We’ve all been thrown into a steep learning curve“steep learning curve” idiom = situation where you have to learn a lot of new things quickly over the past year. 2020 was the year when classroom learning moved over to online learning. Not only did we all have to figure out how to access our classes online, we also had to discover the best practices for learning online. Online learning requires time management skills, self-discipline“self-discipline” noun = self-control and the right technology and skills to do the work efficiently“efficiently” adv = being successful without wasting time or energy. However, the expectations for student behaviour“behaviour” noun = a person’s actions have remained somewhat the same. Here are some tips to help you get the most out of your online learning experience.

1. Create an Online Study Space

First, I always tell my students to dedicate a specific study space in their home to online learning. It should be sitting on a chair, not a bed or sofa, and you should have a desk. This will help to promote good posture“posture” noun = body position throughout the class and set you up for an appropriate learning space.

A good study space also includes your surroundings“surroundings” noun = the environment around you. It is important to have a quiet space without disruptions“disruptions” noun = things that stop you from paying attention for the duration of your class. If you have family or roommates who generally walk through that space, consider investing in a space divider“space divider” noun to have more privacy“privacy” noun = time alone, away from others. Trust me, you will feel more confident speaking in English knowing you are not being watched by family members!

Lastly, a good study space requires good lighting. You should have room lighting at least as bright as your computer screen to avoid eye strain“strain” noun = when something is tired, overused, not working well. Also, other online class members will see you clearly.

2. Manage Your Time

Time management skills are important when you are required to study online. Your class will probably have ‘asynchronous learning’ (work to do outside of class time) as well as ‘synchronous learning’ (time in the online class with your teacher). For synchronous learning, be sure to log in on time. The teacher usually uses the first few minutes to set up the daily objectives“objectives” noun = goals and assign groups for breakout rooms. 

For asynchronous learning, you are in control of your own time. My recommendation is to take a short break (20-30 minutes) between synchronous and asynchronous work. Then get back online to work on the asynchronous assignments due“due” adj = needs to be returned, given the next day. It is useful to set a timer and work without stopping for at least 30 minutes. Take a short stretch“stretch” noun break and then work for another 30 minutes. Continue this pattern until your asynchronous assignment is complete.

3. Stay on Schedule  

Completing an online course successfully requires self-discipline. You have to choose to turn off your online games, keep notifications“notifications” noun = alert, warning, communication for social media sites disabled“disabled” adj = not working, turned off and mute“mute” verb = turn sound off notifications until your work is done. That way, you can reward yourself with all the online fun you love AFTER the work is done. This will happen much more quickly if you have uninterrupted“uninterrupted” adj = no distractions, no stopping time to complete your work. Priority“priority” noun = very important thing number one should be your studies. Otherwise, you can be sure time will slip away and deadlines will approach faster than you can handle. 

4. Review the Technology

Learn (and ask about) the technology you will be required to use for the online course. Each instructor uses different software, apps and tools to teach. Find out what you need to use and search for YouTube videos on how to use them effectively“effectively” adv = working very well, successfully.  Look for technology shortcuts. This will ensure you use your time wisely when an assignment comes up. You don’t want to be struggling“struggling” verb = having trouble to use an app while trying to complete the work.

5. Improve your Online Classroom Behaviour

Doesn’t it seem like you can show up, turn your video and audio off and just do other things while the instructor is talking? Shouldn’t you be able to stay in your pyjamas“pyjamas” noun ? What about eating a meal or smoking while in an online class? You are in your own home after all…No, no and no! Ask yourself what would be expected of you if you were attending an in-person class. Would you show up to class not dressed? Eat a meal or smoke while the teacher is talking? Run around doing other things while half-listening? Of course not! 

An online class is no different. You are expected to show up, video on, clothes on, sitting at your dedicated workspace, listening and participating. You should always treat your instructor and other classmates with respect. If you must leave the online class to go to the washroom, privately message your teacher so he/she knows where you went. Don’t take calls, don’t chat with friends and don’t play online games in the background. 

Best of luck!

Setting yourself up for success in your online course is the best way you can get yourself off to a positive start. Use the tips and strategies“strategies” noun = detailed plans for a goal above to get yourself started on the right foot“start on the right foot” idiom = begin something in the best possible way. Take your skills to the next level. By being organized, self-aware“self-aware” adj = have a good understanding of yourself and an active participant, you will be more likely to have a positive experience and be a successful learner.  Don’t be afraid to ask for help and get to know your classmates outside of class time too.  Use your network“network” noun = connection, group of friends for support. If you do, you will get the most value out of your next online learning experience.

Corinna Smith (M.A. TESL) is an ESL Instructor at York University English Language Institute where she is experienced in teaching all levels from beginner to advanced. She has been teaching ESL for more than 25 years with experience teaching overseas (South Korea and Chile) and the past 14 years have been at York University in Toronto, Canada. The past year has been devoted to teaching solely online with most international students joining her classes from their home country. As a mom to an energetic daughter and a wife to a full-time working husband, she knows how important it is to develop good time management skills, be physically active every day and stay connected to loved ones while learning best practices for teaching online.

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Defining Modal Verbs
Unlike normal verbs, modal verbs don’t change form. They have no infinitive, past participle, or present participle “-ing” versions. Common ones include:
Can – Could
Will – Would
May – Might
Shall
Should – Ought
Must

We use modals followed directly by the simple form of a verb, like “can go”, “should drive”, “must go” instead of “can going”, “should drove” etc. Their interpretation changes meaning dramatically based on context.

Communicating Possibility with “Can”, “Could” and “May”
We often use “can”, “could” and “may” to discuss possibility or ask permission.

Can/Could
“Can” describes current general ability in the present tense:
“I can lift 50 pounds with this forklift.”

Meanwhile, “could” suggests possibility in the past tense:
“I could have chosen better words in our argument yesterday.”

May
“May” seeks polite permission or indicates a higher degree of uncertainty:
“May I use the restroom?”
“That medication may cause dizziness.”

Conveying Ability With “Can” and “Could”
Both “can” and “could” apply regarding ability. “Can” discusses current capability:

“I can speak and understand English fluently.”

“Could” references either past or hypothetical ability:

“As a child, I could recite 50 digits of Pi from memory.”
“Under the right conditions, this polymer could withstand 500 pounds of pressure.”

Hedging With “Would”, “Might” and “May”
To soften statements or suggest uncertainty, we can use:

Would – past tense of will
Might – possibility
May – slight probability

For example:
“She would make an excellent mentor based on her experience.”
“This home remedy might soothe a sore throat.”
“Investing in that stock may prove risky.”

In summary, modals allow concise, precise ways to express permission, possibility, and ability. They have special rules but consistent patterns across tense usage. With practice, modal mastery helps English speakers appropriately discuss likelihood and skill with grace.

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Common Conjunction Types
Coordinating Conjunctions join equivalent sentence elements:
For – And – Nor – But – Or – Yet – So

“I enjoy swimming yet dislike surfer culture.”

Subordinating Conjunctions link independent and dependent clauses:
Because – Although – Since – After – Before – Unless

“Because I slept poorly, I struggled concentrating today.”

Correlative Conjunctions work in pairs:
Either…or – Neither…nor – Not only…but also

“The documentary was not only informative but also surprisingly engaging.”

Where to Position Conjunctions
Conjunctions sit mid-sentence between the components they connect. Place a comma before them when joining standalone clauses in one sentence:

“My car broke down, so I had to take the bus.”

If connecting two full sentences, a conjunction replaces the period between both complete thoughts:

“I forgot my umbrella. I got soaked in the rainfall.”
Becomes → “I forgot my umbrella yet I got soaked in the rainfall.”

When a subordinate conjunction introduces a dependent clause, no comma precedes it:

“Although we hurried, we still missed the show’s opening act.”

Punctuating Paired Conjunctions
With correlative conjunction sets that link phrases or clauses, no punctuation falls between them:

“The documentary was both enlightening and refreshing.”

Conjunctions Clarify Connected Thoughts
Mastering conjunction usage helps writers and speakers appropriately emphasize underlying logical relationships. They improve flow between sentences and add variety beyond constantly using “and”, “but” or basic commas and periods alone.

With a solid grasp of conjunction principles, linking major and subordinate clauses concisely becomes second nature. Savvy writers intentionally use these transitional words to highlight connected thinking and guide the audience smoothly between ideas in coherent English communication.

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Characteristics of Main Clauses
A main or independent clause demonstrates these traits:
– Expresses a complete thought
– Can logically function as its own standalone sentence
– Features a subject and predicate verb

For example: “She quickly ran up the staircase.”

If this group of words makes coherent sense as a full sentence, removing need for supplemental context, you have a main clause.

Properties of Subordinate Clauses
In contrast, subordinate clauses depend syntactically on anchoring to a main clause to illustrate the full, desired meaning. Examples include:
– After she heard the noise upstairs
– As I was brushing my teeth
– Because her elderly dog struggled with the stairs

These lack decisive context absent a main anchoring clause. Subordinate clauses commonly get inserted mid-main clause or appended to the start or end.

Turning Subordinate Clauses Main
Some subordinate clauses do express a complete conceptual thought independent of another clause. We call these noun clauses. For example:

“What she forgot at the store is critical for baking her favorite recipe.”

Here “What she forgot…” functions as a standalone statement with a subject (what) and a predicate (forgot). This means it could be revised as:

“She forgot something critical for baking her favorite recipe at the store.”

Reduced clauses now act as concise yet complete main clauses directly. Nouns clauses as full statements spotlight their inherent logical completeness ready to anchor other descriptive phrases through subordination.

Punctuate Appropriately
Main clauses feature no introductory comma. Subordinate clauses benefit commas, dashes, brackets or semi-colons ahead of them:

Main: Susan crept carefully across the creaky floorboards.
Subordinate: As the clock struck midnight, Susan crept carefully across the creaky floorboards.

Distinguishing main ideas from dependent descriptors allows writers to construct intricate, multi-dimensional English sentences.

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