Today, after three months of teaching online – asynchronously – I saw my younger students face to face again. I was obviously eager to see how they were doing and to learn all about their learning experience over the past few months. So, in order to get the picture, I asked them personal questions as well as questions about their learning progress. In other words, I wanted to know how they had learned and how they felt about the learning strategies they had had to apply.
Apart from small talk, I also tried to include some revision of the things we had covered during the COVID-19 period to unofficially gauge my students’ progress. I took it easy and slowly in the beginning because I assumed that they might need some time to adjust, especially in terms of their speaking performance (after all, they hadn’t practised speaking for nearly three months!). But I was pleasantly surprised – they caught up quickly. Well, I’m not saying they were as fluent as they had been before the lockdown, but I can’t say they were less fluent either. So, I thought to myself that after all, speaking fluency is not that easy to lose once you’ve mastered it to a certain degree, and I felt truly relieved that no damage had been done despite what many sceptics assumed. All in all, we simply picked up where we had last left off. It felt like seeing an old friend at a school union – although you haven’t seen each other for ages, you immediately find topics to talk about.
What surprised me even more though was the fact that in the face-to-face lesson, they were producing language which we had specifically covered during the lockdown. When I asked them if they needed me to re-explain some things, they refused politely. What’s more, they later proved that they truly didn’t need my additional help. Honestly, I should have felt rejected and useless, but instead, I felt excited. To put it bluntly, I was pleased that my online teaching had had some positive effect on my students, which was particularly true for their grammar knowledge. It seemed to me that the fact that they had had plenty of opportunities and time to process the new language items on their own and at their own pace contributed to their progress in the grammar area.
The above-mentioned discoveries shook my beliefs concerning how grammar should be taught. I am not a big fan of explicit presentation of grammar points and I have always believed that grammar should be taught implicitly, inconspicuously, i.e. through meaningful context and plenty of practice – written as well as oral. However, it seems that if you give students the time and space they need to truly grasp a problem, even in an online, asynchronous environment, they may later need less practice than you think they do. Also, it occurred to me that if *I* am given the time and space I need to plan activities and think things through in the online environment, I can probably do much better as a teacher than I do in a physical classroom. Scary, right?
Well, I’ve always known it – it takes each and every one of my students a different amount of time to really master the content I throw at them – but now the truth has revealed itself to the fullest and I can’t ignore it any more now that I’ve seen it. 🙂