Workshop Dora Morales By Fiona Ross Colegio Ignacio Zaragoza Saltillo, Coah. Learning From our Mistakes Effective Error Correction

Ask the students how they want to be corrected 52.7% - Teacher should correct 33% - Students self correction 14% - Peer correction Students Expectations:

Teacher-to-student correction  Creates a teacher-centered classroom  Prevents to notice their mistakes  It can also harm their ability to analyze why something is wrong  It negatively affects confidence  It lowers retention

Self Correction Activates their own knowledge Students better remember the right language and use it... Leads to establishing the right pattern, or habit... Encourages recognition of mistakes; builds confidence; aids retention. Students' confidence increases with self-correction because they catch and correct their own mistakes.  Students may not be able to recognize mistakes;

Peer Correction Corrected by someone who is at their own level –age, background, etc. It often helps to create a positive class atmosphere Students realize teacher is not the only source of error correction they can learn a lot from one another

Types of Correction:  Utterance Repair: Clearly indicating that the student's utterance was incorrect, the teacher provides the correct form. (at the moment)  Pin pointing: The teacher reformulates the student's error, and invites him to correct himself

 Request for Clarification: By using phrases like "Excuse me?" or "I don't understand," the teacher indicates that the message contained some kind of mistake  Literal Interpretation: It is so hard to accept that it is easier to hypothesize an error

The teacher invites student to reformulate his message  Reformulation:  Reactive Teaching: The teacher clearly communicates student his error  The long-winded explanation The teacher extends his explanation, making reference to grammatical and/or lexical meanings

EXTRA BONUS!!!

Nine Simple Ways to Correct Your Students Without Correcting Them……

1.- The Stare If a student answers a question incorrectly or grossly mispronounces a word, fail to respond to him and rather stare blankly or with a raised eyebrow, like you heard no words.

2.- “Is There Another Way to Say That?” Do not tell her she is wrong, but ask if maybe there is another way (with the implication of better way) to answer your question or communicate

3.- “What Word Did We Learn Yesterday?” This question inspires recall of lessons taught, and your student will not think you are correcting her,

4.-“Does Anyone Else Have A Thought?” Do not correct your student, but immediately ask if anyone else has a different answer

5.- “Who Else Thinks That Answer Is Correct?” Turn it around on your students!

6.-“I Do Not Quite Understand You” This phrase indicates that the student is on the right track, but is not quite conveying what he wants to communicate

7.- The Repeat Nod in agreement with the student and then repeat what she is trying to say correctly.

8.-Ask Someone Else If someone answers incorrectly, just ignore her and ask someone else until you receive the right response!

9.-A Game with Rewards Do not correct wrong answers, but reward the right answer

With a little bit of practice, you can succeed at never correcting your students but always finding the right answer!

1 without-correcting-9-ways.html Mextesol Workshop by Fiona Ross “Learning from our Mistakes” – Effective Error Correction Presented by: Dora Angélica Morales Gil Colegio Ignacio Zaragoza, A.C. - La Salle Saltillo Saltillo, Coahuila.