EFL in Synchronous Online Classes | Page 37

28 study the environment of the learners and the school and therefore decide accurately on what needs to be changed or improved for the benefit of both; teachers and students. 4.2 Recommendations Based on the process of designing the units of my course and piloting them in addition to the performance and learning outcomes of each learner, I recommend the following for those who consider designing a course one day or implementing and utilizing my teaching materials, activities or exercises. First of all, as a curriculum designer/developer it is very important for one to consider the landscape of the their goals and SLOs and how well they correspond with the assessment plan. Second, as a teacher, you must never let the standards of any curriculum take over your creativity in the classroom which is why I provided “read and discuss” only as an instruction in the reading comprehension part in the majority of the units without providing any questions so that teachers would let their creativity take over that part of the lesson and bring out the best of their learners in their own ways and styles of teaching. Moreover, if you would like to implement any of the units, activities or exercises provided in the course as an English teacher, always remember that not all activities apply to every student the same way no matter how hard I tried to create them based on their individual learning needs. By the same token, if you ever consider designing a similar project or units, you should at least have an experience of working in the same field or school for not less than 7-9 months minimum and then develop the curriculum.