Conducting feedback, correction and praising

All students require feedback, whether during the class, at the end of the lesson, or
outside the classroom. Although correction appears similar to feedback, correction focuses on
specific mistakes or errors. Feedback instead looks at weaknesses and strengths overall. It is a
time in the lesson when children and teacher can look back and reflect on what they have been
doing before going on to the next activity. Feedback can be given to the class as a whole, as well
as to individual children. This not only offers direction, but also the chance to reiterate class and
personal goals.
Feedback is conducted anytime the teacher feels it will be useful: immediately after an
activity, at the end of a series of activities or on a fixed day. It can focus either on the language
children have been working on or on their behavior when performing the tasks. It represents a
regular feature of language lessons and allows both children and teacher to have a picture of their
language learning progress. The role of the teacher while conducting feedback should not be to
dominate, but to listen and interpret what children have to say about the lesson.
Conducting feedback when we teach English to children can be quite a delicate matter.
The intention of the person providing the feedback, the way in which it is given, and the way in
which it is interpreted by the person receiving it, all affect motivation. Feedback in the form of
praise, stars, class points, merit marks, certificates, stickers, and sweets is more effective than
punishment as a motivating force for good behavior, but most motivating is private praise and
genuine teacher interest. When children interpret feedback as informational rather than
controlling, motivation is maintained or increased, since information provides them with clues to
help them perform better. ‘Good job!’ makes children feel good very briefly, but means little in
terms of ways to improve. Indiscriminate praise, or praise which is given only to those who meet
some general norm, often lower the feelings of self-competence and self-efficacy of other
children.
Self correction or self-regulation is an important part of learning. Students should be
encouraged to ask, ‘How am I doing?’ and ‘Am I doing this right?’ in an open and non-
judgmental environment. Praise, encourage and build students up in a natural way. Learning
occurs when students are motivated and feel good about themselves.
Teachers could use drawings of happy or sad faces which could reflect how children felt
about one activity or another. Or use scales with adjectives which range from ‘not interesting’ to
‘very interesting’ for the children to evaluate activities. Children have a good capacity of being
self-critical and they are quite good at paying attention to their teacher’s aims or to their own
learning process.

Topics for discussion:

 What are the main ways to develop competence in a language?
 Present ways of using foreign language in class.
 Present some strategies for speaking English in class.
 How do we conduct feedback when teaching ESL?