Oral Correction - From Traumatic To Motivating. Padrón & Valera

Aura Valera Auraevalera@hotmail.com Jessica Padrn Jeca_8906@hotmail.
com
Padron, J. & Valera, A. (2012) Oral correction: from traumatic to motivating. VenTESOL: Carabobo-Venezuela
Oral correction: From traumatic To motivating
According to the Cambridge Learners Dictionary (2004), correction is the act of showing someone the mistakes in something they have said or written. Within the teaching world, this represents a typical phase among teachers and students when classroom performances take place.
Oral Correction implies the management of the voice to point out inaccuracies shown by learners.

Love
Repetition
Realia
Mimics
Basic language
Examples
Patience
Tranquility
Balanced firmness and playfulness Consistency Short and positive commands
Opportunities

Love
Firmness
Patience
Level dependant vocabulary
Opportunity
Longer commands Facial gestures Consistency
Clarification
Examples
Love
Firmness and consistency Patience
Cooperative reflection
Opportunity
Reflective questions
Punctual but deeper explanations Clear and varied examples Body gestures
Level dependant vocabulary
Love
Professional/advanced vocabulary Patience
Cooperative reflection
Opportunity
Reflective questions
Punctual but deeper explanations Clear and varied examples Body gestures
Firmness and consistency
Developing bad habits and not learning proper grammar, forms, usage; decreasing communicative ability.
Overcorrection
Balanced Correction Undercorrection
Losing confidence, always speaking hesitantly, stuttering and looking to the teacher for confirmation.
Communicating pity after failure

The offering of praise after success in easy tasks Unsolicited offers of help, particularly gratuitous help such as supplying answers outright Restrict your attention to spotting mistakes and overlook positive contributions because of the general bustle of the lesson (Based on Drnyei 2001)
Efficient and encouraging techniques, forms and instruments Convey techniques
Communicate the aims
Whats a mistake? Whats an error?
By the objectives from the lesson, choose what mistakes/errors to correct
BECOME A FAIR EVALUATOR

According to Zoltn Dornyei (2001), there are four mechanisms by which goals affect the students performance:
1. They direct attention and effort towards goal-relevant activities at the expense of irrelevant or distracting actions. 2. They regulate the amount of effort people expend so they can adjust their effort to the difficulty level required by the task. 3. They encourage persistence until the goal is accomplished. 4. They promote the search for relevant action plans or task strategies.
You must choose the best words and show the appropriate attitude to correct them.
Cooperative correction Speak to him /her in private Sit activities him/her at front Address student with relevant Provide with relevant activities Address several class questions Praise positive behavior Have him/her working in pairs. Have him/her busy Perform echoing Encourage him/her to provide Play along sometimes Provide varied examples examples Backfire with humor Have a conversation Ignore him/her Praise positive behavior No oral correction Reformulate questions Praise positive behevior Be ironic
LETS MEET EACH OTHER

My name is and my nickname is...
My expectations from the subject is
I dream about...
I want to be...
My hobbies are...
My family...
(Marrero, 2012)
Sociometric grid
Miguel Miguel David Janeth Mara Juan Susan + + + + + + + + + David + Janeth + Mara + Juan + + Susan + + + -
Student-student I.D.
Classmates Roberto Mariam Nicolas
Responsible Collaborative Popular
Funny
Talkative Lazy Loud
Sebastian
Ivanna Christian Jennifer
Synchronize this!
Right away or at the end
Error Vs. Mistake
Overcorrection and undercorrection

1
Reflect upon your evaluation performance and analyze your students attitudes towards your feedback.
Make sure to apply the techniques, forms, and instruments previously conveyed and communicated
5 4 3
Remember to be a fair evaluator by having a clear perception of the lessons aims and the mistake/error differences youll possibly correct.
Be certain youre choosing the best time to correct.
Have in mind your students weaknesses and strengths.
Aura Valera Auraevalera@hotmail.com Jessica Padrn Jeca_8906@hotmail.com


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Aura Valera Auraevalera@hotmail.com Jessica Padrn Jeca_8906@hotmail.

Oral correction: From traumatic To motivating

Oral correction: From traumatic To motivating

Oral correction: From traumatic To motivating

Oral correction: From traumatic To motivating

Balanced firmness and playfulness Consistency Short and positive commands

Oral correction: From traumatic To motivating

Level dependant vocabulary

Longer commands Facial gestures Consistency

Oral correction: From traumatic To motivating

Level dependant vocabulary

Oral correction: From traumatic To motivating

Firmness and consistency

Oral correction: From traumatic To motivating

Balanced Correction Undercorrection

Communicating pity after failure

Oral correction: From traumatic To motivating

Oral correction: From traumatic To motivating

Efficient and encouraging techniques, forms and instruments Convey techniques

Communicate the aims

Oral correction: From traumatic To motivating

Whats a mistake? Whats an error?

By the objectives from the lesson, choose what mistakes/errors to correct

BECOME A FAIR EVALUATOR

Oral correction: From traumatic To motivating

Oral correction: From traumatic To motivating

Oral correction: From traumatic To motivating

Oral correction: From traumatic To motivating

LETS MEET EACH OTHER

My expectations from the subject is

Oral correction: From traumatic To motivating

Responsible Collaborative Popular

Oral correction: From traumatic To motivating

Right away or at the end

Error Vs. Mistake

Overcorrection and undercorrection

Oral correction: From traumatic To motivating

Be certain youre choosing the best time to correct.

Have in mind your students weaknesses and strengths.

Oral correction: From traumatic To motivating

Aura Valera Auraevalera@hotmail.com Jessica Padrn Jeca_8906@hotmail.com

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