Chapter 13: Rethinking How to Respond to Student Errors
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This was created to present chapter 13 information to my classmates. The micro-teaching was to help me get experience in presenting and sharing information. Weaver, Constance. "Chapter 13: Rethinking How to Respond to Student Errors." Grammar to Enrich & Enhance Writing. New Hampshire: Heinemann, 2008. 227-33. Print.
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- Effective feedback goes beyond just a grade to include written comments and suggestions for improvement.
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This document discusses the role and responsibilities of teachers. It defines teaching as a process intended to support learning and induce change in students. Good teachers are helpful, supportive, understand their subjects well, and use varied teaching styles. They treat all students fairly. Bad teachers are mean, unfair, disrespectful of students, and unwilling to change their methods. The document also outlines how teachers can set an environment for learning through classroom setup, questioning techniques, and identifying teachable moments. Teachers must clarify objectives, motivate students, sequence subject matter appropriately, understand individual differences, and provide for different learning needs. The key tasks of a teacher are developing students and bringing their dreams to life through education.
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The document discusses balanced literacy and the ELA renewal process happening at WHBI. It emphasizes creating a balanced literacy framework with consistency in curriculum standards but flexibility in teaching styles. The renewal process involves full implementation of reading and writing workshop models in some classrooms, with other teachers beginning to integrate practices. The goal is for teachers to set small, achievable goals to build the renewal process incrementally.
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Chapter 13: Rethinking How to Respond to Student Errors
- 1. Rethinking How to Respond to Students’ Errors Chapter 13
- 2. What we have learned… Teach grammar during writing process Avoid using the “Red Pen” Making corrections does little good
- 3. Lois Matz Rosen… “Students are more likely to grow as writers when the teacher’s primary purpose in reading student papers is to respond to content.“ - Rosen’s “Developing Correctness in Student Writing: Alternates to the Error Hunt” (1987) (p. 149) (Weaver, 232)
- 5. This is what the Teacher received….
- 6. So what do we do??
- 7. Weaver Suggests… Emphasis on things the student did well Offer help in editing Teach conventions while editing Explain how conventions help convey meaning Ignite interest in student using their own work
- 8. Pretend you’re the teacher, what would you say to Chasity? How would you help?
- 9. Thank you - Brittany Vlaminck