reinforce the teacher’ s superior relationship and inhibit the students’ ability to work things out for themselves. The basic principle is that students learn more effectively if they are guided in such a way that they eventually correct themselves rather than if they are given the correct version of something straight away. The struggle to get it right also helps them understand why they were wrong. The main stages in the process are as follows:
The student must know something is not accurate The student must know where the error is The student must know wat kind of error it is Who corrects? Self-correction
Always give the students the chance to correct themselves. If they are going to become more accurate they just learn to monitor themselves. You can aid self-correction by underlining errors and putting symbols in the appropriate place in the margin and / or giving appropriate page references in grammar books. The students correct as many errors as they can and submit the work for remarking. Before submitting the work, they can show it to another student for comments.
Student-student correction
If the student still can’ t get it right, it’ s probably because she doesn’ t know how to. So, with a gestured, hold her attention and get another student to help out. Student-student correction must be done carefully. Not oh, no ¡ wrong again, Juan. You can give the students the opportunity to read and comment on each other’ s work either before you see it or after you have indicated the errors.
Teacher correction
No matter how you have done the correction, get the student who made the error to say the correct version, if possible in its original contest. This is a vital part of any correction process. You can do this by gesture or saying something like ok, again. The whole thing. You must judge when students can’ t correct their work by themselves and give them the correct version with an explanation if necessary. You can also note errors that are common to the group and prepare a remedial lesson for them.
Evaluation and testing
If you give ongoing feedback, and especially if you make the feedback procedure overt, you are going a long way in providing the students with
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