Mod 1 Discussion: Classroom Implications of Linguistic Theory

As teachers, we often correct our students (and sometimes peers) without hesitation. It almost comes as second nature when a student might say to us "I play blocks" to correct them to "I want to play with blocks" or "can I play with blocks?" In most of these cases, the corrections are done out of spite or to make the child feel down about themselves. However, imagine how a student who is just learning the language would feel. They built up the nerve to tell you they want to play with blocks and as they are so proud of trying their best, you overcorrect them on every little part. 

Sometimes, instead of correcting the students completely, we need to let them work towards self-corrections. Not overcorrecting the student will give them a sense of accomplishment, that they tried and did their very best without being shot down. It helps to build their confidence as well as their trust in you as their educator. 

Some ways of working the student towards self-correction is by repeating what they said back to them. They might catch the mistake if they are to hear it back and slower. Another option is to reword what they said in a positive way. For example responding to the student who asks with "I play. blocks" saying, "Yes, of course you can play with the blocks." This way the student feels validated and also hears how the phrasing should have gone.