Error Correction In Classroom

A. Errors Correction

Let's Study How to Correct Errors and Mistakes Appropriately

When we are in teaching process, sometimes the student will make mistake sooner or later. It is only natural because the students are learners. They still need to improve their skill and enlarge their knowledge. This is the teachers’ job to help them become better. But, what can we do to correct the students’ error without offending them? How to make an appropriate respond to the students’ error? Well, in the following paragraphs we will describe how to handle the student errors appropriately.

Teachers commonly use inappropriate way to handle the students’ errors. “The single most commonly used but least effective method for addressing undesirable behavior is to verbally scold and berate a student” (Albetro & Troutman, 2006).

These are some example of inappropriate correction made by teachers commonly; How many times do I have to tell you to work quietly?, Didn’t I just tell you to get your work done?, Why are you talking when I’m talking?, Do you want me to send you to the office?, What’s going to happen if I call your mother?, What do you think you’re doing?, Don’t you think you should be using your time better?

Previous example shows us the common teachers’ responses in students’ errors. The entire examples above are not suggested to be done. Teachers’ responses should not use offensive words and offending words. Rather than using offensive and offending words, teachers’ response should be calm, consistent, brief, immediate, and respectful.

A fluent correction is a Calm correction. If a teacher is visibly upset with a student’s misbehavior, this is likely to lead other students off task. They will focus on the far more dramatic exchange between the teacher and the misbehaving student rather than instruction.

When providing error corrections Consistency is essential. This means, if a Teacher chooses to correct a particular misbehavior, the correction should occur routinely among all students each time the same misbehavior is demonstrated. For example, if we correct one student for blurting out without raising a hand to speak, but respond to other students when they blurt out answers, this is inconsistent and unfair. It creates confusion for students about which rules really apply, to whom and when.

Brevity is also important. When misbehavior occurs, our attempt to correct the problem should not make the situation worse. We should avoid talking too much. Instead, make the correction by telling the child what to do instead, and then walk away. Assume the child will comply. Don’t wait for the situation to escalate into a power struggle.

Immediate means as soon after the misbehavior as possible.Finally, a common thread through all fluent error corrections is Respect. 

Behavior corrections should never involve belittlement or ridicule of a student. Instead, the most effective corrections are matter of fact, specific statements that tell what the misbehavior was and what the student should do instead. (Sprick, Knight, Reinke & McKale, 2006, p. 55-56.)

A teacher is more likely and better able to provide effective feedback (calm, consistent, brief, immediate and respectful) if a clear continuum of response strategies is identified and implemented. Students will also benefit from knowing, in advance, what the teacher’s response will be if problem behavior is demonstrated.

B. Response Strategy
A review of research provides this continuum of strategies as effective for responding to or correcting student misbehavior.

First, when misbehavior occurs, provide students with a Prompt. Prompts are typically visual but can also be verbal. A prompt is a signal that alerts the child misbehavior has occurred and helps him/her to comply with expected behavior. Prompts can be as simple as pointing to a posted expectation or giving a verbal cue to that expectation. Other examples include finger to lips indicating quiet or silence; raised hand to decrease blurt outs, an open palm to show stop or slow down and pointing out where students should go. Prompts can be provided whole group or individually.

Next, correction of misbehavior can come from a Redirect. Redirect means the teacher specifically states the matrix behavior the child is supposed to exhibit. “Remember, being respectful means raising a hand and waiting to be called on.” or “In this class, part of being responsible is to follow directions and do your work”.

Other steps in-class option is to Re-teach. Re-teach means state and demonstrate the appropriate behavior. Re-teach goes beyond a re-direct because it gives the child an opportunity to hear and then show the appropriate behavior with immediate feedback from the teacher.

Next Providing Choice is frequently an effective strategy for managing inappropriate behavior. Choice can address location, order of completion, type of tool or variety in activity. For example, the teacher can provide choices to complete the task in another location, “You are welcome to work at your desk, at a table or on the floor.” The teacher can provide choice on the order of task completion. The teacher can provide the choice of a different type of writing instrument. “You may write in pen or pencil or you are welcome to type with a computer if you like.” Or the teacher can provide the choice of a different type of activity that accomplishes the same instructional objective.

The last is Conference. Finally, Error Correction is sometimes best addressed by conferencing with a student. Just as we do with an academic error, our goal in responding to a social or behavior error is to teach students what we want them to do instead. Remember, scolding, berating, ridicule and yelling are the LEAST effective ways for addressing misbehavior. When students make a learning error on an academic task we don’t scold or berate them. We give encouragement, show where the error was made, tell how to make a correction, give opportunities for practice and then provide immediate feedback. Same things need to happen when responding to behavioral errors. In short…using a structured conference with a student may help meet this goal.

C. Conference
These are the procedures for having an instructional conference with a student about a behavioral error;

-First, Say something positive, in private, using a quiet voice
-Next, briefly describe the problem behavior
-Third, Describe the desired alternative (what you want the student to do instead) refer to and use the language of your classroom rules.
-Fourth, State the reason why the alternative is more desirable what outcome the student is likely to get if he/she chooses the alternate behavior
-Fifth, give students an opportunity to practice the desired behavior they can tell or show the replacement or alternative.
-Last, provide positive feedback. This means as soon as the student demonstrates the desired behavior or a reasonable approximation of the desired behavior- acknowledge this effort.

Example of conference; “Max, I know you were upset because the group didn’t include you. But you responded by calling them names and trying to argue. A respectful/safe way to handle this is to walk away and talk to someone else. By walking away and not raising your voice, you won’t get in trouble and someone might be able to help you join a group. Your yelling won’t change the behavior of the other students.

D. Climate Killers
The way teacher speak will affect the students’ responses, this is a common sense. Some elements that should be avoided by the teacher in order to make the error corrections more effective;

• Sarcasm or humor at students’ expense
• Sharp or excessive criticism
• Reinforces that are not meaningful to students
• Lecturing students about behavior
• Being inconsistent in rule enforcement and reinforcement
• Having no social interaction with students
• Showing little interest in students’ lives
• Teaching lessons with no attention to student affect or stress levels during instruction
• Warning an angry student to “calm down” without providing supports to achieve that goal.

E. Climate Enhancers
In addition, positive relationships make behavior management easier. Teacher-student relationships are the most basic element of classroom climate. Teacher’s have incredible potential to be a powerful influence on student’s lives. That potential extends beyond the school day. Meaningful relationships with teachers may influence positive long-term outcomes for students.

Some elements which can be added in delivering error correction;

• Always model respectful and polite behavior
• Praise genuinely and frequently
• Set high, but reasonable and attainable expectations
• Know your students
• Spend time interacting with students
• Use effective listening skills
• Design classroom to be appealing to students
• Celebrate student success and achievement
• Use humor

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