Teach Online English Classes

Teach Online English Classes – Open English,  a Preferred Employment Partner, founded in 2007, offers something different for teachers in online English tutoring. Unlike many e-learning companies that are located in Asia and cater mainly to young learners, Open English is located in Latin America and offers 24-hour, individual and group lessons mainly for adult students. Find out if this partner might be right for you.

Preferred partners like Open English are well-known, fully vetted TEFL/TESOL employers who work closely with them. We recommend these trusted employers and work to connect graduates of our online TEFL courses to teaching positions with them as part of our suite of placement services.

Teach Online English Classes

To teach at Open English, you need to have education or training in TEFL/TESOL or a related field. A 120-hour TEFL/TESOL certificate will be sufficient to fulfill this requirement. You can add a specialized online English teaching certification to fully prepare for the virtual classroom and make your online teacher resume stand out.

Teach English Online

Unlike many online tutoring companies, Open English offers classes 24/7, so you can teach anytime! However, you will need to provide at least 10 hours of availability per week, and five of those hours must be during peak business hours. Peak hours are Monday through Friday between 6:00 p.m. ET and 1:00 a.m. ET and on weekends.

Teachers working at Open English typically earn between $10 and $13 an hour, with bonuses available to earn closer to $15 an hour.

You will be able to work from home and have an extremely flexible schedule because Open English offers classes 24/7, unlike most online English teacher jobs. Another huge plus is that the students are located in Latin America, which means that their time zones are more in line with the time zones of the teachers who work in North America. Considering that most ESL jobs online are for students in Asian countries, which are 12-13 hours ahead of North America, if you want to start teaching online, this is a huge win!

When you are hired as a tutor,   you will complete the onboarding process. This includes mandatory training, the Open English certification program, which covers all the necessary guidelines and procedures so you can feel confident using the learning platform.

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Using the Open English educational platform, teachers conduct individual or group lessons for adults. This company is a great choice for ESL teachers who prefer to work with older students, as most online ESL tutoring companies tend to offer classes for younger learners. You’ll be able to choose your availability and have the option to drop or take classes when last-minute schedule changes are needed due to unexpected emergencies or changes in plans. Each class has a pre-designed curriculum, so you don’t have to worry about spending time on it before teaching. (If you also want to teach kids, you can do so through their Open English Junior brand.)

With the Open English Teacher Hub, you’ll have access to a wealth of useful resources and educational podcasts. Teachers will also receive training throughout the contract.

“I still remember my first open English class I taught… 5 years ago! Coming from a traditional mainstream school background, I found that the students in the OE live lessons were so committed to their learning and so appreciative of my role as their teacher.” – Richard, Open English teacher

Can you imagine yourself teaching English to adults online with Open English? If you already have a TEFL/TESOL certificate, apply directly to open English jobs on the Job Board.

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Would you like to learn more about the work of an online English tutor? Read about the typical hiring process for online tutoring companies.

Camilla is a content marketing editor and writer specializing in the language industry. Her love of language and exposure to other cultures has taken her around the world, and she has taught English abroad both in the classroom and online. When she’s not working or traveling, she’s spending time with her family or — when she’s not chasing after her toddler — cozying up with a good book! In response to the COVID-19 pandemic, Duke decided in March to move its classes online for the remainder of the spring semester. Teachers and students have had to rapidly and significantly change the way they teach and learn. This transition affected everyone, including international students who faced particular difficulties due to language and cultural issues.

Faculty in Duke’s English for International Students (EIS) program have been part of this transition as we moved 18 courses (serving 266 students) and our one-on-one counseling online in less than two weeks. After spending the last four weeks of the semester helping international students continue their studies in challenging environments, we recently reflected on our experience working with this population. Here’s a look at how we’ve adjusted the way we teach, and seven lessons we’ve learned along the way that can be useful as educators prepare for the possibility of online teaching in the near future, and even when we return to physical classrooms.

Interaction opportunities are especially important for language learning. This is why the number of students in EIS classes is limited to 15. To ensure fruitful discussion after the transition to online learning, several teachers decided to divide their classes of 15 students into even smaller groups of seven or eight. Each group studied for 40-45 minutes (instead of the full 75 minutes), which both students and teachers found more acceptable.

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Teachers also used the Zoom sessions feature, which gave students more “air time” in each classroom. For example, students were sent to sections to answer specific questions, compare homework, and provide feedback. Similar to what happens in a one-on-one session, the instructors were able to check each group as they worked. Students were then brought back together as a whole class to debrief and share key findings. We found that our international students communicated more during small group discussions, which in turn encouraged them to participate more in whole group discussions.

In order to maximize attention and engagement in the new online environment, we decided to limit the time of the live (synchronous) class in Zoom. As much as possible, we asked students to study the new material outside of class, such as through readings and watching videos, so that class time could be devoted to practice, application, and “hands-on.” In other words, we followed a flipped learning model.

For example, for an interview project in our oral communication course, we assigned students reading materials and videos on how to answer or conduct key aspects of an interview. Then in class we practiced applying these skills. Students were able to experience new language and skills in a low-stakes environment, and we were able to better understand their mastery of the new material and provide specific feedback. In the upper level academic writing course, we created more in-depth homework assignments, turning the material we covered in class into homework. Our synchronous Zoom sessions then focused on comparing results and discussing issues.

This model is particularly useful for international students, as they often find that learning material is learned too quickly in a live setting. In contrast, in a flipped learning environment, students can study and review material at a pace that best suits their needs. In addition, this format minimizes fatigue and exhaustion in the new online environment.

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Using an “exit ticket” at the end of each online class is a useful way to get feedback from students. Exit tickets, which ask students to answer a few short questions before leaving or completing a course, help teachers identify specific student needs, confirm what they learned that day, and identify areas they are still struggling with. In particular, international students may be hesitant to send feedback or ask questions, especially in the new online environment. We learned that asking all students for quick feedback at the end of class gave them an opportunity to be heard and feel included.

Similarly, students who are uncomfortable asking questions in public can be given the opportunity to ask them privately through the Zoom chat feature. For example, an EIS writing instructor provided this option when he asked students to share specific changes they planned to make to their papers based on peer feedback. Several of our instructors have found that they get more questions and comments when they use the private chat feature than when they just open the floor for public questions.

Knowing that students are dealing with major changes in their routines, we decided to start each live session with a short warm-up/community building session. This message was posted on a Zoom board or chat window. We asked questions like, “What was the highlight of your week?” and “What problem did you face while staying at home?” Students then responded individually in the chat box, and we briefly confirmed and discussed their responses.

Since this event, our international students have had the opportunity to communicate when they “come to class”. It also gave us a chance to celebrate small victories (like passing a preliminary exam recently) and empathize

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