have any correct answer. By this way, any answers given is considered as an achievement to lure them to talk. I also allow them to have a lot of breakout sessions. Back then when had to use plugins for breakout session. The plugin even allowed the teacher to speak to everyone across the rooms and I could also allow everyone to hear what’s happening in everyone’s room. It was funny but I felt like a real classroom.

Stuff like this sounds childish but students love to the noise of their friends talking. It felt normal. It made them feel like they were in the class and it gave them confidence to speak.

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1- The poor network connection was a major challenge in my experience of teaching during the pandemic. Palestine is one of the developing countries that face problems in the internet connection in addition to the expensive expense of good network connections. Therefore, my students and I faced many problems because of the poor network connections. Many students in the most of time could not see my screen in order to follow the lesson. Moreover, the poor internet connection affected the sound connection, so many the students were not able to hear me clearly. Furthermore, during the exams many students were not able to submit their exams according to the time limit because of the poor internet connection.

2-   Many students were very shy to participate during online classes, therefore that affect the level of interaction and participation in the classes so the classes were not effective and boring. Students’ interaction raises their understanding of the class and motivate the others to get engaged in the interaction process. One of the solutions of such a problem is that the teacher should motivate the students to run discussions during the class by providing questions and put the students in groups to interact with each other. Moreover, the teacher can raise the students’ speaking abilities by providing a comfortable interactive environment where students can participate without afraid to be judged negatively or getting bad feedbacks.

3-   Many teachers were not able to use technology for teaching purposes. Many educational institutions do not provide the teachers with the needed training programs and courses that enable teachers to use technology for teaching. I was one of the teachers that I did not experience the online teaching before the pandemic. Therefore, I had to ask other specialists about the online teaching apps and how they can be used and for what. In addition, I suffered to master the use of such apps, therefore, I had to use You Tube many times to learn how to use the teaching online apps. I had to learn about these apps in order to overcome the difficulties that I faced at the beginning of my online teaching experience.

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One of the challenges which I faced during the C19 pandemic that I can relate to is that students quite a number of my students showed less effort in learning and responding to the task. It is quite frustrating because in ensuring that they learn smoothly a lot of time has been invested on learning the ropes of e-learning and yet she showed very little interest in learning. I would have to always call them out, ask their friends to look for them in online games; in was indeed heart wrenching given the fact that I was juggling with new online-based tasks as a teacher.

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For me the difficulty that i got was on students understanding.with the online classes a lot of the students having problem in understanding the lessons because we cannot give the elaboration because most of the students have the connection problem and materials distriction.

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Q1- I agree with the statement that in Malaysia, ESL pupils find it hard to learn during the pandemic period (Yen & Mohamad, 2020). Besides, peer interaction during speaking class seldom happened making students feel shy to practice. This is so true not even in speaking class but reading and writing class as well. It is difficult to get students speak their mind when teachers are doing the ‘warming up’ for the lesson to get learners to do the output task or the productive skill such as writing. As for reading, learners are sometimes reluctant to answer for the comprehension questions because the lack of classroom community, which could act as support when it is learning by face to face in the classroom.
Q2- The lack of interaction could be the main problem of students’ lack of confidence during the virtual class. This is cited in the study as well. Alternatively, teaching can look into learners’ learning style and find alternatives. Otherwise, teachers could look into tasks such as project based learning with interesting titles that learners could find own information. Or web-based learning with some printed materials given, that learners are given a period of time to complete the task given by teachers. The second approach is also applicable to learners of upper form or stage.
Q3- Teachers are able to improve their competence in ICT skill and experiences only if they believe that the skills are actually crucial for their teaching. Teachers’ beliefs about the usefulness of technology in second language classroom will influence their pedagogical beliefs (Merc, 2015). This comes along with all other important aspect which is mentioned including strategies, procedures, and choice of materials. Therefore, I strongly belief in order to have the veteran teachers to transform what they have successfully implemented from the classroom into online learning (e-learning), a willingness to learn the basic technological skill could go a long way.

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1. one of the challenge i faced during the pandemic was when the learners showed less effort and responses during teaching  and learning session in switching off  their  video  and  audio  throughout  the  whole  online lesson, thus effective engagement and interaction between students and teachers could not be highly produced. most of my students didnt even bother to attend classes because they took this as an advantage (in a bad way).

2. the lack of confidence in speaking during virtual class made students uncomfortable compared to face-to-face class would affect the teaching and learning process because it would definitely seem like there is only one-way interaction. if there is no engagement among the students in the class means there is no ideas shared which also means there is no knowledge expansion. One way to solve this would be to separate them in groups and have them discuss about certain topics and then have them present their ideas to the class. besides that, the teachers can also call out their names to respond to the teachers' questions to make sure they are listening and understand the lesson.

3. this challenge mentioned in the article was mainly for the teachers who have less or no knowledge on technologies. this challenge would mostly experienced by the many years in service/ old teachers. they are so used to this face-to-face or even chalk-and-talk method. maybe because of their age, they couldnt bring themselves to be exposed to technologies. as for me, i used technologies and softwares during my study period so i am aware of most of the things in the tech world. for the teachers who are having trouble or facing difficulties in teaching using technologies, first make sure you are willing to learn and try new things such as techs. only when you are willing then it is easier for you to learn. next, you could go sign up for classes to learn more. do not hesitate to ask people around on the things you want to learn. its never a loss to ask.

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1.Among all the challenges mentioned in the article, my biggest problem is that when doing online teaching, my students showed less response in switching off their video and microphone. If I don't invite someone to answer my question, they would be silent the whole class, which is really harmful to English class because what we need is interaction.

2.It is very common for students to have speaking anxiety and lack of confidence in speaking. But compared to face-to-face meeting, in virtual class, teacher can't give students precise and immediate feedback. Also, students are more easier to have their answers distracted without face-to -fece guidance. Facing this problem, I usually arrange some group discussions and present some interesting video found online to improve their interest and motivation to speak  through group work and vivid videos.

3.From my perspective, it is mainly because teachers nowadays have a heavy burden in terms of homework correcting, writing lesson plans and so on, so they have limited time get ready for technological experience and competence. Also, for many experienced teachers, they think they are filled with knowledge and skills to teach their students, and don't need to learn some technological skills.
As for me, if I were the teacher mentioned above, I would be willing to learn technological knowledge because in this ever-changing world, it will bring great benefits to my class and to my students under the background of informationlization. Plus, as a teacher, we should be life-long learners to absorb new technological knowledge.

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Q1: For me, during the epidemic, the biggest challenge is that students can't concentrate completely after more than one and a half hours of online courses. Because online courses really test students' patience and self-control. Perhaps the learning environment is too comfortable, which may divert attention and affect the learning quality.
Q2: Some people mentioned that online face-to-face meeting classrooms may indeed affect speakers' confidence, because seeing each other through the Internet may be affected by the surrounding environment. Personally, I think this is a process of gradual adaptation. For the initial learners, they may be able to turn off the camera, and they may be more relaxed and comfortable only through voice. After all, we pay more attention to the quality of knowledge we have learned in online learning, rather than having to face each other. Until the learners gradually relax and get familiar with each other, they will start face-to-face.
Q3: In my opinion, teachers can communicate more with each other in their spare time. Because experienced teachers may lack passion for teaching and new technology, novice teachers may be more familiar with the network. But novice teachers can learn more practical knowledge from experienced teachers and how to deal with students' various situations. Therefore, we have to make up for each other's shortcomings, and we will overcome the challenge together.

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Q1 For me the main challenge is to get each and every student involved in class activities and discussions. This is a long-standing issues regardless of the teaching experience. When I was a rookie, fresh from university, i might change my style so as to please my kids. Gradually, I find the solutions may vary. A teacher may now and then bring something new into classroom where students couldn't help wondering and expecting the whole lesson. One effective way for me to motivate and engage my students is Wandering Elf. The elf is kind of like a teaching assistant who can move around the class while i am lecturing. He/she will contact the teacher to get confidential message and check the rest of his/her peers in class.
Q2 It is understandable that some students feel intimidated or diffident to voice their opinions. My thumb or rule is to values their silence as long as i know they are following me. When i find that some are marginalized or keep aloof, i may contact them privately to tell them i cherish and love them! Yeah, students need our love and a sense of security.
Q3 The readiness to employ technology can bring class into life. We are talking about lifelong learning. To try innovative and novel technology is one aspect. A humble attitude is a premise; i have seen some teachers who are unwilling to ask for help for this may hurt their face. I once try to use blended leanring and flipped leanring by watching videos on YOUtube. And when i find something interesting while sitting in other teachers' classroom, i will take a picture and ask them what the high-tech is. A very helpful solution is to have 3 or so like-minded peers and organize a small group. Many hands make light work.

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Q1: The most challenge I met is the difficulty to receive feedback from students. As a teacher, we acquire students' learning from their students' feedback. We could get the information like where we have to explain more or improve. However, no feedback made us confused about which step goes wrong. And I cannot keep asking questions which spending too much time waiting may cause a delay in the class.

Q2: In a language classroom, students have to learn new phrases and sentences in their real communication. If they don't practice or practice without the right instructions, they may not get improved. For teachers, we improved or changed our content/ example/ topic from the feedback. As a result, promoting students speaking during class is very important. We could first set a few simple questions and encourage them to answer. Or we could provide a competitive environment by dividing them into groups. The winning group could get some prize to trigle them involved in the class.

Q3: Before the pandemic, teachers focus on improving teaching skills, rather than technology. The E-learning phrase won't pass quickly. I will start learning as soon as possible. Ask for some teachers who are good at technology. Always prepare a second plan for teaching if we have weak connections. I used to have a habit of taking a pre-lesson (without students). I will record it and relook it. So, if I have a connection problem, I will send the recording to students to study.

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Because it is online teaching, teachers should not only pass the teaching level, but also master the use of some network equipment. First of all, I will choose online resources according to the needs of teaching to enrich the teaching content and broaden my students' knowledge. Secondly, I will use modern teaching media technology to create a teaching environment so that students can experience knowledge in a good teaching situation and make progress in their English learning. And then, I will also use the interactive characteristics of the network to organize students to discuss a certain problem, deepen the understanding and solution of the problem through students' individual influence, and let students speak English in group activities.

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In the impact of the epidemic, many courses have had to be taught online. Therefore, teachers need to have certain technology to ensure proper teaching and learning. At the same time, if there is a certain amount of experience in using then it will make the opening of snowfall a little smoother, because it can avoid some of the problems caused by unfamiliarity with the technology to waste a lot of teaching time and teaching inefficiency.

If I encounter any of the above problems, I will learn the basic techniques to ensure that I can teach online properly. Because there are many free and effective tutorials on the internet to learn the basics quickly. At the same time, I would ask some teachers who have experience in online teaching how to avoid some problems that may occur.

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If students have less self-confidence, their enthusiasm for learning will be reduced, and they are unwilling to speak English. So I often ask students to read words, sentences and articles aloud. I carry out activities in teaching and set some hot topics. Strengthen group discussion and cooperative learning, and encourage students to speak actively. I will also try to encourage them to speak more and not be afraid of making mistakes. Let students know that learning English well requires speaking more.

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1. Based on thematic map outlined by the writer, I would say Teaching methods for effective lesson is the biggest challenge. Ok …talking about those students who are able to join the online class...to carry out a lesson for them at the beginning of online class was a big issue for me as I'm not that good in producing materials and videos by myself...taking others works (YouTube mostly) sometime suit but most of the time not really suit my students... the outcome mostly frustrated...the kids not really understand the lesson and yea...the aim not achieved... but yea... time heals...when I able to cope with the methods...everything seem easy now...but yeah...2 batches of kids already left school... (Good luck kids) and I've learned a lot in these couple of years.

2. As for my students, the lack of confidence in speaking actually happen not only during virtual class, there's no difference in face-to-face meeting. So does this affect my TnL process...the answer is yes...but sometimes those who reluctant to speak during class can produce a good written task compared to the talkative student. So to provide solutions to my problem generally prompting the kids with ideas will get them to open their mouth. But so far...most of my class online or face-to-face  speaking wise is not really a big issue. Most of the kids really want to actively involved in speaking classroom.

3. Yeah...as being discussed a lot about this issue in our previous classes, the readiness in technological experience is the major issue in delivering the lesson or in making a success of the lesson. Applying technology in lesson obviously needs hardware (gadget etc), software (apps and platform) and the ability to operate the technology. So in order to operate the technology and apply them in my lesson...I always make a lot of reference to YouTube most of the time to learn about how to use those stuffs in delivering my lesson. We as well can refer to the expert and learn. Nowadays there is always room to learn about technology stuff as it available everywhere.

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For me, network technology and students' attention are great challenges. During the epidemic, in my online teaching process, the biggest limitations were network jams, unclear pictures, and poor voice and video quality. Especially for some children living in rural areas, their network were relatively poor. These had greatly limited students' enthusiasm for learning. Secondly, students' attention is easily attracted by things outside the teaching process, and they cannot concentrate. Such as a random software news would lead to students' distraction.

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I relate the most with the lack of internet challenge as I stay in a rural area and my pupils have never been on online learning. Some of them do not even know what is WhatsApp. One family has 9 kids and one phone, whereby we can even see lack of gadget as one of the main challenge. I only could used WhatsApp or give worksheets in school but still the respond was bad. I feel face to face is more effective as my students are in front of me.

2. When students are shy, they do no want to speak. Why are they shy? Because of their friends who will laugh at their mistakes. They bully them and say things which makes them so demotivated. This way students come to school and they do not  talk much and they keep silent especially during English lessons and the reason is because English is tough and scary. Due to this, speaking activities writing activities won’t be fun to carry out because everyone is super quiet.

3. Teacher readiness is important because it helps teacher be ready to face challenges. When the covid hit, no one was ready with online learning. 55 years old teacher were so angry because they hated technology. They only knew Microsoft word. If I was a teacher who faced so many challenges, maybe I will search or seek help from younger generations. Or learn from YouTube or attend google meet which teaches about the way to use technology.

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To be frank, this would affect the effectiveness and progress of teaching. If students are unwilling to speak out during virtual class, our teaching plan will be delayed, and students can acquire nothing but embarrassment and a sense of frustration.

From my own experience, if I have this kind of student, I'll first check the reason why he/she doesn't want to speak out, and what factors led to their lack of confidence. If they have the confidence to speak English during traditional class but can not speak during the virtual class, I'll use some words and examples to ease their anxiety and tell them there is a tiny difference between the two kinds of learning, I'll still listen to them behind the screen. If their lack of confidence in speaking has nothing with the teaching ways, I will design some game or some topic to inspire them. At the same time, I'll allow them to share their idea in Chinese and English together.

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I think it is normal and necessary to master some modern technology to help us teach, it should be part of our job responsibilities.
It's like a farmer who has to learn to raise chickens, fish, and even how to nest these animals in order to make money, even when they are very old.
So, if I were the teacher, I wouldn't think of it as an extra effort, it's part of being a teacher.

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In online teaching, the operation and use of equipment and APPs require teachers to have certain technical ability, because without technical preparation, many problems will occur in class.

1. Use extracurricular time to study the teaching Apps, which functions can be used in class and which functions can be used after class

2. Equipment and network must be checked before class, and certain emergency measures must be taken

3. The cultivation of technical ability is a continuous and gradual process, so it is necessary to keep learning and making progress, summarize and reflect on the course experience for teachers.

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In English class, students speak English is a very important part of language teaching. Students' lack of confidence in speaking will seriously affect the teaching and learning process. For teachers, if there is no positive atmosphere to answer questions and no interaction between students and teachers in class, it will definitely affect the process and effect of teaching. For students, a long-term lack of confidence will discourage their enthusiasm for learning and will produce boredom and rebellious psychology for online learning, which will have a negative impact on learning.

Online and offline face-to-face teaching is different, the teacher can't detect each student's mood changes. In view of online teaching, students lack confidence in speaking in class will make students more uncomfortable than offline teaching. As a teacher, we should communicate with students more after class to find out problems they have in class. Guidance and encouragement are very important in improving students' confidence. In class, teachers can start with simple questions and let students who lack confidence answer them, so as to encourage them.

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During the spread of the pandemic, the most important problem encountered in online teaching is the poor Internet connection, which often occurs in the online classroom. The network connection of teachers is not smooth, students can not hear the knowledge content clearly; Student network is not smooth, they can not answer the teacher's question and so on. This has had a big impact on teaching effect.

Another problem is that students' self-learning ability and self-management are difficult to adapt to the needs of online teaching at home. Due to the long-term experience of traditional face-to-face teaching mode, some students lack good self-discipline, and they often have problems such as inadequate preview, lack of concentration in online learning and low quality of after-class tasks in online teaching.

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Students are afraid to speak in class, which is another challenge for me. However, I think students can be both encouraged and asked to speak. Because when he gets used to speaking in class, he won't be afraid anymore. I don't think encouragement alone will do much.

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The biggest challenge I faced during E-learning is students' participant. Sometimes, the bad net connection will result in this problem, while some others aspects will have an influence on it. When I conducted E-learning, I prefer to use Tencent Meeting, an application likes Google Meeting. The connection is stable, and can allow many students to learn and share ideas online simutaniously. Although it is convenient, the participation and management are still difficult for me. The first one is when I asked someone to share ideas, he may pretended he had a bad connection to avoid answer, if the person had no words to say. The second one is in the beginning of my class, I always need to spend a few minutes to manage my students, asking them to mute their micro-phone or something like this.

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Speaking of online courses, the biggest challenge I experienced was to get the students in front of the computer to actively participate in the course. As a teacher in a cram school, if the students' grades do not improve and their class performance is not good, the parents will choose to refund the fees and find another teacher. So I tried my best to train myself in telling jokes, handing out prizes, playing games, and so on, which was very challenging.

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1. My most significant challenge in implementing e-learning was the effective participation of all students. This is because most of my students came from rural areas, and they had issues with internet connections; also, they are from low-income families, so when the first time pandemic hit us, they were struggling to get mobile devices and internet connections to support their learning.

2. Undeniably, face-to-face teaching and learning are much more comfortable compared to e-learning. Students lose interest and focus easily due to distractions from their workplace environment. In dealing with the issue of students' lack of confidence in speaking in virtual classrooms,  I usually started the class with a story that relates to the current issues that might interest the students. Ask them to think and make decisions about the situation. another way is by doing a project-based video where they can present without hesitation and be very creative with the technologies.

3. Honestly, I wasn't ready to teach online at first. There are so many things that need to catch up with. The struggle is real because I think most teachers were not mentally prepared and competent in using technology. So, we discussed it with colleagues and asked assistance from those ICT officers to help us out with the issues. Luckily, we are now getting better and even good at technology. It helps us a lot.

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1.
I believe there must be a network connection issue. When the epidemic started, I was a student, and the internet connection at the time gave me some concern. I was concerned that my lack of attendance and poor test results would result from the Internet connection issue. Later, when I started teaching online, anytime the network was unstable, I would stress because it would take a long time to wait, and then, the classroom environment can be very awkward.

2.
They will feel less nervous about speaking English in the offline classroom because there will be face-to-face interaction between the teachers and students. However, because of the need for students to switch on their microphones and take the lead during class, some students who already struggle with public speaking may become even more uncomfortable when taking an online course. Because the exchange of group activities will lessen students' anxiety and make it easier for them to share their opinions, I believe that students can be divided into groups through an online platform, and the group can choose a representative to speak. The selected representative can then do a summary of the group's opinions.

3.
Online courses present a significant challenge for teachers accustomed to offline learning environments. The adjustments and difficulties brought on by online education will be especially challenging for some elderly teachers who have been employed for a long time. It takes teachers' work before class to address online teaching issues in order to fully utilize its benefits. If I encounter such a situation, I believe that continuous learning and trying are the foundations of problem-solving. We need to keep learning as we deal with the use of new technology. Through PLC, for instance, we can talk about and learn about other instructors' application strategies, or we might study the video resources on the internet.

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If i were the teacher mentioned in the statement,i would spend more time to adjust myself to the new technological teaching environment,update my teaching methods ASAP,i would try to gain more chances to use my teaching methods in new online teaching platform,because i consider it is inevitable to adapt ourselves to the new trend of the education and the change of the world.

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In my opinion, the more familiar I am with the tech tools I am using for online classes, the more confident I am while carrying out the lesson. This has provided a great hassle-free lesson and the students will have class with peace of mind. Also, if I utilize a more interactive kind of online tool (Kahoot, Quizizz etc. ), students would be more willing to learn as these kind of class interactions interest them.

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I suggest using breakout sessions assigning just a few students in a group to have discussion. Each group is assigned with a leading student that can help others to get involved in the discussion.

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I find it hard to have students’ engagement during the online classes as mentioned in the article, students get distracted by other stuff. Often, if you call on students to reply to certain questions, there might be no reply and they would come back a bit later telling you they have got a bad connection which you know it was clearly not.

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For this problem,i would set some activities with rewards in the online classes,which can effectively promote students’ interest and motivation to speak in the classes.The more they speak,the more confidence they will gain.At the same time,it is also vital for teachers to give encouragement and praise to the students,no matter in face-to-face classes or online classes,which it literally one of the best methods to boost the learners’ confidence.

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-1 Li Wanman                                                                   

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-1 Li Wanman                                                                   

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In my case, the obstacle of conducting the e-learning is to tackle students to fully participate and complete their tasks.In the online classes and learning,it is tricky to confirm what students are doing ,whether they are focusing on the English learning.When they are in the classroom to have classes,the study environment could be made sure that it is quiet,it suitable to learn.However,when they gain the knowledge online,they are affected by numerous factors ,such as the noise,their peers, family members even other electronic gadgets and so on,so it is a big problem to engage every students and ensure they pour themselves in learning in the e-learning.

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1. Which of the challenges mentioned in the article do you relate the most in your teaching and learning during the pandemic? Provide descriptions and elaboration for your answer.

Technology barriers and accessibility is a kind of challenge mentioned in the article do you relate the most in your teaching and learning during the pandemic. Because sometimes when internet is unavailable, students can join in online class. Also, students’ engagements  can  be  distracted  by  other  online  content, especially in Class time, thus  causing  the lesson  to  become  less  meaningful.

2. “the lack of confidence in speaking during the virtual class made students uncomfortable compared to face-to-face meeting in the classroom” How would this affect the teaching and learning process? Provide solution(s) to this problem.

Compared with face-to-face meeting in the classroom, students can’t feel true communication and praise from other learners and teacher. Thus, they aren’t motivated in learning process and feel boring. Also, they may be distracted by other interesting online content, especially in Class time. Thus, to make the virtual class more comfortable and interesting, teachers can add presentation content related to class teaching content to make students be motivated in this kind of task-based teaching method with great sharing expectation.

3. “Teachers' readiness in term of technological experience and competence was one of the challenges mentioned in the interview” Why is this so? If you were the teacher mentioned in the above statement, what would you do to overcome this challenge? How and why?

Because teachers tend to spend more time in professional skills like professional English knowledge and skills. Thus, they tend to ignore cultivation technological experience and competence. Thus, if I were the teacher mentioned in the above statement, I would learn some technological experience and competence online, like YouTube platform, because here there are many vivid and professional videos made by makers having advantages in terms of technology, from which I can learn and benefit a lot.

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Lacking confidence in speaking is a common challenge for students when comes to E-learning. My students were not able to convey the answers confidently as online whole class teaching and this made me struggle to understand students' understanding of the topic and to give feedback. To overcome this, I had conference sessions in small groups at the end of each day. (3-4 students per session) In these conferences, I was able to see the students actually were engaging by discussing the topics that we covered on that particular day. It was an amazing idea that I implemented in my E-learning journey.

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I would say that my biggest challenge was in getting effective students' participation during E-learning. Especially, low proficiency students were extremely demotivated when they didn't get much support like how they used to get in school. These students learn through hands-on activities when they are in school. Since hands-on activities were not really possible during E-learning, in the beginning, the student couldn't able to understand the concepts clearly.

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Challenges of Implementing Technology in ESL Writing Classrooms 2-compressed

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the article for for pair work(sabu&rami)

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the article for for pair work(sabu&rami)

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week 14 tutorial/critical analysis-sabu and rami

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week 14 tutorial/critical analysis-sabu and rami

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Challenges of Implementing Technology in ESL Writing Classrooms

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WK 14 Tutorial Presentation by Abubakar Lawal Atiku

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WK 14 Tutorial Presentation by Abubakar Lawal Atiku

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Critical Analysis Week 14(Abubakar Lawal Atiku P-PM0001/22)

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Critical Analysis Week 14(Abubakar Lawal Atiku P-PM0001/22)

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WK 14 ARTICLE SUBMITTED BY ABUBAKAR LAWAL ATIKU P_PM0001_22

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3.	“Teachers' readiness in term of technological experience and competence was one of the challenges mentioned in the interview” Why is this so? If you were the teacher mentioned in the above statement, what would you do to overcome this challenge? How and why? 

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3.	“Teachers' readiness in term of technological experience and competence was one of the challenges mentioned in the interview” Why is this so? If you were the teacher mentioned in the above statement, what would you do to overcome this challenge? How and why? 

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2.	 “the lack of confidence in speaking during the virtual class made students uncomfortable compared to face-to-face meeting in the classroom” How would this affect the teaching and learning process? Provide solution(s) to this problem. 

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2.	 “the lack of confidence in speaking during the virtual class made students uncomfortable compared to face-to-face meeting in the classroom” How would this affect the teaching and learning process? Provide solution(s) to this problem. 

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In online learning, students are easier to get distracted than in face-to-face class because they are doing remote learning and teacher can't monitor them directly. When it comes to social interaction, sometimes I asked a question however no one is ready to answer. Faced with this situation, I will invite a talkative student to first set an example and give the other some ideas about this question. Then I will divide them into different groups to boost the idea exchange and break the silence in the class. During online teaching, I need to learn more strategies to improve social interactive between teacher and students.

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I've only been teaching small class and I was very luck that my students are pretty considerate to one another, thus I am going to answer the question with what-if approach.

I think the first thing I do is to prevent that to happen. I'll set some class pact, I don't want to call it policy because I want my students to add things that they wished to do in classroom too and I want them to like make the decision, thus it'll be like promise that we make to one another. The pact will include consequences, therefore if disruptive things happen I will just refer to the pact.

During online class, I will address the disruptive behavior right on the spot and referring to the pact that we agree on. If the students keep do the disruptive behavior, I will message them privately to meet me in the designated time and discuss with them and make them open up to me. Address the issue and find the problem solving, so that we can meet win-win solution.

I will prevent addressing the issue/scolding them in front of everyone. I don't want my students/their friends put some label on themselves/them because that what usually happens, right? Once people label them as troublemaker they will own it up.

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About these issues, I think as teachers/ parents. We are actually concerning that whether they learned or not, and how much they have learned.
For me, I will set a few tasks for them before engaging students in the learning context. In the end, I'll give them chance to further learn and share in the next class. They could share a related picture or tell us a story. I hope I could let them enjoy this learning context by giving them the chance to show what they found and what they learned.

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I think both parties should have a good understanding between each other. For example, a good communication interaction so that they will be able to understand and overcome any rising problems. Since during pandemic most of classes depends on online classes, so students should actively share their ideas and teachers will try to adapt the ideas as an interesting activities.

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It’s true that online teaching could lead to chaos easily. Students would be distracted without appropriate pedagogical approaches.
I would do two things in my online class. The first one is to make sure that every student has equal chances to express randomly. This is a good way to keep them paying attention on the class.
The second is to praise the outstanding answers and students, which shows them that their efforts could be seen.

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6. Managing the disruptive social interaction with students and how my pedagogical approaches to address the matter by Zizie Noh 

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6. Managing the disruptive social interaction with students and how my pedagogical approaches to address the matter by Zizie Noh 

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I always believe that disruptor normally is  an attention seeker that may be in stress or frustrated. To manage this kind of students I always

Address the disruption individually, directly and immediately.

Be specific about the behavior that is disruptive and set limits.

Remove the student from my class session if the student  didn't show any attitude change.

my pedagogy approach

Keep your focus on that student. Rather than say, “Class, we all know that ... is disruptive,”  but  I will say, “Simon, your talking during class is disrupting my class and I need to ask you to stop.”

Be clear about the behavior. If the student is talking out of turn, tell them. Rather than ask, “Do you have a question?” I will say, “Simon, now is not the time for discussion. There will be an opportunity for questions and debate at the end of the class.”

Nip the situation in the bud, referring to the syllabus regarding expectation and behavior. “Simon, you will note that in the syllabus, talking during class is considered disruptive behavior. If I need to ask you to stop talking again, I will need to ask you to leave.”

Just some sharing...have a nice day...

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For question 1, to be honest, I am really in favor of this disruptive social interaction. As in the conventional class, teachers are standing there with students sitting, which offers teachers’ status of authority no matter how amiable they are or how democratic the class is. Well, in online classes, teachers and students both sit in front of the computer, which endows the students with more courage and confidence to express their opinions, especially when without opening of the camera.

For question 2, I matter this problem mainly by satisfying students’ needs. What I take in consideration is not how much I’m going to teach and how what I teach can make them achieve more scores but how much they already know, what they would like to know and what they need for the future life and work. More interactions and involvement are generated then.

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As both teacher and learners are trying to get used to online learning, of course some bumps during the journey are expected. So as teacher, I usually would do a tutorial session for apps/websites which I would want to use with my students. I encouraged them to explore it and other educational websites which they used with other teachers too. Usually i would give extra time and always check their work progress from time to time, so when they’re stuck and need help, I will be there to help and guide them with their tasks. As a teacher, i try to explore more and try to make online class activities more varied so students can try and learn different things and be more creative.

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MANAGING DISRUPTIVE SOCIAL BEHAVIOR WITH UR STUDENS

As a professional teacher, one must ensure a smooth running of the classroom by exercising good classroom management to avoid distracting behavior from students. This can be achieved by setting rules that will cover any sort of disruption from your first few days of your class. The consequences of which will server as a deterrent for students from interrupting the flow of the class. However, you have to establish rapport between you and the  students so that they will be free with you and have interest in your lessons. You should also be preparing lessons that will for active participation by the students while you serve as a guide. By engaging them actively in the process you will address the issue of disruption in the classroom.

ABUBAKAR LAWAL ATIKU

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During online learning, teachers can not directly watch the students' behavior. Most of the time, there is no response and interaction from students, sometimes because they do not focus on the class, sometimes because of the poor connection. But it really creates bad effect to the class. So for teachers, they should make the teaching materials more interesting to attract students' attention and do more interaction activities with students, for example I often show the sign-in e-form to them suddenly to check them if they are paying attention to the class. I think it is a little helpful.

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A depth understanding of the situation would help both the teacher and the student. I would give more time to students to complete the tasks. Let them freely make decisions on specific aspects, like choosing the topic for a presentation, as it would ease them in completing the task and encourage them to be creative too.  Set particular rules so the learners know the limits. And always give positive feedback to maintain the motivation towards learning.

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Q6.1. how do you manage the disruptive social interaction with your students?

First, I would immediately address the student's behavioral intervention. If his behavior is not affecting other students, I will give him some eye or motion cues. If the behavior is affecting other students, I will intervene by asking questions. For example, ask him a classroom-related question or have other students ask him a question to stop the disruptive social interaction.
Secondly, because there are only four students in my class, I have a good understanding of their individual personalities. So if a student has a disruptive social interaction, after stopping it, I will ask them why they are doing it, and then lead them to realize the problem and correct it.

Q6.2. How do you adapt your pedagogical approaches to address this matter?

Frankly, I generally approach the problem in a more direct way. I think students have their own thinking and ideas, so there must be some reasons for him to do so when he has such problems. So after I find the problem, I will ask him directly if this is a good idea. Is this the right way? I would guide the student to find out the problem and solve it by himself. Then I would deliberately create similar situations or activities to consciously guide the students in the right direction.

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How do you manage the disruptive social interaction with your students?

For me, I manage the disruptive social interaction with students with  discussion and interaction by giving students instructions and suggestions to guide students make useful interaction online. For example, I will first give students a question. And then I will invite students to discuss with other students in groups.

How do you adapt your pedagogical approaches to address this matter?

I will use some advanced technologies like Ding Ding (an app can be used for teaching online). Also, in order to manage the disruptive social interaction with students, I will in advance give students some teaching materials or notes with pdf or ppt form to be prepared for the social interaction with your students. Also, I will use technologies to divide students in groups and join in them suitably to listen their opinions.

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In my opinion, because during the epidemic, we can only choose online courses. Therefore, many students can't concentrate completely. In addition, there are network signal factors and so on. Students will be disturbed and can't answer questions in time. Therefore, it is necessary to provide an online platform, which can let them interact in time and communicate in a limited time, similar to our courses. Publishing some interesting topics will help students concentrate and learn more actively and independently.

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First, teachers need to take the initiative to communicate with students academically and often care about students' life and study and actively invite students to express their ideas. Online classes sometimes are not very effective. Therefore, I usually ask students to study before class, read the textbook and listen to the accompanying audio. I ask students to mark what they don't understand and listen carefully when the teacher is teaching. And then, I sometimes give students a few questions in advance, so that they can bring the questions to the class, and the teaching effect will be better.

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The popularity of online learning is driven by social events and the development of technology. Online learning has many advantages, such as: No time and space limit; Repeated learning; With a diversified curriculum system. But there are also some disadvantages: It must need a good network environment; Eyes easy to produce fatigue; Lack of emotional communication, etc. This requires teachers to do a good job of guidance, guide students to make good use of the online course platform, do a good job of time planning. Teachers also need to do a good job of communication with students, in the case of face-to-face teaching can also fully understand the learning of students, do after-class feedback.

In the context of online courses, teachers must learn to improve their teaching methods, be good at discovering problems in class, and how to better enable students to learn useful knowledge and learn self-learning in the form of online courses.

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It's not easy for me to manage social interaction with my students for when online classes are conducted it's hard for teachers to check whether students really have the classes. If the students cann't attend the class , it's a problem for me to ask them go back.
I think teachers can prepare the class well for example teachers can find some interesting things as movies, music and other materials to attract students to take part in. Besides, teachers can organize some interesting online games and give them space to discuss.

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When the discruptive situation appears, the experience i have dealed with is to give the sepcial student time calm down. when it's in the process of class, I will firstly focus on my class content because most of students are learning. After class, i will give them enough time and to know what happend about the details and give some patience. And to solve the problems. But some more tricky situation have not appeared in my class, i will learn form the experienced teachers and prepared for some solutions what i can do in the futural teaching.

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How do you manage disruptive social interaction with your students?

I was lucky as I kind of manage to build rapport with the students and it helps tremendously in managing students behaviour. What I did first in any class (good or disruptive class) is to identify the students, get to know the name and get to know a little bit of the character. Secondly, identify the head/usual suspect that can disrupt the class and get along with him/her through communication. Once you have the head, you can work the tail quite easily. This technique applies to both online or face to face learning.

Another way of managing is by providing the disruptor a certain task to carry out. Make him/her your helper. It keeps the students attention away from disrupting the class.

How do adapt my pedagogical approach?

The old school way. If the mentioned technique did work. A call to the parents would greatly help. Getting parents involve in their learning helps to keep the students on their toes. They know that their stakeholders are watching and observing them, making them aware of their action and behaviour. Sometime, I would invite friends or expert in the topic we are discussing, and that helps too as the presence of a stranger can create eagerness and anxiousness among them which help in terms of behaviour.

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Prevention First
Prevention is the best way to handle a disruptive student. The first few days of the school year are arguably the most important. They set the tone for the whole school year. Students are feeling out teachers. They will push to see exactly what they are allowed to get away with doing. It is important for teachers to establish those boundaries quickly. Doing so will help deter problems later on down the road. It is also important to start building rapport with your students immediately. Fostering a relationship based on trust with students can go a long way in disruption prevention simply out of mutual respect for one another.Be Firm and Direct
The worst thing a teacher can do is to ignore a situation that they hope will go away. Do not allow your students to get away with the little things. Immediately confront them about their behavior. Have them tell you what they are doing wrong, why it is a problem, and what the proper behavior is. Educate them on how their behavior impacts others. Students may resist structure early on, but they ultimately embrace it because they feel safe in a structured learning environment.
Sabu

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Q6.1. how do you manage the disruptive social interaction with your students ?
I think interaction is very effective to be used to teach students language skills. However, even though students are leading the interactional process in the classrooms that does not mean that the teacher's role is ignored. Therefore, the teacher is responsible to control that discussion and interactrion by giving students instructions and guiding them to carry useful  interaction rather than unhelpful messy interaction.
Q6.2. How do you adapt your pedagogical approaches to address this matter?
I think that effective interactional process will be more helpful if the teacher tried to combine between both the curricuclm activities and the real life situations that students must learn how to practive language in life contexts. Therefore, the teacher can examine if the activities in the curriculum can be used to run interactional processes or not. Also, the teacher can manipulate a specific pedagogical approach or material to fit a useful interactrional process, for example if the teacher has a lesson that talks about roads and directions, after teaching them the lesson, he can make the students interact with each other practicing the directions by leading conversations and questions, here the teachers can combine between the curriculum itself and the communicative approach in two different manners to achieve one specific goal.

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For the disruptive class, perhaps it is good to handle by seeing the learners in a separate session (held online or it can also be face-to-face). Otherwise, it is good too to revise the lessons to suit the 'taste' of learners of that particular class as a whole. Let's say if the learners love to have quiz, then it might do them good that teachers can have quizzes (for example, via Quizziz) and make it a 'challenge' for them to answer in groups or individual. To make learners anticipate for what's coming next in the class. Hopefully, this will make the situation better for learning.

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Was a challenge though. But what I usually do is to meet them on a one on one basis just to listen and advice them. Making them understand that it's not ethical to disrupt the lesson but he/she is allowed to share after the lesson or speak to me alone. So basically, I get them to either stayback after the lesson or meet me at a designated time. Sometimes my most commonly used phrase for such behaviour is " Now is not the time for sharing or discussion, if you have questions, jot it down during the lesson and we'll have a short time of discussion once I'm done with the lesson' Automatically, the issue resolves. I try not to scold in the public as it may cause anxiety in the lives of the child. I rather do it privately.

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The online class model does affect the interactivity of the teacher and student during classes. This is because the interaction between teacher and student is more direct when the class we are having face-to-face classes. We can see each other's responses and answers in real time. From there, we can adjust our class design or process. But online classes have many difficulties for us. Because of the equipment or technology or even the internet, students are less able to concentrate. And they even do not have the pressure to answer the teacher's questions. Because even if a question is not answered, the teacher in front of the screen cannot determine what the reason is for the student not responding. So the teacher then has to set up some classroom rules for online classes. For example, debugging the equipment and network before the class, and reflecting and solving any problems that arise during the class. If the teacher's questions are ignored, it will affect the final score, etc. Also the teacher can establish some reward mechanism, especially for primary students.

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I find that my students are very active and motivated in the online classroom, but once they are asked to communicate and express their opinions offline, they become very negative. Therefore, I will adopt more student-centered classroom activities in the classroom to liven up the classroom and promote communication in the classroom.

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Thumb of rules to deal with destructive interaction from students/ Steven

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Thumb of rules to deal with destructive interaction from students/ Steven

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I have encountered several conflicts during classes. Usually if i was to deal with the conflict, i will lend a patient ear to the students and try as much as i can to convince him/her of the guilt. The premise is that i know all the teachers and my colleagues will not scold students groundlessly. Some kids compete for attention by behaving disruptively, which can be spotted by we teachers. I will not expose this l instead I will share stories made up by me to calm him down or to guilt him to apologies. of course as a teacher, one should be consistent and stick to tough love; otherwise, he/she may be overwhelmed by the student.

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I get them write as much as they could in class because they are not familiar with word writing after years of remote learning. Also, I encourage more discussion in class to have students express themselves more and better as due to the pandemic students have been learning alone for too long, they sort of lost their social interaction and presentation skills. Trying hard to focus more on conducting a student-centered classroom with more interaction-based activities to sort of encouraging students to get out of their comfort zone of learning all by their own.

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For me pendemic make me more stupid person but really changed me in term of technology and social media..and also forced me to becoming more good at reading and skills using various platform during the teaching and learning process

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For me pendemic make me more stupid person but really changed me in term of technology and social media..and also forced me to becoming more good at reading and skills using various platform during the teaching and learning process

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Sabu.

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During the pandemic, I learned some teaching theories, teaching technologies, and IELTS teaching strategies. Because of the pandemic, we can't have a face-to-face class, so I can only learn some pedagogy knowledge online. Through some courses at USM, I learnt new teaching theories which makes me a new understanding of teaching. At the same time, through classmates' sharing of their teaching experiences, I knew some strategies for classroom and student management. Meanwhile, I work in an IELTS training institution, I learned how to teach IELTS reading and how to help my students get an ideal score in the exam. The most important thing that I acquired from this job is co-learning with my students, and constantly changing my view of some issues.

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What I learned in the pandemic can be illustrated from two parts. Firstly, it’s about the technical skills. For in terms of the pandemic, we must move our platform to online teaching ones, which needs teachers with a good mastery of technologies. After all, the class has changed a lot among the aspects such as teaching resources, models, environment, and patterns of assessment. Secondly, it’s about the new teaching skills. To be honest, I have regarded myself as an anchor and being considered how I can be a successful and popular anchor to attract students’ attention all the time.

I’ve learned a lot from students’ feedback, self-exploration with help of abundant net sources and by watching the real anchors’ videos.

In my opinion, teachers should be the pioneers of new learning modules. If we are not in favor of learning new things, how can we foster students to adapt and fulfill what’s happening currently.

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The Pandemic has changed the teaching and learning process for both the teachers and learners. In response to covid 19 schools closure, teachers were all required to resort to using technology to respond to the immediate needs of students. This compels the integration of technology in the teaching and learning process. As a teacher and learner, i learnt that there is need for introducing multimodal approach in the TESOL curriculum that will prepare teachers for the digital trend in language teaching.

ABUBAKAR LAWAL ATIKU

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My first teaching experience is during covid-19 when i was doing my practicum. I managed to use the skills that I learned in Uni to create presentations and prepare materials for my teaching and learning. I used mostly use canva, padlet and google classroom for the lesson. I faced one of the hardship that most teachers also faced which is students participation in class, but i learned and get some advices from my supervisor and mentor in school. Sharing my concern with senior teachers and friends has helped me go through that phase because we always try to find a solution and try things out so our students will get something from our online classes.

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I consider myself as an active learner, especially during the Covid-19 pandemic. This is because I have limited knowledge in handling ICT. However, I had no other choice and I learned a lot of new teaching strategies related to IT. I motivate and force myself to explore, adapt and tailor my lessons using technology. Now I can say that I am proud of myself for having basic to moderate knowledge in integrating ICT to my teaching.

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I learned a lot about how to adapt to digital things —having online classes, preparing something resourceful digitally, and working on learning platforms that would benefit everybody. It teaches me patience when something doesn't work, especially when students can't cooperate with online learning and deal with technical issues. Through time, I gained better experience and ventured into new things to improve my teaching skills.

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During the pandemic, I was able to do both face-to-face and online teaching. To be honest, in the beginning i struggled a lot because i was so used to face-to-face teaching, but when the time goes by, i got the hang of it. Now i find online teaching and learning is almost equally convenient as face-to-face teaching-learning. I learn that, when we have the will to learn something, it can be done no matter how. Plus, we live in a digital era now. Anything is possible. It is just that we need to open up our mind to accept the challenge and move forward.

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How do you see yourself as a teacher-learner?

The pandemic has taught me to be a flexible teacher and open minded learners. As a teacher in a pandemic situation, I have to extend my role from a facilitator to a coordinator in order to guide, help and provide proper support for the students.

What have you learnt?

I learnt to be more open-minded towards teaching and learning. If my preferred method didnt work, learn and relearn. Try a new one. Be relevant to the needs and situation of my students.

How much have you learnt?

A lot. Before the pandemic, I only have surface understanding of all the digital aids (google meet/google classroom/canva/ and etc) but the pandemic allows (or subjected me to learn) me to explore on these digital teaching and learning aids. There were hiccups initially but everything worked out as we explore and spend more time on them.

Why do you learn them?

Simple. To make learning accesible, relevant and in accordance to to situation. As a teacher, you just want to maximize learning opportunity for the students, no matter what and how it takes.