If they do their job well they could even run the correction slot with their mistakes instead of you. If students are 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. I write a selection of the mistakes on the board and ask students to correct them. I collect a selection of their errors and then stop the activity. 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. When students are doing a speaking task in pairs or groups I often monitor the students and listen in on what they’re saying.
Students can often correct themselves when they realise they’ve made a mistake.
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I would like to offer several ideas of how to go about it.Īsk the students how they want to be corrected So, the question is When and how should you correct your students?Įvery teacher will have different views on this and different ways of correcting their students and it’s a case of finding out what both you and your students feel comfortable with.
There are times when this is appropriate but most students do want to have some of their mistakes corrected as it gives them a basis for improvement. The other extreme is to let the conversation flow and not to correct any mistakes. 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.