Let the students make mistakes. They need to. We all
learn best through making mistakes. Trial and error is the name of the game.
Give the students time to realize they’ve made a
mistake and try to correct it themselves. If they can’t, maybe someone else can
help them. If nobody can help then you can either step in and give the correct
form or make a note of it for later.
As far as possible, correct mistakes anonymously. Do
this by making notes of students’ mistakes as you monitor then putting them on
the board later and give the students themselves the opportunity to
correct them, in pairs or small groups. If no one knows the right answer, give
it to them, but only as a last resort.
Anonymous error correction is a kind way to deal with
mistakes. It isn’t important who made the mistake originally - the point is,
can the students all correct it? I tend to doctor the mistakes so that even the
perpetrator doesn’t recognize them as his/her own. For example:
Original error: ‘I have been to Paris last year’. = On the board: ‘I have
been to London
last week’.
Mistakes are good things and students need to know
that they are. I explain like this:
‘Please make
lots and lots of mistakes in my lessons - new mistakes, mind you, not the same
old ones over and over. I like mistakes because we can all learn from them and because
if you don’t make any I won’t have a job. If I find a student who doesn’t make
any mistakes in my lesson I will move that student to a higher level class
because s/he obviously isn’t learning anything at this level.
Learning
English is like learning to ride a bike - you fall off a lot, but you get the
hang of it in the end. You will make a lot of mistakes but you will be able to
communicate effectively in the end. Very few people become successful
international cyclists and the chances are that even though you can ride a bike
you are not a professional cyclist. Very few students reach mother-tongue
(supposedly error-free) level but many students learn to communicate very
well in English
in spite of this. You will probably never have error-free English so accept
that you will always make some mistakes - just try to learn from them and learn
to live with your linguistic
imperfections.’
When a student makes a mistake it is usually
counter-productive to say ‘No!’/’That’s wrong!’/ ‘Are you serious?’/ ‘How long
did you say you’ve been studying English?’ etc. It’s often kinder to say ‘Not
bad’/’Nearly’/’Good try’/’That’s an interesting mistake’ etc.
Some say that you shouldn’t laugh at student’s
mistakes but I often do. They’re often very funny so why shouldn’t I? I find it
breaks the ‘mistakes taboo’ and makes linguistic risks and disasters an
acceptable part of the classroom culture. Students catch on very quickly and we have a good giggle together when someone
messes up. It keeps the atmosphere light
instead of tense. Make sure thought that
no one is laughing AT someone else.
It’s much better for the students if they get into
the habit of listening to themselves when they are speaking and correct
themselves as they go along. Obviously they won’t be able to correct all the
mistakes they make but they will be able to correct a lot of them.
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