Online jobs have opened the door for many people to earn a living or make some extra money from the comfort of their homes. This includes teens as well. If you’re looking for such a job, here are some choices you can consider.

If you are 16 years old and over, you have a chance to work with U-haul as a customer service representative. You just need to have good-quality USB headphones and high-speed Internet in order to apply for and do this job. Basic pay starts at $7.50 an hour.

Selling things online is one of the easiest ways to make quick cash, and teens can turn it into a good business by selling things on Bonanza. It’s best to start sorting through things that are no longer being used at your home and list them for sale.

Another easy job teens can do to earn money is to take surveys online. You don’t need any work experience to do this and can be as young as 13 years old to get started. Survey sites like VIP Voices, Swagbucks, Harris Poll, E-Poll, and PaidViewpoint allow teens to start taking surveys for cash and gift cards. And your opinions should be expressed clearly in English.

Do you love to make new things? You can open up an Etsy shop to share your creations. Etsy is great for DIYers who can create new products. If you are under 18, you just need a parent who is willing to help manage your shop.

A 2017 Gallup poll reported that 43% of employed Americans had spent at least some time working remotely, and the US Census data released in 2018 reported 5.2% of US workers being based entirely at home.

Even as working from home (WFH) becomes relatively commonplace, a new form of remote work is emerging: working from anywhere (WFA), in which employees can live and work where they choose, typically within a specific country, but in some cases, anywhere in the world with a reliable Internet connection. While many companies are just starting to consider allowing employees to work from anywhere, developed WFA programs can be found at firms such as Akamai Technologies Inc. and SAP SE.

Employees value the option to work remotely. A 2017 study even found that the average worker was willing to accept 8% less pay for the option to work from home. And with a work-from-anywhere policy, employers add even more value to employees by granting geographic flexibility. There is the significant difference: while a WFH employee can choose to pick the kids up from school or spend the lunch hour walking the dog, a WFA employee can do all of those and also relocate closer to aging parents or to a location with a lower cost of living.

In our experience, however, managers often worry about remote employees working less, multitasking, or mixing personal responsibilities with work. There are also concerns that allowing employees to work from anywhere could decrease communication and collaboration (合作) among co-workers and might limit the informal learning that typically happens in the office.

But one 2015 study by a Chinese travel agency found that when call center employees were shifted to working from home, their productivity increased by an average of 13%, apparently due to a reduction in break time and sick days combined with a more comfortable working environment. This finding raises the question: could employees in a work-from-anywhere program also benefit from similar productivity increases?

In 1974, after filling out fifty applications, going through four interviews, and winning one offer, I took what I could get—a teaching job at what I considered a distant wild area: western New Jersey. My characteristic optimism was alive only when I reminded myself that I would be doing what I had wanted to do since I was fourteen—teaching English.

School started, but I felt more and more as if I were in a foreign country. Was this rural area really New Jersey? My students took a week off when hunting season began. I was told they were also frequently absent in late October to help their fathers make hay on the farms. I was a young woman from New York City, who thought that “Make hay while the sun shines” just meant to have a good time.

But, still, I was teaching English. I worked hard, taking time off only to eat and sleep. And then there was my sixth-grade class—seventeen boys and five girls who were only six years younger than me. I had a problem long before I knew it. I was struggling in my work as a young idealistic teacher. I wanted to make literature come alive and to promote a love of the written word. The students wanted to throw spitballs and whisper dirty words in the back of the room.

In college I had been taught that a successful educator should ignore bad behavior. So I did, confident that, as the textbook had said, the bad behavior would disappear as I gave my students positive attention. It sounds reasonable, but the text obviously ignored the fact that humans, particularly teenagers, rarely seems reasonable. By the time my boss, who was also my taskmaster, known to be the strictest, most demanding, most quick to fire inexperienced teachers, came into the classroom to observe me, the students exhibited very little good behavior to praise.

My boss sat in the back of the room. The boys in the class were making animal noises, hitting each other while the girls filed their nails or read magazines. I just pretended it all wasn’t happening, and went on lecturing and tried to ask some inspiring questions. My boss, sitting in the back of the room, seemed to be growing bigger and bigger. After twenty minutes he left, silently. Visions of unemployment marched before my eyes.

I felt mildly victorious that I got through the rest of class without crying, but at my next free period I had to face him. I wondered if he would let me finish out the day. I walked to his office, took a deep breath, and opened the door.

He was sitting in his chair, and he looked at me long and hard. I said nothing. All I could think of was that I was not an English teacher; I had been lying to myself, pretending that everything was fine.

When he spoke, he said simply, without accusation, “You had nothing to say to them.”

“You had nothing to say to them.” he repeated, “No wonder they are bored. Why not get to the meat of literature and stop talking about symbolism. Talk with them, not at them. And more important, why do you ignore their bad behavior?” We talked. He named my problems and offered solutions. We role-played. He was the bad student, and I was the forceful, yet, warm, teacher.

As the year progressed, we spent many hours discussing literature and ideas about human beings and their motivations. He helped me identify my weaknesses and strengths. In short, he made a teacher of me by teaching me the reality of Emerson’s words: “The secret to education lies in respecting the pupil!”

Fifteen years later I still drive that same winding road to the same school. Thanks to the help I received that difficult first year, the school is my home now.