I observed Felicia’s Group 2 grammar class. Her voice and smile showed the students
that she was glad to be there to teach them.
The class started with an exercise on the projector. It had 15 or so sentences with various
errors. The students were
instructed to correct the sentences.
The errors were on verb tenses, contractions, conjunctions, singular vs.
plural, and articles. The students
worked on the sentences individually, and the entire class went over the
answers together. She explained
very clearly the reasons for the corrections. Students were free to ask questions when they did not
understand. For example, there
should not be another verb which follows “it’s” because “it’s” is “it is”. If there is another verb after “it’s”
in the sentence, then there are two verbs for one subject in that sentence. Felicia also reminded them the reason
for the different usage between simple present and present continuous.
The second activity was a handout. The students moved around in the classroom posing questions
to other students using the suggested phrases. Felicia walked around the classroom to listen and correct
their questions and responses.
Most of the students did not understanding “traffic court”. She then broke the two words down and
explained the meaning very clearly.
The students seem to be very relaxed in her class. They seemed to be very eager to
participate when they knew the answers.
The way Felicia corrected her students was very good. If a student gave an answer that was
not completely correct, she would say, “Good, your answer is close”. She also let students correct their own
errors. For example, a student
said, “Yesterday, I go to the store.”
She repeated the student’s sentence to a certain point and waited for
the student to continue with the correct word. “Yesterday, I … “
I applied her technique for correcting my tutees and it
worked very well for us.
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