Knowing How and When to Correct Students in Class

Knowing How and When to Correct Students in Class A crucial issue for any teacher is when and how to correct students English mistakes. Of course, there are a number of types of corrections that teachers are expected to make during the course of any given class. Here are the main types of mistakes that need to be corrected: Grammatical mistakes (mistakes of verb tenses, ​preposition use, etc.)Vocabulary mistakes (incorrect collocations, idiomatic phrase usage, etc.)Pronunciation mistakes (errors in basic pronunciation, errors in word stressing in sentences, errors in rhythm and pitch)Written mistakes (grammar, spelling and vocabulary choice mistakes in written work) The main issue at hand during oral work is whether or not to correct students as they make mistakes. Mistakes may be numerous and in various areas (grammar, vocabulary choice, the pronunciation of both words and correct stressing in sentences). On the other hand, correction of written work boils down to how much correction should be done. In other words, should teachers correct every single mistake, or, should they give a value judgment and correct only major mistakes? Mistakes Made During Discussions and Activities With oral mistakes made during class discussions, there are basically two schools of thought: 1) Correct often and thoroughly 2) Let students make mistakes. Sometimes, teachers refine the choice by choosing to let beginners make many mistakes while correcting advanced students often. However, many teachers are taking a third route these days. This third route might be called selective correction. In this case, the teacher decides to correct only certain errors. Which errors will be corrected is usually decided by the objectives of the lesson, or the specific exercise that is being done at that moment. In other words, if students are focusing on simple past irregular forms, then only mistakes in those forms are corrected (i.e., goed, thinked, etc.). Other mistakes, such as mistakes in a future form, or mistakes of collocations (for example I made my homework) are ignored. Finally, many teachers also choose to correct students after the fact. Teachers take notes on common mistakes that students make. During the follow-up correction session, the teacher then presents common mistakes made so that all can benefit from an analysis of which mistakes were made and why. Written Mistakes There are three basic approaches to correcting written work: 1) Correct each mistake 2) Give a general impression marking 3) Underline mistakes and/or give clues to the type of mistakes made and then let students correct the work themselves. Whats All the Fuss About? There are two main points to this issue: If I allow students to make mistakes, I will reinforce the errors they are making. Many teachers feel that if they do not correct mistakes immediately, they will be helping reinforce incorrect language production skills. This point of view is also reinforced by students who often expect teachers to continually correct them during class. The failure to do so will often create suspicion on the part of the students. If I dont allow students to make mistakes, I will take away from the natural learning process required to achieve competency and, eventually, fluency. Learning a language is a long process during which a learner will inevitably make many, many mistakes. In other words, we take a myriad of tiny steps going from not speaking a language to being fluent in the language. In the opinion of many teachers, students who are continually corrected become inhibited and cease to participate. This results in the exact opposite of what the teacher is trying to produce: the use of English to communicate. Why Correction Is Necessary Correction is necessary. The argument that students just need to use the language and the rest will come by itself seems rather weak. Students come to us to  teach  them. If they only want conversation, they will probably inform us, or, they might just go to a chat room on the Internet.  Obviously,  students need to be corrected as part of the learning experience. However, students also need to be encouraged to use the language. It is true that correcting students while they are trying their best to use the language can often discourage them. The most satisfactory solution of all  is to make  correction an activity. Correction can be used as a follow-up to any given class activity. However, correction sessions can be used as a valid activity in and of themselves. In other words, teachers can set up an activity during which each mistake (or a specific type of mistake) will be corrected. Students know that the activity is going to focus on  correction  and accept that f act. However, these activities should be kept in balance with other, more free-form, activities which give students the opportunity to express themselves without having to worry about being corrected every other word. Finally, other techniques should be used to make correction not only part of the  lesson  but also a more effective learning tool for the students. These techniques include: Deferring correction to the end of an activityTaking notes on typical mistakes made by many studentsCorrecting only one type of errorGiving students clues to the type of error they are making (in written work) but allowing them to correct the mistakes themselvesAsking other students to remark on mistakes made and then explain the rules by themselves. A great technique for getting teacher pets listening instead of answering each question themselves. However, use this with caution! Correction is not an either/or issue. Correction needs to take  place  and is expected and desired by students. However, the manner in which  teachers correct students  play a vital role in whether students become confident in their usage or become intimidated. Correcting students as a group, in correction sessions, at the end of activities, and letting them correct their own mistakes all help in encouraging students to use English rather than to worry about making too many mistakes.

The Female Vote and Empire Building Essays

The Female Vote and Empire Building Essays The Female Vote and Empire Building Essay The Female Vote and Empire Building Essay The Female Vote and Empire Building Name: Course: Date: The Female Vote and Empire Building 1. Provide two or three reasons that men resisted the idea of women voting for so long, focusing on what they may have feared The chauvinistic attitude in men prevented them from allowing the women to have their voting rights. The men believed that voting was the exclusive activity of men. They did not want the women to get the idea of holding political posts, which they strongly believed were supposed to be for men only. Men were overtly against the freedom of women to take part in an election because it would undermine their control. The men were afraid that by allowing the women to vote, they would lose the control they had over the women. The men feared that presenting the women with the freedom of women to take part in an election would make them involved in politics to the extent that they would forget their traditional roles at home. They believed that all women belonged at home, and they had no place in political affairs (Scher, 2011). 2. Make a connection between the enfranchisement of women and the progressive movement, showing how it may have helped with reforms or hindered reforms, or made no difference Many women were engaged in the quest for voting rights. They held demonstrations, protested, and even went on hunger rights. Despite these efforts, some of the women were supporting the men in opposing women suffrage. They were determined to ensure that other women would not achieve the freedom to take part in an election. The provision of education to women, and all the action that went with it, provided an educational and awareness ground for many women. Those who were involved in securing the freedom of women to take part in an election concentrated on educating the other women on the importance of the ballot process. This education and increasing awareness contributed to the progressive movement. The women realized that they had been oppressed and denied many rights, and their success in securing the vote gave them the courage they needed to fight for other rights. 3. Take a position on the passing of the Nineteenth Amendment as a civil rights victory, explaining how you think the female vote has influenced or not influenced the direction of civil rights in this country The 19th amendment secured the right of American women to cast a ballot. As per the requirements of the amendment, all American citizens had the freedom to take part in an election, and no one should deny anyone this right based on gender. The vote of the women was crucial in altering the course of the civil rights. Many people felt that they could fight for their rights of representation and recognition after the passage of the amendment. The passage of this amendment, guaranteed women the freedom to take part in an election. It also made other people, especially racial minorities, demand for their rights. Empire building 1. For a country such as the US that makes the equality and protection of rights one of the centerpieces of its own existence, explain how the annexation of foreign territories during this period was justified The US justified its actions by claiming that it was advancing democracy. It claimed that annexing the foreign nations ensured that the people would live in freedom, and they would have justice. The US was determined to propagate its agenda to the foreign nations because it did not believe that the policies and rules governing these nations were beneficial for the people. It believed in a democratic system which encouraged capitalism, leading to the growth of the economies. Some of those individuals in the affected areas recognized the benefits of this, and they supported the annexations, making the US campaigns successful 2. Give two examples of how the United States benefits by owning territories and having military bases around the world today The US benefits from operating military sites in many countries on a global scale because this helps them maintain and protect their interests. For instance, settling in strategic locations enables the military to be able to ensure more security for its citizens, because it is able to know what is going on around the region, and the threat is facing from different locations. Gathering information becomes relatively easy when troops are deployed to various places around the world. By owning territories, the US is able to secure more resources for its industries. It also benefits from the expertise provided by the people in different sectors of the economy, providing labor in areas of shortage. 3. Describe the political impact to the party in power here at home when the US military is victorious in a foreign war or takeover and when it is defeated The political party benefits because it is able to gain more confidence among the people. When the military is victorious, the people increase their confidence in the government’s ability to take care of them. They feel more secure and guaranteed, and this enables them to know that the government has its priorities right. The political party gets more authority and power, as it increases its memberships. The opposite happens when the military is defeated. The people start opposing the government’s move in engaging in the war, and they show their lack of confidence in the government. Many of them opt to support the party that opposed the war. References Lutz, C. (2009). US bases and empire: Global perspectives on the Asia Pacific. Retrieved from globalresearch.ca/us-bases-and-empire-global-perspectives-on-the-asia-pacific/14468 Scher, K. R. (2011). The politics of disenfranchisement: Why is it so hard to vote in America? Armonk, NY: M.E. Sharpe

United States Military Actions Without Congressional Declaration of Essay

United States Military Actions Without Congressional Declaration of War - Essay Example The U.S. has the ability to invade a country simply because it can and not because it is the option of last resort. Prior to the Korean War, the government used military force only when necessary so as to protect the country’s vital interests. Many times since that era the policy makers’ characterization of ‘vital interests’ has been flawed yet U.S. military involvement was always justified in this manner. Beginning with the Korean War, the country’s vital interests were no longer the measure by which to initiate military action. For example, the first President Bush committed forces to Somalia in the early 1990’s to be part of a United Nations humanitarian mission but public support quickly evaporated when the American soldiers began dying. President Clinton sent troops to the Balkans which proved to be successful because it caused minimal U.S. casualties while achieving political objectives. This conflict showed that the American public will tolerate military intervention even when not presented as protecting vital interests but only if it doesn’t cost a great deal of Americans lives. Somalia was a failure but military actions in the Balkans, Haiti, Panama and the first Gulf War have evidently encouraged the United States to initiate military action without any foundation in reason or common sense. The U.S. can overwhelm most other nations militarily, but successful foreign relations and global political objectives are made more complicated and less likely if the military is continually used for dubious purposes (Larson, 1996). The instances of misused military power over the past half century have escalated in the past 15 years which has caused an ever-widening credibility deficit for the U.S. Now, more than ever, it is vital that the U.S. formulate a reasonable policy which dictates the specific guidelines for engaging in foreign military operations. Within this policy, American interests should always be