Introduction

In July 2025, our language academy in Iran faced an emergency that tested every part of our teaching team. Because of a sudden conflict, all in-person classes had to stop immediately. Overnight, we had to move more than 30 classes online. As the academic supervisor, I was responsible for supporting 10 teachers and helping them keep education going for our students.

Most of our teachers had no experience with online teaching. Many were worried about using new technology, while some doubted if online classes could ever work for language learning. The situation was stressful for everyone—including families who wanted their children to keep learning but were unsure about digital classrooms.

Our Response: Supporting Each Other and Adapting Fast

To help the team, I decided not to use a traditional, top-down approach. Instead, I focused on building a supportive environment and encouraging everyone to share their ideas and challenges.

We started with a practical onboarding session just to make sure all teachers could log into the online platform, manage classes, and use basic digital tools. This reduced some of the initial fear about technology and showed everyone that help was always available.

After moving online, I made it a priority to observe as many classes as possible. I took notes and then gave teachers feedback about what was working and where there were opportunities to improve. Instead of giving orders, I asked questions and invited teachers to discuss what they noticed about their own classes and students.

To give everyone a voice, I created anonymous surveys where teachers could share what problems they were facing and which solutions they were finding. The results helped me understand what support was needed most, and allowed teachers to see that their experiences and opinions mattered.

We also set up regular meetings to discuss real classroom problems and brainstorm ideas together. Some teachers shared clever tips for getting students more involved, while others offered simple solutions for common tech issues. These meetings became a place for encouragement and creativity—not just troubleshooting.

One important decision I made was to invite the teachers who struggled the most with the new format to lead some special, fun sessions for students and parents. With support from the rest of the team, these teachers created engaging lessons that helped families see the benefits of online learning.

Results: Growth, Teamwork, and Changing Minds

Within a month, our team had not only solved many of the practical problems but had also grown closer and more confident. All 30 classes were running smoothly online, with strong attendance and positive feedback from families. Two teachers who had never taught online before became comfortable and chose to continue in a hybrid (online and on-site) style.

What was even more impressive was the change in attitude among families. Some parents who did not believe in online learning at first became supporters after seeing how engaged their children were in the new lessons. Several decided to enroll their children in additional online classes.

The teachers themselves changed, too. Instead of feeling alone or frustrated, they began to support each other more, share resources, and give friendly advice. The experience turned our team into a stronger, more collaborative community.

Lessons Learned

This experience taught me that real professional development can happen even in a crisis—if people are given the right space to communicate, experiment, and support each other. Here are some lessons I would share with other supervisors and school leaders:

  • Teachers learn best when they feel safe, respected, and free to discuss challenges openly.
  • Leadership is not about giving orders; it is about listening, encouraging, and trusting your team to find solutions.
  • Creativity and teamwork can solve problems that no single person could fix alone.
  • Families can change their minds when they see clear results and open communication.

Acknowledgments

I want to thank the academy directors for providing all the resources and support we needed during this difficult time. I also appreciate the Deputy of Education for helpful guidance and encouragement. Most of all, I thank every teacher on the team for your hard work, patience, and willingness to learn together. You turned a challenge into real professional growth.