WWW.CHARACTERCONFERENCES.COM mannrentoy@gmail.com About Mann Rentoy A lecturer from the University of Asia and the Pacific (UA&P), he has taught for more than 30 years. He is a graduate of the University of Santo Tomas (UST) where he earned a double-degree in AB Journalism and AB Literature, an MA in Creative Writing, and a PhD in Literature. He was the Founding Executive Director of Westbridge School in Iloilo City. He was in the first batch of graduates of PAREF Southridge School, where he also taught for 15 years, occupying various posts including Principal of Intermediate School, Vice-Principal of High School and Department Head of Religion. As Moderator of “The Ridge”, the official publication of Southridge, he won 9 trophies from the Catholic Mass Media Awards including the first ever Hall of Fame for Student Publication, for winning as the best campus paper in the country for four consecutive years. He is the Founding Executive Director of “Character Education Partnership Philippines”, or CEP Philippines, an international affiliate of CEP in Washington, DC, USA. As Founder of CEP Philippines, he has been invited to speak all over the country, as well as in Washington D.C., San Diego, California, USA, Colombo, Sri Lanka, and Kuala Lumpur, Malaysia. He also serves as the Founding President of Center for 4th and 5th Rs (Respect & Responsibility) Asia, otherwise known as the Thomas Lickona Institute for Asia. He is probably the most visible advocate of character formation in the country, having spoken to hundreds of schools and universities around the Philippines. Email us at catalystpds@gmail.com www.characterconferences.com

2. Strategies
for Effective
Online
Teaching
Emmanuel M. Rentoy

3. “We keep calling this generation digital natives
as if they are simply whizzes at everything
computerized. They aren’t. They need personal
support, scaffolding, and reassurance that
technology does not provide. It is simply a tool,
not a teacher.”

4. 1.Consider how
your course
impacts student
well-being.

5. 2.Put yourself
in their shoes.

6. 3.Establish an
inviting and
safe classroom
environment.

7. 5 ways to be a
better online
teacher
Darby, F. (2020), How to be a Better
Online Teacher

8. 1
Establish Your
Online
Presence

9. Schedule
Consultation
Answer Questions
Respond
Post Announcements
Create FAQ Post or Video

10. 2
Give Clear
Expectations

11. Because they’re on their own.
Rubrics
Present Samples of Exemplar
Works

12. 3
Have an
Orientation
Session

13. Tools: LMS, Chat System,
Uploading Files, Modules
Course: Frequent Visit to track
progress
Frequent Feedback/Survey/Poll

14. 4
Scaffold
Student
Learning

15. Technology Expertise may take
time
Allow Time for Learning Curve
Ungraded Practice Exercises

16. 5
Commit to
Continuous
Improvement

17. Invest time and energy
Collaborate with others to learn
best practices
Participate in Workshops and
Training Sessions

18. 10 tips for
Success from
New Online
Teachers

32. SPIDER WEB DISCUSSION

33. 1. Individual study
2. Paired-discussion
3. Share responses before start of
class discussion
4. Show the flow of conversation to
the class: who talked, who listened,
who built on ideas of others
5. Make them reflect on the “web”
– they will show how others’ ideas
helped them understand, create
new ideas, etc. that can build
rapport

34. Use the chat
feature to check for
understanding

35. FREEDOM BOARD

36. Virtual Gallery Walks and evaluate
at least two of their peers’ works

38. Know the Technology

39. Make
available a
TECHNICAL
SUPPORT
they can run
to

40. Expect the
unexpected
and be
flexible

41. Create and
Maintain a
Strong
Presence

42. Clear
Expectations:
grading, your
email
response time

43. Carve Out a
Good
Learning
Environment

44. Establish a
Sense of
Comfort

45. Develop
Community
of Learners

46. Promote
Reflection and
Communication

47. Request Regular
Feedback:
formal and
informal
surveys, and
make course
correction as
needed

48. Regularly
check content
resources and
applications

49. Create a
Schedule

50. because one of the
biggest challenges
of online learning
is time
management
synchronous,
asynchronous
provide a copy to
the parents

51. Schedule time
for interaction
with students

52. to assure them
that you are
there

53. continuous
interaction keeps
them engaged and
reduces feelings of
isolation

54. Provide timely feedback

55. Viber, FB Group
Messenger, email,
phone, video calls

56. Regularly
check on
students’
progress

57. * time spent on the course
* identify students who need support
* get parents to be on top of their schedule/activities
online

58. Consider ALL
Learners:
Accommodation
Modification
Differentiation

59. Develop a
system of
support
Online
teachers
mentors
parents
peers

60. Study:
asynchronous online
orientation HAD NO
IMPACT ON STUDENT
COURSE OUTCOMES

61. students need more onboarding
supports than just one orientation

62. Address
issues of
Access and
Equity

63. – not all have the same
resources
(computer/laptop and internet)

64. SOME MORE TIPS:

65. Record your lectures, even
when you do live
stream/synchronous
classes, for the sake of
those who might encounter
technical difficulties

66. Show your face.

67. Keep videos short. 15
minutes or less.

68. Test out slides. Some
may be using a
smartphone.

69. Use existing resources:
no need to produce all-
original high quality
videos.

70. Open access resources.

71. Give specific instructions:
e.g., “watch 13:35 to
16:28 of the video” or
label various materials in
order of importance

72. Interactive activities.
Moodle, Edmodo,
Blackboard, Kahoot, etc.

73. Set reasonable
expectations

74. Set up “Virtual Office
Hours” on a video
conferencing tool

75. This provides support and
checking if any issues need
to be addressed
immediately. NO NEED TO
BE FRUSTRATED IF NOBODY
SHOWS UP. Students are still
happy to know that this
option is available.

76. Set up Group Spaces for
students to be able to
consult with one another
before they email you.

77. Don’t hide your feelings.
Emotional openness is a
great instructional
strategy.

78. 10
NOTA BENE

79. 1) Be Specific – Very
Specific

80. you can never be too clear
If you want to save yourself a lot of time and
headache, make sure you clearly define all class
expectations up front. That means more than
simply posting a syllabus or grading rubric.
Instead try sharing real life examples of what to
do and what not to do whenever possible.

81. 2. Clarify Tone and
Communication Styles

82. Students tend to be more informal
when communicating online—thanks to
online messaging and social media—so
it’s never a bad idea to
set some classroom
communication guidelines
from the start.

83. 3) Continuously
Encourage Engagement

84. Keeping your students
actively engaged
Hiding behind screens it’s easy for
students to check out or do the bare
minimum, so you’ll have to work at
keeping the conversation going. Try
requiring minimum response lengths
for assignments and posing open-
ended questions.

85. 4) More Is Not Always
Better

86. Too many additional resources and
tools can be distracting and
overwhelming for your students. So,
don’t feel the need to try and
overcompensate for the lack of in-
person instruction with bells and
whistles; instead,
stick with a few trusted
resources.

87. 5) Be Responsive—
but Set Limits

88. Just because you’re online
doesn’t mean that you’re
accessible 24/7.
Communicate with your students when
you are and when you are not available,
as well as when they can expect a reply,
so everyone is on the same page.

89. 6) Establish a Routine

90. To help save your inbox from a flood of weekly
questions, it’s best to
create a basic class structure from
week to week for consistency.
When students know they can expect and plan
for certain types of activities or assignments,
they’ll feel more at ease.

91. 7) Create a Separate
Space for Your Students

92. Online classes mean your students are missing
out on social interactions with their peers. The
conversations and discussions they would
normally have before and after class are still
important so
try creating a separate online forum
just for them to make introductions, socialize and
bounce ideas around.

93. 8) Don’t Forget the
Value of Group
Assignments

94. Not only are group assignments a good excuse for
some additional peer interaction and
engagement but they allow your students to
showcase their different strengths and interests.
To keep online group work manageable,
try breaking projects up into
multiple steps with smaller
assignments.

95. 9) Add a Personal
Touch

96. When you’re staring at a screen and uploading assignments, it’s
easy to feel like you’re being taught by a computer rather than a
person – and that impersonal feeling is not very conducive for
learning.
Help your students feel more
connected by injecting some personal
touches.
Post a picture of yourself or a fun introductory video, anything to
remind them that you are indeed a human.

97. 10) Practice Empathy
and Compassion

98. With online teaching there are things that will
inevitably go wrong. There will be technical issues,
miscommunications and activities that don’t go as
planned.
Try and assume the best of intentions
and remember that we’re all dealing
with this new normal together.

99. EMMANUEL M. RENTOY

100. NAME & TITLE OF THE SEMINAR
IWANTMYCERTIFICATE@GMAIL.COM

101. Want a copy of the PowerPoint?
catalystpds@gmail.com

102. www.characterconferences.com

103. Strategies
for Effective
Online
Teaching
Emmanuel M. Rentoy