FEEDBACK Information that is given to the learner about his/her performance of a learning task Objective: To improve perfo...
Errors & Mistakes in the EFLClassroom
Errors <ul><li>Evidence of the learner´s developing competence in EFL </li></ul><ul><li>Examples: </li></ul><ul><ul><li>Th...
Who corrects? <ul><li>Self-correction </li></ul><ul><li>Pair correction </li></ul><ul><li>Teacher correction </li></ul>
How do you correct? <ul><li>Sensitively </li></ul><ul><li>Efficiently </li></ul><ul><li>Effectively </li></ul><ul><li>A) S...
 
Positive Feedback <ul><li>Purpose:  to bring about self-awareness & improvement </li></ul><ul><li>Genuine praise & encoura...
How to Praise Learners
DISCIPLINE IN THE CLASSROOM
How is the discipline in my classroom?
Discipline
Creating a safe-learning environment
Strategies to Discipline in the Classroom <ul><li>Control Accept Ground rules </li></ul><ul><li>Agree Routine Responsibili...
Large Classrooms <ul><li>Plan lesson in a well organizaed way </li></ul><ul><li>Use worksheets </li></ul><ul><li>Use Pair ...
Maintaining Discipline in the Classroom
Organizing  Pair Work & Group Work <ul><li>Advantages </li></ul><ul><li>- Reinforces a sense of belonging </li></ul><ul><l...
Pair Work & Group Work <ul><li>Disadvantages </li></ul><ul><li>  -  It favors the group rather than the individual </li></...
Facilitators &  Discipline
The Role of the Facilitator Teacher <ul><li>To reflect critically on classroom management </li></ul>
The learner
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Feedback to learners & discipline

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Feedback to learners & discipline

  1. 1. FEEDBACK Information that is given to the learner about his/her performance of a learning task Objective: To improve performance
  2. 2. Errors & Mistakes in the EFLClassroom
  3. 3. Errors <ul><li>Evidence of the learner´s developing competence in EFL </li></ul><ul><li>Examples: </li></ul><ul><ul><li>The systematic use of did + infinitive </li></ul></ul><ul><ul><li>The systematic over-use of ´ regular´past tense endings </li></ul></ul><ul><ul><li>The systematic use of the present perfect to refer to single events in the past </li></ul></ul><ul><ul><li>CAUSES </li></ul></ul><ul><ul><li>Interference from the learner´s first language </li></ul></ul><ul><ul><li>Over-generalization of the rules of the target language </li></ul></ul><ul><ul><li>Responding to the demands of complex communication </li></ul></ul><ul><ul><li>(simplifications, omissions) </li></ul></ul><ul><ul><li>d) carelessness </li></ul></ul>
  4. 4. Who corrects? <ul><li>Self-correction </li></ul><ul><li>Pair correction </li></ul><ul><li>Teacher correction </li></ul>
  5. 5. How do you correct? <ul><li>Sensitively </li></ul><ul><li>Efficiently </li></ul><ul><li>Effectively </li></ul><ul><li>A) Students must know something is not accurate </li></ul><ul><li>B)The students must know where the error is </li></ul><ul><li>C) The student must know what kind of error it is </li></ul>
  6. 7. Positive Feedback <ul><li>Purpose: to bring about self-awareness & improvement </li></ul><ul><li>Genuine praise & encouragement </li></ul><ul><li>Find areas of improvement in individual students </li></ul><ul><li>Comment on progress made by the class as a whole </li></ul>
  7. 8. How to Praise Learners
  8. 9. DISCIPLINE IN THE CLASSROOM
  9. 10. How is the discipline in my classroom?
  10. 11. Discipline
  11. 12. Creating a safe-learning environment
  12. 13. Strategies to Discipline in the Classroom <ul><li>Control Accept Ground rules </li></ul><ul><li>Agree Routine Responsibility </li></ul><ul><li>Rewards Punishments Behaviour </li></ul><ul><li>Respect Authority Power </li></ul><ul><li>Norms Consistent Efficient </li></ul><ul><li>Obey Cooperation ? </li></ul><ul><li>Contract </li></ul><ul><li>Taken from Cambridge University Press 1996 </li></ul>
  13. 14. Large Classrooms <ul><li>Plan lesson in a well organizaed way </li></ul><ul><li>Use worksheets </li></ul><ul><li>Use Pair work & Group work </li></ul><ul><li>Chorus Reaction </li></ul><ul><li>Use Group Leaders </li></ul><ul><li>Balance of Discipline </li></ul>
  14. 15. Maintaining Discipline in the Classroom
  15. 16. Organizing Pair Work & Group Work <ul><li>Advantages </li></ul><ul><li>- Reinforces a sense of belonging </li></ul><ul><li>- It is suitable for many types of activities </li></ul><ul><li>- It is a good way to understand students progress </li></ul><ul><li>- </li></ul><ul><li>Taken from ELT FORUM, 2002 Pearson Education </li></ul>
  16. 17. Pair Work & Group Work <ul><li>Disadvantages </li></ul><ul><li> - It favors the group rather than the individual </li></ul><ul><li> - Students do not like to participate in front of classes </li></ul><ul><li>- It may not encourage learners to take responsibility for their own learning </li></ul><ul><li>- Teachers worry they might lose control of the class </li></ul><ul><li>- In talkative environments, the students might deviate </li></ul><ul><li>from the purpose of the activity </li></ul><ul><li> - Some students might be reluctant to interact with </li></ul><ul><li>peers </li></ul><ul><li>Taken from ELT FORUM 2002 Pearson Education </li></ul>
  17. 18. Facilitators & Discipline
  18. 19. The Role of the Facilitator Teacher <ul><li>To reflect critically on classroom management </li></ul>
  19. 20. The learner

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