Establishing a welcoming and comfortable learning atmosphere for your class is an excellent way to begin the virtual course. Greeting the adults, introductions, room descriptions, get-to-know-you exercises, rules, procedures, and consequences presentations and discussions, content activities, time fillers, and administrative tasks (like handing out virtual exercises) are a few examples of common activities. Therefore the ERASMUS+ project Numeracy in practice established a guide to manage "whole-group instruction" with online materials

A guide to manage “whole-group online instruction” with online materials

The idea of activity flow - the degree to which a lesson proceeds smoothly, without digressions, diversions, or interruptions - is central to effectively managing teacher-led activities. Because most of the cues for behaviour during a lesson are focused on behaviours appropriate for the lesson, lessons with good flow maintain students' attention and discourage deviation. The following topics are important:

Preventing misbehavior: 

• The teacher's "with-it-ness" refers to how quickly and appropriately she corrects misbehaviour before it gets worse or affects more students.

• How a teacher responds to two or more concurrent events is referred to as overlapping.

Controlling motion

• While wittiness and overlapping are achieved by managing outside disruptions and student incursions into the lesson's flow, movement management is achieved by preventing interruptions or delays brought on by the teacher.

• Lessons that proceed quickly are indicative of momentum, which is a term for pacing;

• Lesson continuity is a prime example of smoothness. A lesson that flows well holds students' attention.

Keeping the group's focus

• A teacher needs to be aware of how the instruction is influenced by the group. Numerous strategies can be used to keep the group focused.

• Group alerting is the process of drawing the class's attention while individual students are still responding.

• When a teacher informs students that their performance will be watched and assessed in some way, accountability takes place.

• Lessons with high participation involve programming students' behaviour even when they are not directly answering a teacher's question.

Typical issues with teaching transitions are the spaces between any two activities. 

• Issues include protracted wait times, which may be linked to a high incidence of improper or disruptive behaviour.

• Clarity entails defining goals or major objectives and ensuring that students understand what they are expected to know or do; meticulously planning a lesson sequence that progresses from simpler to more complex ideas; Giving written and oral instruction; confirming understanding through the use of work samples or targeted questions; and offering meaningful practice and feedback through homework assignments that cover all of the skills and content covered in class.