Jhonattan Gonzalez Workshop- 6

                                             Learner Journal Reflection on Error Correction

#### Reflection Questions

1. **Do you correct all the errors your students make or perhaps you prioritize?**

   In my teaching practice, I do not correct all the errors my students make. Instead, I prioritize errors based on their impact on communication and the learning objectives of the lesson. For instance, I focus more on errors that impede understanding or are related to the current topic we are studying. Lesser emphasis is placed on minor mistakes that do not significantly affect communication or are beyond the current scope of learning.

2. **Do you involve your students in the correction of errors? If so, how do your students feel about it?**

   Yes, I involve my students in the correction process. I often use techniques like peer correction and self-correction. For example, I might ask students to work in pairs and identify errors in each other’s work or encourage them to reflect on their own mistakes and correct them. Generally, my students respond positively to this approach as it makes them more active participants in their learning and helps build a supportive classroom environment.

3. **Can you think of some of the benefits of self-correction and peer-correction?**

   - **Self-Correction:** Encourages students to reflect on their learning, fostering a deeper understanding and longer retention of the material. It also promotes autonomy and critical thinking skills.

   - **Peer-Correction:** Helps build a collaborative learning environment where students learn from each other. It can also make the correction process less intimidating and more engaging as students often find it easier to relate to and understand feedback from their peers.

### Article Reflection: "Error Correction"

#### 3 Things I’ve Learned

1. **Timing of Error Correction:** The article highlights the importance of choosing the right moment for correction. Immediate correction can be beneficial in some cases, but it can also disrupt the flow of communication. Delayed correction allows for uninterrupted practice of fluency but requires students to recall their errors later.

   

2. **Types of Errors:** Differentiating between global errors (which affect the overall meaning) and local errors (which do not hinder communication significantly) helps in deciding which errors to prioritize.

3. **Techniques for Correction:** Various strategies for error correction are discussed, such as explicit correction, recasts, elicitation, and using gestures or visual cues. Each technique has its own advantages and can be used depending on the context and the students’ needs.

  #### 2 Ideas I’ll Use in the Classroom

1. **Traffic Light System for Correction Preferences:** I will implement a traffic light system where students can indicate their preference for correction. This will allow them to have some control over how and when they are corrected, making them feel more comfortable and engaged in the learning process.

2. **Error Notebooks:** I will introduce the practice of maintaining error notebooks where students can record their mistakes along with the correct forms. This will help them track their progress over time and reflect on their learning.

 #### 1 Question I Have

- **How can I effectively balance the need for fluency practice with the necessity of correcting significant errors without discouraging students?**

### Action Plan Based on Reflection

1. **Implementing the Traffic Light System:** I will introduce the traffic light system in my classroom next week. Students will use red, yellow, and green cards to indicate their preference for correction intensity and timing. I will observe and adjust this method based on student feedback.

2. **Introducing Error Notebooks:** Starting next month, I will ask students to keep a section in their notebooks specifically for recording errors and corrections. We will periodically review these entries to discuss common mistakes and strategies for improvement.

3. **Balancing Fluency and Accuracy:** I will experiment with different timing for corrections—sometimes immediately, sometimes at the end of an activity—to find a balance that works best for my students. I will also make use of unobtrusive correction techniques like recasts during fluency activities.

By incorporating these strategies, I aim to create a more supportive and effective learning environment that addresses errors constructively while maintaining student confidence and engagement.