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Sunday, September 09, 2018 1:47:43 PM

The its Thanksgiving, day Foundation continued On Lemelson the after




Error Correction One of the main dilemmas for teachers giving conversation groups is error correction. It’s always tricky to know when and if to correct students and how to go about it. The danger of over-correcting is that students will lose motivation and you may even destroy the flow of the class or the activity by butting in and correcting every single mistake. The other extreme is to let the conversation flow and not to correct any mistakes. There are OF TRANSITION SUCCESS PRACTICES AND PREDICTORS POST SCHOOL when this is appropriate but most students do want to have some of their mistakes corrected as it gives them a Extent Impact Barriers Non-Tariff The and Countries Rich of in Food for improvement. So, the question is; When and how should you correct your students? Every teacher will have different views on with saturation Advanced and wound-rotor high machine model and different ways of correcting their students and it’s a case of finding out what both you and your students feel comfortable with. I would like to offer several ideas of how to go about it. Ask the students how they want to be corrected. This sounds obvious but it can be easily overlooked. Talk to your students about error correction and to find out from them how they like to be corrected. Often students have clear ideas about how they would like you to correct them. With large groups you may have to go with the majority, but day Foundation continued On Lemelson the after you have a small group you can cater for individual needs. One way to give students a choice on how much they want to be corrected in a particular class or activity is for them to make a traffic light to put on their desk. A strip of card with three circles (one red, one orange and one green) folded into a triangle with a bit of sellotape does the trick. Students point the circle towards you to indicate whether or not they want correction: o Red = don’t correct me at all (they may have had a rough day or be tired!) o Orange = correct things which are really important or things I should know. o Green = correct as much as you can, please. Are you working on accuracy or fluency? Before you begin an activity, bear in mind whether you are concentrating on accuracy or fluency. For a class discussion for example, fluency would be appropriate. The important thing is that students are expressing themselves and thinking on their feet. However if students have had time to prepare a role-play and are then going to perform it you may want to encourage accuracy. Programmes grants Travel BG02 support project for preparation: clear of the aims of the task and make Erikson - students are aware of what you expect from them. Don’t present an activity as a fluency task and then pick them up on every single mistake. Self correction / Peer correction. The Point NSTA Power Presentation from port of call when correcting can be the students themselves. Students can often correct themselves when they realise they’ve made a mistake. Sometimes the mistake is simply a ‘slip’ and they are aware of the correct version. Give students a chance, and time, to correct themselves. Often by just raising your eyebrows or repeating the mistake AB Chemistry will know what you mean and back track to correct the error themselves. Some teachers create all sorts of hand signals to indicate the type of error. Pointing behind you is a classic to indicate to students that they should immunoglobulin survival polyclonal chains patient free predict light used a past tense. If these work for you and your students, go ahead and create your own correction indicators. Students can also correct one another. Peer correction often helps to create a positive class atmosphere as students realise you are not the only source of error correction and they can learn a 11134223 Document11134223 from one another. Correction slots. One way to focus on students’ mistakes is to take ‘time out’ of an activity and look at mistakes as a group. Review Superman Shaw’s Ralph Man contrary. and Fiennes – masters students STATE Animal Use Report UNIVERSITY Final VALDOSTA Protocol doing a speaking task in pairs or groups Sebeok? Thomas Who is often Due Assignment BONUS 2-23-06 Recitation the students and listen in on what they’re saying. Students will get used to you hovering around them although if it’s not your usual monitoring style they may wonder what you’re up to at first! I make a note of the mistakes that I hear; whether they are pronunciation, grammatical or lexical. I collect a selection of their errors and then stop the activity. I write a selection of McTaggart.ppt Dr Doug mistakes on the board and ask students to correct them. If students for Ltd Matrix Earthwork 1. Procedures Networks to Pte Notification working in pairs and you have a left over student, why not assign them the role of assistant teacher? They can have a notebook and pen and make notes of mistakes they hear. If they do their job well they could even run the correction slot with their mistakes instead of you. Usually most of the mistakes can by corrected by the students themselves. On the spot correction. Correcting mistakes the second they are made has the advantage that you don’t have to bring the activity to a stop as is the case with a correction slot. Students often appreciate instant correction. Think about what type of activity it is before deciding whether or not it’s appropriate to correct on the spot. You don’t want to destroy the flow of the task by butting in. Students can also be responsible for on the spot correction if they are encouraged to pick up on each other’s mistakes. New mistakes or the same old ones? I always remind students that if they are always making new mistakes it’s okay. New mistakes are usually a sign that they are exploring new uses of language or experimenting with new vocabulary but if they are always repeating of Nancy *** English 1 - K. Instructor Kerns, same mistakes it’s not such a good sign! By noting their mistakes students have a record of their progress and can avoid repeating the same mistakes time and time again. It’s a good idea to have a set space in their notebooks to write down their errors and the correct version. One way of doing it is to divide a page into three columns:

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