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MISTAKES AND FEEDBACK, Glenda Manzanares Duarte. English Methodology II.…

- - - - STATEMENT AND QUESTION
        
        Teachers say something to indicate something is not correct. Example: "That is not quite correct"
      - EXPRESSION
        
        If teachers know their class very well, a simple facial gesture will let the students know something is not correct.
      - ECHOING
        
        Teacher repeats what the student said and emphasizes the mistake
      - HINTING
        
        By giving them a word that describes the mistake, students will identify it and correct it
      - REPEATING
        
        Ask the student to repear with clear intonation that indicates something is not right
      - REFORMULATION
        
        Teachers repeat what the student said whithout the mistake without doing a big deal of it
    - - If students cannot correct themselves, we can repeat what they said and emphasize the corrected part in which they made the mistake
  - - - We have to identify if a quick interruption to correct the students would be really helpful or not, and try to avoid doing it to frequently
    - - In order not to forget what the students said, teachers can write down the mistakes they heard to correct them at the end
    - - Teachers can give a general assesment to the students stating their best and worst points, this is withouth exposing specific students, and focusing on the most repeated mistakes. They can also give a note with feedback individually
- - - - Students can correct themselves once they noticed the mistake
    - - Students cannot correct themselves whithout explanation
    - - When the students try to do something but do not know how to do it.
  - - - LEVEL OF THE SOUND
        
        For example: Arabics do not have ay difference between /f/ and /v/ so they may commit errors when saying "very" and say "fery" instead
      - LEVEL OF THE GRAMMAR
        
        Japanese people have a different article system than English so they may have problems when trying to learn it.
      - LEVEL OF THE WORD USAGE
        
        Some words can look alike but have different meanings between two languages. For example: "embarrased" and "embarazada" have completely different meanings.
    - - Students can over-generalise a new rule they have learned. For example: They say "went" as the correct past form of "go", but then they start learning about -ed past endins, and begin to say "goed"
- - - - Giving grades or marks to the students, such as "A" or "10" will make them feel good, and giving them low grades could be quite harmful for them, therefore, whenever we are going to grade students, it is recommendable to provide them clear criteria to support the grade/mark given.
    - - They provide a description with clear details on how well the students do in specific aspects, as well as which aspects they need to work on
    - - Commenting about whether the students did a good job or not with "Good job" or "That is not quite right"
- - - - Teachers tell them what they liked about the assignment, which is what their best points were. Then, they start correcting the students as if they were suggestions to them.
    - - Teachers give specific symbols with different meanings to identify the type of mistake of the assignment. It is important that the teachers make sure students understand what those symbols mean