by Ana Ma Buñuel » Mon Jan 22, 2018 8:28 am
2 I am a combination of teacher A and teacher B with variations. I try not to interrupt students when they are talking because the goal of the activity is for them to communicate…it is worth knowing a language even if it is poorly spoken at the beginning. I write major mistakes on a piece of paper and then we go over them once the activity is finished. I also give them time so that they can correct themselves once they know where they were wrong. As for what teacher B suggests, I collect mistakes, write them on the board (word document), give them 5 minutes and then we correct them altogether.
3. It is very important not to interrupt students when they are speaking unless they ask directly for feedback. Interrupting them makes them be more aware of their mistakes than of the importance of what they are saying. There is also the issue of them feeling embarrassed in front of an audience…we must always avoid that-
2 I am a combination of teacher A and teacher B with variations. I try not to interrupt students when they are talking because the goal of the activity is for them to communicate…it is worth knowing a language even if it is poorly spoken at the beginning. I write major mistakes on a piece of paper and then we go over them once the activity is finished. I also give them time so that they can correct themselves once they know where they were wrong. As for what teacher B suggests, I collect mistakes, write them on the board (word document), give them 5 minutes and then we correct them altogether.
3. It is very important not to interrupt students when they are speaking unless they ask directly for feedback. Interrupting them makes them be more aware of their mistakes than of the importance of what they are saying. There is also the issue of them feeling embarrassed in front of an audience…we must always avoid that-
