Close to two decades in the classroom mean that I have developed enough expertise to deal with whatever is thrown at me. I can field questions, replan lessons, deal with disruption and quickly conjure up extension activities, all with a minimum of thought. Much of what I do has become automated through having done it dozens of times before.
The problem is: I haven’t done remote teaching before, and the learning curve has been steep.
Read mark Enser’s TES article here.
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