1.1 To check on the following upon going online – lighting, sound – so that both learners and teachers can view and hear each other clearly 

1.2 Preferably to find a room, or if there is no room, a corner or side of an area, and dedicate that as a space for the learner with his/her study table

1.3 Face the learner to sit and face towards the wall if he/she is highly distracted  

1.4 Keep in mind that a learner who is highly sensitive may get distracted with the aroma of the cooking or the sounds, if he/she is placed near the kitchen when one is cooking.



2.1 Stick to the same routine as if the learner is going to school. This includes brushing teeth, having his/her breakfast, wearing the school uniform and carrying the bag to the study table. 

2.2 Ensure that the learner sleeps early and stick to the same bedtime routine. This will determine the success of the learner’s ability to wake up and the performance during the online classes.



3.1 The guide is the person who is assisting to guide the learner to:

i) prepare for the online classes 

ii) during the online classes, and

iii) follow-up after the online classes

3.2 Before class

1.Set the right environment for your learner 

  • Is the space conducive for learning?
  • Are there distractions?
  • Are the learners’ learning materials within reach?

2. Set the right tone for your learner

  • Your learner needs your support as the guide to set the right tone and start off right in the morning for online classes
  • Your learner may have good days and bad days. 
  • On a good day, it will be easy for you both. 
  • On a bad day, your learner may create excuses to justify or blame to not do the homework or carry on with online classes. 
  • Be firm and loving. 
  • Be committed to the online classes.
  • Be consistent with your words. 
  • If you have had a disagreement/ conflict with the learner prior to class, have a completion with your learner on those issues before starting class.


3.3 Here are some reminders about the roles and responsibilities of a guide:-

Your role is to be a guide, not a teacher. Encourage your learner to ask the teacher if your learner does not understand a lesson/ task/ instruction. 

Encourage your learner to recall what the teacher had said. This trains your learner in his recollection and comprehension skills.

Do NOT give your own instructions. 

Your role is to be a guide, not an answer provider.You are your learner’s inner voice. Guide with questions leading to your learner being able to solve the task if your learner is stuck. 

Your learner will feel the fulfillment of finding the answers himself instead of from you. 

Do NOT give your learner the answers.  

Your role is to be a guide, not an adult with authority.You are your learner’s shadow. Create a child-centered and child-directed learning environment for your learner. Let your learner lead.  

Do NOT start advising as a parent/ older sibling/ guardian. 

Your role is to be a guide, not a problem solver.Allow your learner to explore and make mistakes. Mistakes are part of learning. Observe what your learner does and how your learner thinks through the processes. Give him the opportunity to keep testing out to achieve the AHA moment. 

Do NOT correct your learner. 

Your role is to be a guide, not an assistant.Your learner shoulders the responsibilities for himself/ herself. When books go missing, homework is not done, pencils are not in the pencil case, let your learner sort it out. Let your learner know that you are there to support emotionally, not to execute for your learner.   

Do NOT take your learner’s responsibility. 

Your role is to be a guide, you are not being assessed by the teacher. If your learner does not know the answer while other learners do, give your learner an opportunity to see this. Your learner will want to do something to be able to get the answers too. There is no need for you to give your learner the answer. Your learner is the one being assessed by the teacher, not you.

Do NOT be in competition with your learner to answer. 

3.4 After class

1.Have a debrief with your learner to reflect on the following after class: 

  • What did I like about today’s lesson?
  • What did I dislike about today’s lesson?
  • What did I learn today?
  • What could I have done differently?

2. Ask your learner what he or she would like to commit to after the day’s online session. It could be homework or to be more participative in the next session, or something that your learner would like to commit to and may need your support to do it.


Food for thought: 

  • What is the difference between child-centered and child-directed learning?
  • What are the advantages when your learner tries to recall what the teacher had said? 
  • What do you understand by this, “Do not rob your learner of his opportunity to learn”? 
  • Complete the sentence, “Mistakes are ….” 


For more details on our teaching methodologies, read, “English Champ’s Education Method: Creating a Lifelong Learner.”