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.

 

 

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