by CMagario » Fri Jan 02, 2009 10:43 am
QUESTION 2. In general, I think I have tried to use all the ideas that have been mentioned in Exercise 5 by the teachers there. Thus, I have asked my students to keep a record of their mistakes and I have also used my students' homework mistakes as lesson warmers. Moreover, I try not to interrupt students when they are speaking. What I usually do is to write down their mistakes and comment them once they have finished talking. Finally, I also try to create specificic activities and exercises based on the typical mistakes my students make so that all the students in class can take advantage of their mistakes in order to avoid making them again.
QUESTION 3. I firmly believe that it is very important not to interrupt students when they are speaking in order to draw attention to their errors. Most of the times this makes students feel uncomfortable and they do not know how to continue. However, it all depends on the students themselves because some students do not mind being interrupted - and even want the teacher to correct them while they are talking - whereas those who are really shy prefer to be corrected at the very end of the activity. Thus, as teachers we need to be on the alert and bear in mind that not all mistakes need to be corrected, not at least at the same time. We should classify mistakes evaluating their importance and focus on some ot them at a time, so as not to collapse our students and make them feel that everything they say is wrong.
QUESTION 2. In general, I think I have tried to use all the ideas that have been mentioned in Exercise 5 by the teachers there. Thus, I have asked my students to keep a record of their mistakes and I have also used my students' homework mistakes as lesson warmers. Moreover, I try not to interrupt students when they are speaking. What I usually do is to write down their mistakes and comment them once they have finished talking. Finally, I also try to create specificic activities and exercises based on the typical mistakes my students make so that all the students in class can take advantage of their mistakes in order to avoid making them again.
QUESTION 3. I firmly believe that it is very important not to interrupt students when they are speaking in order to draw attention to their errors. Most of the times this makes students feel uncomfortable and they do not know how to continue. However, it all depends on the students themselves because some students do not mind being interrupted - and even want the teacher to correct them while they are talking - whereas those who are really shy prefer to be corrected at the very end of the activity. Thus, as teachers we need to be on the alert and bear in mind that not all mistakes need to be corrected, not at least at the same time. We should classify mistakes evaluating their importance and focus on some ot them at a time, so as not to collapse our students and make them feel that everything they say is wrong.
