Tips for setting up an optimized online classroom

ÃÛÌÒapp Languages
A smiling little girl on a laptop with headphones on

Technology and the learning space

How a physical classroom is organized, decorated and laid out impacts how your students feel, interact and learn. It’s just as important to think about how your virtual teaching space functions and what it looks like, as it will greatly affect your students’ learning experience.

Classrooms are usually full of posters, examples of students’ work and other decorations. Just because you’re teaching online doesn’t mean your environment needs to look dull.

Take some time to think about your virtual teaching space. Picture it in your head. What’s behind you? What’s on either side? Is there an echo? Is it light or dark? How far away are you from the camera?

Online classroom setup dos and don’ts

While teaching online isn’t always that different from teaching face-to-face, there are quite a few things you might not have considered before. Here are some of my top dos and don’ts to help:

Lighting

  • Don’t sit in front of a window or other source of light; otherwise, your face will be in shadow and hard to see. If you have no option, close the curtains and use an artificial light source to illuminate your face.
  • Do reflect lighting off a wall or ceiling, so it hits your face indirectly. This creates a much more pleasing image. If possible, sit in front of any windows or to the side of them so that the light hits your face directly or from the side. If the room is naturally dark, reflect a couple of lamps off the wall in front of you or the ceiling.

Audio

  • Do invest in a set of headphones with an inline microphone. Even cheap ones will make you easier to understand, and reduce environmental noise interference (traffic, your neighbor’s stereo, etc.).
  • Don’t teach in an empty classroom (if you can avoid it). They are a terrible place to teach online classes from because they suffer from echo, environmental noise, lighting and bandwidth problems.
  • If your teaching space has an echo, try placing pillows or cushions on either side of your screen. They help absorb echoes and make it easier for your students to hear you.

Video

  • Sit far enough away from the camera so your students can see most of your upper body and arms. If you use a laptop, raise it up on an old shoebox or a couple of books, so that the camera isn’t pointing up your nose!
  • Do invest in the fastest internet connection you can afford (school administrators may want to consider offering subsidies so teachers can upgrade their connection speed). It is vital that you have enough internet bandwidth to stream good-quality audio and video and share materials with your students. Learn how to use your mobile phone data plan to create a wifi hotspot for your computer as a backup.

Using technology with your students

Here are some ways to get the most out of technology, build your student’s digital literacy skills and increase motivation:

Space

Students should connect from a private space where they are not interrupted by siblings, pets, housekeepers, or parents. The space should be well-lit and have a good Wi-Fi signal.

Communication

Just like you, they should use earphones with an inline microphone. Their webcams should be on, not just so you can see them, but so they can see each other. Encourage learners to have fun and personalize their space by changing their backgrounds or using filters.

Distractions

Parents and caregivers should be aware of the negative effect of noise and distractions on their children’s learning. It’s important that where possible, they avoid having business meetings in the same room their children are learning in. They should also ask other people in the house to respect the children’s right to enjoy a quiet, private, productive learning environment.

Resources

If you and your students are online using some form of computer, tablet, or mobile device to connect to class, make sure to use the resources available to you. Reinforce how to correctly use spell check when writing a document; for example, have your students use their cameras to take photos of their work to share or even their favorite toys.

Flexibility

Instead of trying (and often failing!) to get all your students to speak during the class, have them make videos or audio recordings for homework that they send to you or each other for feedback. Alternatively, experiment with breakout rooms, if using a platform that allows this.

Preparation

If you want to show a YouTube video during class, send the link to your students to watch for homework before class, or have them watch it during class on their own devices.

Besides saving your internet bandwidth, they may even be inspired to click on one of the other recommended (usually related) videos alongside the one you want them to watch. It’ll be on their recently watched list if they want to go back and watch it again.

Collaboration

If you set group work that involves writing a text or designing a presentation, ask your students to collaborate with a shared Google Doc. You’ll be able to see what they’re doing in real-time and give them feedback. It works like you are walking around the classroom and looking over their shoulders.

Feedback

Explore the focused feedback tools your web conferencing platform offers, such as breakout rooms or an individual chat. But also, don’t forget to share relevant information and learning with the whole class. This helps them all benefit from your expertise, just like if they listen to you answering a classmate’s question in the classroom.

If your students are at home, they can access materials and props they would never have at school. Think about how you could incorporate this into your teaching.

Materials

Finally, ensure that the materials you use are suitable for online learning. If you use a book, it should have a fully digital option and a platform available to your students with practice activities, videos, and audio recordings. You should avoid using static pages in favor of dynamic activities, or online documents that allow real-time collaboration.

Involving parents and caregivers in your online teaching environment

Create an online learning document for parents explaining how they can create a positive and productive learning environment for their children. Some families may experience significant difficulties and may be unable to implement everything. But it’s still important to explain to them how to optimize the experience if they can.
Ìý

Check out our GSE teacher resources to help your lesson planning

More blogs from ÃÛÌÒapp

  • A teacher stood at a table of students helping them

    Tips for keeping learners studying over the holiday season

    By Nicolas Chaparro
    Reading time: 3.5 minutes

    Nicolas Chaparro is a Colombian language teacher with a bachelor's degree in basic education, specializing in humanities and languages. After spending five years working as a systems technician, he discovered the potential of technology to enhance learning, which ignited his passion for dynamic, tech-driven education. He has the privilege of working at one of Colombia's most prestigious English institutions, where he currently leads a team focused on education, creativity and motivation.Ìý

    The holiday season is a magical time and the perfect moment to spark a teacher's creativity. I've always believed that learning a language isn't just about studying—it's about living it. As a learner, I loved the resources my teachers and institutions provided, but what truly captivated me was the opportunity to engage with the world using the language skills I had acquired.

    As a teacher, I strive to give my students that same experience. I didn't expect the holiday season to become the perfect setting to turn my teaching philosophy into reality. This blog post shares a personal story of how I used a creative activity to keep my students learning and practicing English during the holidays with the support of the Global Scale of English (GSE).

    The challenge I faced: Mixed levels and ages

    The activity I designed, Christmas Carols, presented two main challenges:

    1. Diverse proficiency levels: My group included students ranging from beginners to advanced learners, all participating in the same activity. I wanted to have them all working together; that's what language means to me.Ìý
    2. Varied age groups: The students also spanned different age ranges, which required an effective approach to engage everyone. It was a Christmas gathering meeting with all the institution's students.

    Basic students worked on identifying vocabulary that is similar to their native language and then used it in a short text. Intermediate students solved riddles to guess words that could be included in the lyrics. Advanced students completed questionnaires to build sentences and find synonyms to refine the text. The carol was divided into three sections: the first paragraph was for basic students, the second for intermediate students and the third for advanced students. I also included French students in the activity, which was designed for both languages.

    After the students completed their tasks in separate groups, I mixed them so they could explain the vocabulary they had learned to one another. To facilitate communication without relying on Spanish, I used pictures and Christmas props to help them express themselves visually.

    Finally, we all came together and sang the carol as one group.

    Turning challenges into opportunities with the GSE

    For me, a successful language activity needs three essential components: clear instructions, engaging resources and opportunities for interaction. With these principles in mind, I crafted an inclusive and dynamic activity, using the GSE to guide my planning.

    Step 1: Defining the goal

    I realized that most of my students didn't know specific Christmas-related vocabulary or any traditional English carols. This activity was also an opportunity to learn by myself and then share with them. This gap was my opportunity to introduce them to the holiday spirit in English.

    Step 2: Planning with the GSE

    I identified suitable goals for each proficiency level using the GSE Learning Objectives. These objectives helped me design tasks that targeted key skills—listening, speaking, reading and writing—while considering the ages and abilities of my students.

    Step 3: Preparing a scavenger hunt

    To make the activity interactive and fun, I organized a scavenger hunt. Students had to solve riddles and follow clues to find words essential for completing a Christmas song. The GSE objectives ensured that the tasks were appropriately challenging for each level.

    Step 4: Pairing students effectively

    Knowing my students well, I paired them strategically based on their proficiency and age. This pairing encouraged collaboration and allowed them to support each other throughout the activity.

    Making language visible and memorable

    One of my priorities was to make the language come alive. I brought visual aids like cards, games, and even a Christmas tree and a nativity scene—elements that most students recognized but had never explored in English. These visuals became valuable tools for teaching vocabulary in a tangible, engaging way.

    To add another layer of interaction, I used my guitar to sing along with the students. By the end of the activity, not only were we singing, but they also understood the meaning behind every word. Watching them take pride in their learning was incredibly rewarding and I knew this vocabulary wouldn't stop there; they would take it home and make it real for them, for the season, for their life.

    Reflections and an invitation

    This experience reminded me of the power of teaching through real-life experiences. Holidays provide a unique opportunity to teach without teaching and to help students study while living the language. Tools like the GSE make it easier for us as educators to plan meaningful and impactful activities.

    My invitation to fellow teachers is twofold:

    1. Explore the GSE resources to enrich your teaching strategies.
    2. Share your ideas and activities with the teaching community. Together, we can create opportunities for our students to use the language in real and virtual contexts that inspire learning and cooperation.

    Let's make 2025 the year we bring language to life in every classroom.