by Cleofe M. Lacay
Beyond the remote control are students who are longing to pursue their studies; with these, offline classes come to the rescue, especially in the world of language teaching and learning. Offline classes not only give students a chance to stay connected in their education but also allow education to be for all students.
Looking into the world of literature, offline classes allow students to explore more stories beyond the teacher’s concept of delivery. Digging more into the educational perspective of offline classes, one can say it captures the attention of self-learning where the pages of books are integrated into their self-paced learning. While it is inescapable that learners of this generation are digital citizens, language preceptors can procedurally approach them into utilizing these devices in addressing the interests and needs of the learners.
Some teachers have also found out that offline classes have various benefits. Mentally, it can lessen stress and anxiety levels, allowing students who are working part-time jobs to feel more peaceful and centered. Physically, less screen time can lead to decreased eye tension and enhanced sleep. Additionally, offline classes can help maintain family orientations, especially for those who are parents already.
Remedial activities and advance studies preparation have been a challenging job for teachers, especially in a country where master’s degrees and doctorate degrees have become encapsulated into teaching engagement. In response, offline class devices such as modules, recorded videos, and PowerPoint presentations can aid in catering to the needs of language learners. Some private schools, including STAR Colleges of the Philippines, enable students to exemplify leadership through academic excellence, Christian character, and global competence. As a non-profit educational institution, quality of students was always a mission that motivated stakeholders of Star Colleges who believe that students should gain both secular and Christian education in order for them to thrive and excel in challenges that they will face as citizens of society and God. Therefore, the mission of Star Colleges is to provide skills, knowledge, and abilities that will enable and develop Starians to be responsible citizens of God who will lead meaningful lives and productive communities. With this as their main focus in education, offline classes were adopted. It is awe-inspiring that offline classes allow students to interact with their teacher and classmates at their convenience, letting the teachers give each student undivided attention, which also leads the students to understand the material given better and do well on their examinations.
Additionally, time management is usually difficult to balance with the student’s efficiency level, especially for those who transition from elementary to high school and high school to college. However, teachers can integrate offline classes that allow enough consumption of time engaging the learners’ language to move forward in another level.
In conclusion, even if the digital age has brought many advancements to education, offline classes continue to play a fundamental role in language learning. By tending self-directed study, reducing stress, and offering personalized learning experiences, offline classes provide an all-around approach to language acquisition that cannot be easily refashioned in online environments. For institutions like STAR Colleges, this model does not only ensure academic success but also provisions the character and competencies needed to flourish in an interconnected world.**
