Classroom Management

in classroom types and styles between these groups. I will also highlight and define the

Conducting research to further my knowledge in this subject area, will allow me to be more prepared for teaching ELA courses and provide a better teaching style when subbing for ELA teachers. The final ah-ha moment for me was learning that you should not directly correct a student, when an improper syntax is being used. After reading this in the WebQuest, I began to review my method of correcting students and found that when doing so, I become more of a Traditionalist teacher. I expect the students to stop talking, when I am correcting how something is said or read incorrectly, so that they can listen to the correct way to read or say a word or phrase. I go about correcting students in this manner, because of how I was trained or taught from former educators. I was taught that if there are corrections that need to be made, stop the student(s) and address the proper way to complete the assignment or to say a word or phrase. I have been taught that if you address an issue right away, then the behavior will most likely not continue. I use this method of correcting student, when it comes to learning concepts and behavior

Teacher: Good point! We want to correct our mistakes as soon as possible. We can do this by following the ladder of feedback:

By indicating mistakes in the student's utterance with explicit correction, the teacher can correct the students to use to right form. explicit correction helped me a lot when I started to learn the Dutch language. I learned in a group of five people, and at the beginning of each meeting, everyone in the group had to say a sentence about himself. When one of us was wrong syntax, grammar or vocabulary, the instructor would correct him, to understand where was the mistake and how to correct it. In addition, I think that explicit correction is a good and meaningful learning strategy, because the students get a "real time" correction, in context to what they read. That kind of correction allows the teacher to ask the student to repeat what he said but in the correct

If your students produce the following sentences, what errors have they made? First, give the correct form, and then explain why the original sentence is incorrect.

My experience of making mistake is I feel too confident and talented in the ESL 263 class. I think this class is easy, so I don’t care much about this class. I remember when I have the first writing assignment, I think it's easy, so I don't practice. I write it only in 3 hours. Then, I turn in the assignment the next day. I believe that I do good enough to get a B in this writing. But I am wrong. When Mr. Lee, my teacher, finishes grading it, he says that a lot of students get the bad grade. I think I will never make mistakes, but it's not right. I have an F for the first writing assignment. I don’t know why. But when I read Mr. Lee comments, I figure out that I misuse of grammar, misuse of the comma. And it happens because I’m too confident.

The teacher candidate, Jae Lee meets with the supervisor, Lucretia Glover, to discuss how a previous scores on an assignment has aided in the cooperating teacher and teacher candidate to search for best practices that will help student with the misconceptions of previously learned skills. The teacher candidate explains that the students will complete an error analysis task that will allow the students to serve as teachers in their learning community. To keep from any student feeling as if they are correcting mistakes of each other, the teacher candidate poses the argument to students that they need to help her correct her

For example, the teacher encouraged high expectations for her students. She did this by giving the students challenging class work. Although the students had disabilities she believed that they could be challenged to further their learning. Instead of handing the students all books and reading to them she had each student read part of the chapter. This helped each student build their vocabulary and helped their reading. She was patient with the students and helped them sound out words if they did not know them. The teacher also set consequences for non-completed work, which I thought was very useful. When a student did not do their homework from the night before because they were “lazy” or just forgot they would receive a zero but were able to earn the grade back if they completed it by class time tomorrow. This showed students that they have to be responsible for their own work and have to be more organized now that they are in middle school. I also saw that if a student did not bring their laptops to class as instructed the day before they would have to work with what they had. The laptops were used so students could participate in an online reading program know as Wilson. I thought that the Wilson program was and was not effective. It was because it helped the students increase their reading levels but when they were asked question about what they read they would randomly chose an answer without taking time to think about it. This is because if

I must correct the skill, since in the past when working on group projects students minor spelling errors affected everyone's grades.

There are three teachers in the classroom, one does reading/lesson circle with a small group of students, another does arts and crafts, and one of them circulates throughout the room helping students with their work-plans. The teacher that circulates around the room all the time appears to be the head teacher and when a conflict arises she is the one to mediate it. The way that the teachers speak with the children is as if they are equals, they aren’t talked down to and the students give the teachers complete respect.

Comment: In order to make the student aware of his mistake in grammar, I repeat the mistake with rising intonation and stress on the mistaken word so that he can pay attention to it and correct themselves immediately. Here I tried to get students to self-correct with echo correct clearly and effectively and I got instant expected feedback.

Besides the above mentioned suggestions, a teacher can take the initiative to create a “mistake happy zone”. Teachers can avoid correcting students during certain sections of the day (e.g. for 30 minutes we will talk amongst ourselves). In this way, students do not need to fear working on perfect grammar, but rather they can just talk without feeling judged. This allows students to get a feel for fluency and letting go (Leigh, 2009).

Teachers should know that the errors and the mistakes are a part of the learning process. At the same time, the teacher should be aware of the mistakes and errors of their students and they should work on it to correct it. The correction process should be done in a way that is not humiliating for the student. The teacher should put in mind that the students could feel insulted if their mistakes were corrected in front of everybody in the class and that would let the student reluctant to talk or express himself.

Making mistakes is inevitable for the language learners who are trying to communicate in target language. Krashen (1982) argues, corrective feedback may be useless if learners are not ready to learn. Corder (1967) and Selinker (1972) considered errors as a part of the learners’ interlanguage and an evidence of progress. On the other hand, if the teachers don’t correct learner’s errors in the classroom, may the other students of the class consider them as a correct form and it could lead to fossilization.

The teacher will walk around the classroom providing help and asking probing questions to get students thinking.