Daily Excerpt: Communicative Focus (Shekhtman & Kupchanka) - Teacher’s Guidelines for Working with Student’s Repetitions
Excerpt from Communicative Focus - Appendix. Table 2.
Teacher’s Guidelines for Working
with Student’s Repetitions
|
|
REQUIREMENTS
|
MISTAKES |
RECOMMENDATIONS |
|
1. |
Set up the assignment clearly and keep your promise.
|
Instructor changed the assignment and did not inform
the student about it, as a result the student did not understand what the
instructor wanted him to do |
Every time a change is made in the assignment, make the student aware
of it, even if the change is seemingly insignificant. |
|
2. |
It is their repetition, not yours.
|
Instructor performs the repetition more times than
the student himself or herself |
Present the expression once, at least twice and then
let the student do the job |
|
3. |
Make the repetition fun.
|
Repetition was carried out in a monotonous fashion,
boring the student |
Carry out repetitions through engaging games,
creative interactive activities,
involving emotions of surprise, joy, excitement. |
|
4. |
Do different types of repetition.
|
Instructor used only two types of repetitions |
Use more types of repetitions, there are dozens of them used in teaching practice. |
|
5.
|
Adjust the repetition to the student’s learning
style.
|
The instructor did not understand the importance
of the student’s desire to see the
element of repetition written on paper or blackboard, so he ignored it. |
If the student has a visual learning style, he must
see the expression written. |
|
6. |
Break the repetition into bite-size pieces.
|
The instructor introduced an expression that is too
long for memorization |
If an expression is too long for memorization, break
it down into smaller pieces that are much easier to memorize. |
|
7. |
Adjust the repetition to the student’s memory.
|
The instructor presented the device for memorization
without explanation of this device |
The student is clearly a sensing type and needs a step- by- step instruction. |
|
8. |
Show students that they have learned what you
promised.
|
The instructor forgot to review the lesson at the
end and did not show the student that after the lesson he knows perfectly 5
new expressions and 10 new words. |
Ask the students what they have learned at the
lesson or show it to them. |
|
9. |
Correct only those mistakes by the students that
involve only the material that has been covered.
|
The instructor corrected a mistake connected with
the Subjunctive Mood, while the
student was not familiar with that
grammar phenomenon. |
Ignore mistakes involving material that has never
been introduced to the student.
|
|
10. |
Correct student’s mistakes only in exercises where
the mistake correction is expected. |
The instructor asked the student to act out a
situation-dialogue in which the student needed to buy a ticket. After the
student started, the instructor interrupted him correcting a grammar
mistake. |
Ignore mistake correction in exercises where it is
not expected and unnecessary.
|
Save $8 on this book at the MSI Press webstore.
For more posts about the authors and their books, click HERE.
Sign up for the MSI Press LLC newsletter
in exchange for reviewing a current or forthcoming MSI Press LLC book?
Contact editor@msipress.com.
Want an author-signed copy of this book?
Purchase the book at 25% discount (use coupon code FF25)
and concurrently send a written request to orders@msipress.com.
You can!
Find their contact information on our Authors' Pages.
Comments
Post a Comment