Effective Communication Guide

1. Introduction
In our online classes, clear communication is important for helping students succeed. This
document gives teachers useful phrases, vocabulary, and grammar tips to improve their
interactions with students during online sessions.

Since teachers supervise students as they work independently on platforms like

Auth.edgeunity.com, it’s essential to create a friendly and supportive environment. The phrases
and vocabulary in this guide will help teachers express their ideas clearly and respond to student
questions effectively.

The grammar tips are designed to help teachers improve their own language skills, so they can
model good grammar and help students communicate better. By using these resources, teachers
can create a positive learning space where students feel confident and supported in their studies

2. Common Phrases for Online Supervision

A. General Supervision Phrases
• “Please share your screen so I can see what you’re working on.”
• “Let me know if you have any questions or need assistance.”
• “Can you explain your answer to me?”
• “What do you think about this solution?”
• “Let’s check your work together.”
B. Asking for Help
• “What do you need help with right now?”
• “Can you clarify what you’re struggling with?”
• “I’m here to help; just let me know how!”
• “Let’s take a moment to review that section together.”
C. Providing Guidance
• “Have you considered looking at the instructions again?”
• “Try breaking down the problem into smaller parts.”
• “Can you summarize what you’ve learned so far?”
• “Let’s focus on one step at a time.”
D. Returning to Previous Material
• “If you need to review the material, just let me know.”
• “Let’s revisit that video for more context.”
• “It might help to look at the examples again.”
E. Discussing Progress and Feedback
• “How is your work coming along?”
• “Can you show me your progress on the assignment?”
• “What percentage are you aiming for in this course?”
• “Let’s set a goal for your next assignment.”
F. Encouraging Participation
• “I encourage you to share your thoughts whenever you feel ready.”
• “Your input is valuable, so feel free to speak up!”
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G. Addressing Student Concerns
• “If you’re feeling confused, let’s talk it through.”
• “I appreciate your effort; remember it’s okay to ask for help!”

H. When a student is Stuck or Distracted

• “I see you are having trouble. Let’s look at it together.”
• “Where are you stuck? I can help.”
• “Let’s break this into smaller steps.”
• “Do you need me to explain again?”
• “It’s okay to take a break. Let me know when you’re ready.”
• “You’re not working on your task. Let’s focus.”
• “It looks like you’re doing something else. Please focus on your work.”
• “Is something bothering you? Let’s finish this first.”
• “Let’s focus now. You can do it!”
• “I see you’re distracted. Please focus on this task now.”

3. Essential Vocabulary for Supervising Students

Here’s a list of vocabulary that teachers should know to create varied sentences:
• Clarify: To make something clear or easier to understand.
• Summarize: To give a brief statement of the main points.
• Analyze: To examine something in detail to understand it better.
• Discuss: To talk about something in detail.
• Evaluate: To assess the quality or importance of something.
• Demonstrate: To show how something is done.
• Encourage: To inspire someone to take action or express ideas.
• Reinforce: To strengthen an idea or skill through repetition.
• Modify: To change something to improve it.
• Utilize: To make use of something effectively.

4. Supporting Grammar Improvement for Teachers

1. Correcting Common Mistakes:
• Adding "-ing" or "-ed" incorrectly:
o Example: "I am work-ing on it." → "I am working on it."
o Tip: Only use "-ing" when the action is happening now. Use "-ed" for past
actions.
• Using the wrong tense (past, present, future):
o Example: "I will saw the video." → "I will see the video."
o Tip: Make sure the verb matches the time you are talking about. Use “will” for
future actions, and remember that "saw" is past tense, while "see" is present tense.
2. Simple Grammar Tips to Help:
• Use Simple Sentences: Start with short, clear sentences. For example:
o "I see the problem." (Correct)
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o "I am seeing the problem." (Only use "am seeing" when talking about something
happening now.)
• Be Careful with Subject-Verb Agreement: The subject and verb must agree in number.
o Example: “She walk to school every day.” → “She walks to school every day.”
• Practice Verb Forms: Focus on the right form for the verb. For example:
o "I will talk." (future)
o "I talked." (past)
o "I am talking." (present continuous)
3. Strategies for Improvement:
• Practice Speaking Slowly: Speak slowly to make sure you use the correct tense.
• Listen to Yourself: Record your speech to notice if you are making mistakes.
• Model Good Grammar: When students make mistakes, gently repeat the correct
sentence. For example:
o Student: "I goed to the class."
o Teacher: "Oh, you mean 'I went to the class.'"

5. Important Grammar Lessons for Teachers

1. Pronouns and Their Agreement:
• What They Need to Know: Pronouns must match the noun they replace in both gender
and number.
o Example: “The students did their work.” (Correct)
o Example: “The student did their work.” (Incorrect – should be "his" or "her" if
singular)
• Tip: Ensure the pronoun agrees with the noun it refers to in terms of singular/plural and
gender.
2. Articles ("a", "an", "the"):
• What They Need to Know: Articles are used to define whether the noun is specific or
general.
o Example: “I saw a dog.” (general)
o Example: “I saw the dog.” (specific dog we know about)
• Tip: Use "a" for words starting with consonants (a book) and "an" for words starting with
vowels (an apple).
3. Word Order in Sentences:
• What They Need to Know: English follows a basic sentence structure of Subject + Verb
+ Object.
o Example: “She reads the book.” (Correct)
o Example: “Reads she the book.” (Incorrect)
• Tip: Always remember to put the subject first, then the verb, then the object.
4. Using Prepositions Correctly:
• What They Need to Know: Prepositions show relationships between nouns or pronouns
and other words in a sentence.
o Example: “The book is on the table.” (Correct)
o Example: “The book is in the table.” (Incorrect)
• Tip: Use common prepositions like “in,” “on,” “at,” “under,” and “by” in the right
context.
5. Commonly Confused Words:
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• What They Need to Know: Some words sound similar but have different meanings. Be
mindful of them:
o "There" (location), "their" (possessive), "they're" (contraction of "they are")
o Example: “They’re going there with their friends.” (Correct)
o Example: “They’re going their with there friends.” (Incorrect)
• Tip: Practice the difference between these words by remembering their meanings.
6. Contractions (shortened forms):
• What They Need to Know: Contractions are commonly used in spoken language but
must be used carefully.
o Example: “I am” → “I’m”
o Example: “You will” → “You’ll”
o Tip: Use contractions in casual speech but avoid them in formal writing.
7. Adjective and Adverb Usage:
• What They Need to Know: Adjectives describe nouns, and adverbs describe verbs,
adjectives, or other adverbs.
o Example (Adjective): “She is a good student.” (describes a noun)
o Example (Adverb): “She studies well.” (describes a verb)
• Tip: Be careful not to confuse adjectives and adverbs. For example, don’t say “She runs
quick” (quick is an adjective; “She runs quickly” is correct).
8. Subject-Verb Agreement in Different Tenses:
• What They Need to Know: The subject and verb must match in number (singular or
plural), even in different tenses.
o Example (present tense): “She writes the letter.” (singular)
o Example (past tense): “They wrote the letter.” (plural)
o Example (future tense): “He will write the letter.” (singular)
• Tip: Pay attention to the verb endings in different tenses, like “-s” in the present for
third-person singular (he/she/it).
9. Using "Much" and "Many" Correctly:
• What They Need to Know: Use "many" for countable nouns and "much" for
uncountable nouns.
o Example (many): “How many books are there?”
o Example (much): “How much water do you need?”
• Tip: Countable things (books, apples, pens) use "many." Uncountable things (water,
time, sugar) use "much."
10. Simple vs. Compound Sentences:
• What They Need to Know: A simple sentence has one idea, and a compound sentence
has two ideas connected by a conjunction.
o Example (simple): “I read books.”
o Example (compound): “I read books, and I write stories.”
• Tip: Use "and" "but" "or" and "so" to connect ideas in a compound sentence.