1.
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2.
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3.
 Errors are integral parts of learning process. It
demands a lot of expertise and patience while
checking notebooks. Do not create error
threatening environment; at the same time
sensitize your learners gradually to write
accurately and fluently. In order to achieve an
effective error correction method, it is very
important for teachers to have a clear
understanding of the nature of errors. As
Corder (1967, cited in Cook, 1995: 22). In fact,
Teaching is an art.
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4.
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5.
Teachers should identify common errors learners make so
that they have some thought of what to do next with
their teaching methodology (Leech, 1994).
 Roles in error correction,
 What errors to correct,
 How much, who, and how,
 In addition, learners’ level and attitudes need to be taken
into consideration,
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6.
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7.
Concern what is best for his learners
Ready to exchange information and
experience with peers to develop insight
about learners’ error
Understanding the source of errors to make
the way for the learner the way s/he
understand(simplifies content according to
learners’ level)
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8.
“Teachers have to inspire and convince
learners that teachers welcome their
questions and worries. Positive comments
on their work are also accommodating to
motivate learners to pursue more (Wright,
1987; Richards & Lockhart, 1996)”.
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9.
 The students in too many cases fails to look beyond the
general comment or word or grade and generally and
rarely examines into the nature of his individual errors.
 Learners can make more progress when they are given
chances to respond to correction and contribute to the
process. (Meng Tian)
 Learners need to be engaged in the error correction
process.
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10.
Providing Feedback to Learners:- “involves learners in the
self-correction process and helps them learn more
effectively (Gower, Phillips & Walters, 1995)”
A. Coded instruction for the desired correction i.e. (SM-Spelling
Mistakes)
Direct Correction:- Direct correction gives learners right
answers beside the marked errors, learners especially
those with low proficiency find direction correction less
threatening and thus helpful before they have acquired
the ability to correct their own errors (Ferris 2002). (Note-sometimes
learners become passive and lazy as well as
irresponsible to correct mistakes by themselves)
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11.
Apart from methods, teacher needs to take care at emotional
level i.e.
Positive motivation to achieve an effective error correction
method.
Avoid error threaten circumstance because fear of not knowing
what to do with the correction given by the teacher may be
lead to become passive or least bother about desired
correction.
Self correction / Peer correction: - Give students a chance, and
time, to correct themselves, Students can also correct one
another. Peer correction often helps to create a positive class
atmosphere as students realise you are not the only source of
error correction and they can learn a lot from one another.
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12.
Good appearing notebooks increases self
confidence of students
Develop positive attitude among students
Saves time
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13.
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14.
 Common index format for all
 Index column at the start of the lesson
 Worksheet given must be mentioned
 One index for the whole year , with a horizontal line
demarcating terms
Sr. No Date Topic Remarks Teacher’s
Sign
1 Nouns
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15.
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16.
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17.
 Correction must be done by concerned teacher
 Pending work will be checked by teacher taking
over(if teacher left school/long absent from
school)
 Ensure answer must be relevant to the
question/ Don't leave scope for
ambiguous/meaningless answer
 Major error/correction ---ask to re- do the work
after teacher’s check (be specific about
what/how much???)
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18.
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19.
Spelling errors to be written correctly
Don't encourage students to
overwrite/stop this bad habit of student
Underline the incorrect and tick or a double
placed under the error
Indicate the type of errors ; Missing word
,Incorrect construction, Ambiguous answer
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20.
Symbol Meaning
SP Spelling Error
T Tense/Verb
> Word Missing
P Punctuation
U A new sentence is unnecessary,
connect your ideas
WF Word Formation
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21.
 When a student realizes just what his
weakness is, his study for examination as
well as his regular work assumes his
definiteness that keeps him floundering
around. He knows exactly where he must
apply his best effort. (Stith Thomson,
Jastor , E Journal )
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22.
•English/Hindi:-Minute observation of Spelling and capitalization/punctuation and form/grammar/diction/sentence-structure
•Notebook system of theme correcting
 Notebook system of theme correcting
Error Correction
He tried in vain to convince
the balance of the students.
He tried in vain to convince
the rest of the students.
My brother and myself
consider this is my best
photograph.
My brother and I consider
this my best photograph.
(Source , Jastor)
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23.
 English/Hindi Language :-
Minute observation of Spelling
 Capitalization/punctuation
Form/grammar
Diction
Sentence-structure
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24.
 Science/Social Science:-
 Geometrical Work/Map
Work/Drawing/Diagrams:- Neatly drawn
diagrams , Clear and legible labeling , (labeling of
diagrams on right hand side), Simple , plain and
fully informative diagrams,
 Use a sharp pencil for geometrical work, map
work and diagrams
 Facts, Events/Dates/ Feature/Reason/Difference
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25.
 Mathematics':-
 Methods of calculation
 Calculation
 Step by step calculation
 Use of correct Formulas
 Geometrical
 Use a sharp pencil for geometrical work
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26.
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27.
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28.
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29.
 Notebook must be corrected/checked on regular
interval or decided by higher authority or within a
time frame
 Incomplete work must be rechecked after
completion; even if a student is absent for 1-2-3
days, or student is weak/not interested to write,
or make excuses for not submission of notebooks
 Teacher must ensure completion of notebook and
checking of the notebook, otherwise it is counted
as teacher’s fault /negligence of duty )
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30.
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31.
Rajeev Ranjan
B.Ed(English), PGDTE & PGDPC
English and Foreign Languages University, Hyderabad
Email .Id : rajeevbhuvns@gmail.com
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32.
 Ester D. Jimena, Central Philippine University, Philippines, Herwindy Maria Tedjaatmadja,
Petra Christian University, Indonesia, Meng Tian, Shanxi Teachers University, China
 Bartram, M. & R. Walton (1991) Correction. London: LanguageTeaching Publications.
 Gower, R., D. Phillips & S. Walters (1995) Teaching Practice Handbook. Oxford: Macmillan
Education
 Krashen, S. D. (1987) Principles and Practice in Second Language Acquisition
 Leech, G. (1994). Students’ Grammar – Teachers’ Grammar – Learners’ Grammar in
Grammar and The Language teachers, edited by Martin Bygate, Alan Tonkyn
 Wright, T. (1987) Roles of Teachers & Learners. Oxford: Oxford University Press
 http://www.jstor.org/stable/801169?seq=5
 Pictures (Personal )
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