Dear teachers,
Those who couldn´t attend our first training session should see the file in Teacher´s Room\Teacher´s Corner\TRAINING MATERIALS\errortreatment...teachersconclusions.flp , check pages 12 and 13 (Teacher´s Conclusions), read it and answer the following question, here:
Which of the points raised by the participants do you most agree/disagree with? Why?
Looking forward to reading your comments!
xoxo
Mary
4 comments:
I do believe that 'The classroom is a place where sts should feel at ease, with freedom to make mistakes', although I have already had groups with students who were really afraid of making mistakes because their classmates would make fun of them. i also agree that ' Dealing with mistakes has a lot to do with dealing with sts´s frustration and motivation.'
It's essencial to be really careful when correcting students' mistakes...
Although I agree with the topics that were brought up, I firmly believe in correcting what is really relevant when it comes to follow up. Prioritizing is a key issue when we deal with error correction. Depending on the group, we teachers can also be frustrated when we do have to correct too many items. Consequently, students may be frustrated themselves, and frustration cannot play a major role in classroom environment.
by Monique
I agree with the idea that mistakes are a part of the growing process and I think students should be aware that they made a mistake and be led to realize what it was instead of being given the answer. From the techinques presented, the one I like the most is the peer correction, mostly because I think it gives the classroom as a whole a sense of accomplishment because they're responsible for the language as much as the teacher and are able to provide knowledge and learning as well.
Students should also bne taught that language isn't systematic as they're used to see at school. Instead, it varies depending on their intentions and ideas and should be experimented by them as much as possible. By allowing students to experiment with a second language and make mistakes by trying ideas of their own, we allow our students to grow more independent and achieve a higher level of proficiency.
After reading pages 12 and 13, I came to the conclusion that mistakes are part of the learning process and that they must be dealt very carefully by teachers so that students can feel motivated when learning a foreign language.
Delayed correction is paramount, since it makes students aware of their production and gives them the chance to enhance their speaking ability. They have the opportunity to notice how proficient they are when getting their messages across.
As far as on the spot correction is concerned, I agree with the fact that the finger correction technique ( gesture as a hint ) is very helpful because such technique points out students' mistakes without analysis or explanation on the part of the teacher and it enables self-correction rapidly. Besides, it is more dynamic as it can be worked on without having to write the mistake on the board.
By Tânia.
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