Assignment CMTRP

Name and surname(s): Samson Alexander Nkhalamba

Group: 2017-02

Date: 28/05/2017

Classroom Management- Techniques and Reflections

on Practice

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 Assignment CMTRP

Index
Introduction.................................................................................................................... 3

Error Correction............................................................................................................. 4

Multiple Intelligence.......................................................................................................5

Conclusion..................................................................................................................... 7

Reference...................................................................................................................... 8

Introduction

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Error correction and multiple intelligence are topics that are important in the teachers
professional activities. In this work, there are discussed aspects that related to error
correction and multiple intelligence and the work is divided into two parts.
The first part discusses the importance of error correction to the teachers
profession. The positive and negative affective part of error correction is also
discussed. Furthermore, there are discussed the advantages and disadvantages of
some of the strategies of error correction like self correction, peer correction and
teacher direct correction.
The second part discusses multiple intelligence and its importance to the teacher
and the classroom difference in learners intelligence. The advantages and draw backs
together with its future advantages are also taken into account.

Error Correction

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First of all, error correction is very important in the teaching and learning of a foreign
language though it is difficult to know how effective that corrective feedback will be to
the learner. As a teacher, it is important to know when, how and what to correct.
Tomczyk E. (2013) defines error correction as, a reaction to a speakers utterance by
someone who has made an assessment that the utterance itself or at least the part of it
is linguistically or factually wrong. And according to Loewen, 2012; Sheen, 2007
quoted by Jimenez, j. (2013), corrective feedback is information given to the learner
regarding a linguistic error they have made. These errors can be made by both native
speakers and foreign learners.
Furthermore, within the process of corrective feedback, the teacher has to be
aware of the effect that the correction may make upon the learner. Corrective feedback
can be taken as positive or negative depending on the learners reaction to the
correction. Ellis, Rod. (2009) stated that, Positive feedback affirms that a learner
response to an activity is correct. [] positive feedback is viewed as important
because it provides affective support to the learner and fosters motivation to continue
learning. So, if emotions take the learner to learn something from the corrective
feedback, then it is positive and if not, then it is negative. The same Ellis, Rod. (2009),
added that, Negative feedback signals, in one way or another, that the learners
utterance lacks veracity or is linguistically deviant. In other words, it is corrective in
intent. It is important for teachers to know how to correct their learners, teachers
should not let the learner feel awkward or feel as a failure, and otherwise negative
emotions may lead the learner to negative feedback therefore hinder learning.
However, there are many strategies that are used to correct learners. The most
effective and advised strategy of error correction is the self-correction strategy.
Teachers should encourage learners to do self-correction as it gives them linguistic
awareness and in addition, the learner becomes more independent. Although self-
correction is more effective and affective in error correction but it can also have some
disadvantage if its not well applied; students may feel embarrassed if they dont know
the correct form they are insisted to correct themselves, leading to negative affective
emotions. Peer correction is the other most used strategy in error correction as it
encourages cooperation among the students. Some student may feel better if they are
being corrected by fellow student rather than a teacher. Though peer correction is good
but sometimes the student correcting may get it wrong. Additionally, some students
may feel that it is the teachers work to do the correction. On the other hand, the
teacher, direct correction is the least preferred. This is so because most teacher direct

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correction can easily be ignored by the learner though it can be delayed or immediate
correction. C.G. van Beunngen, et al. argues that, students would benefit more from
indirect corrective feedback because they have to engage in a more profound form of
language processing as they self editing their output. According to this researcher, self
correction and peer correction as they are indirect corrective feedback would do more
than teacher direct correction.
Lastly, in consideration to the correction of errors, errors should be corrected
depending on the factors and the aims of a task. Error treatment will depend on; if it is
to develop fluency or accuracy and not leaving aside the proficiency level of the
learner. According to Tomczyk, E. (2013), What makes the issue of providing
corrective feedback even more complicated is the fact that it requires a range of quick
decisions that a teacher needs to make after having noticed an error in a students
utterance. It is a tough decision to make where corrective feedback is concerned. The
point is that, either focusing on form, accuracy or fluency but errors have to be treated
in a manner that the learner takes an advantage of the corrective feedback made.

Multiple Intelligence

Multiple intelligence is one way of viewing and teaching heterogeneous classes. Each
individual learner has his/her own capacity (intelligence) in processing information and
his/ her own way of learning; thus students has their own learning preferences.
According to Howard Gardner, human beings have eight different kinds of
intelligence that reflect different ways of interacting with the world. Each person
has a unique combination, or profile. Although we each have all nine
intelligences, no two individuals have them in the same exact configuration --
similar to our fingerprints. In multiple intelligence theory, others may be better in
linguistics and moderate in logical-mathematics and vice-versa and others may be
better naturalists and poor in linguistics and others may combine intelligence and etc.
Therefore, as a teacher, it is important to notice these differences in learners in the
classroom and thereby know the best way to teach them and how to make them learn
and apply what they have learned. Gardner, quoted by Wikipedia, the free
encyclopedia defines intelligence as a biopsychological potential to process
information that can be activated in a cultural setting to solve problems or create
products that of value in a culture. Learners process information and solve problems in
different way, others can be fast thinkers in some subjects and others slower thinkers.

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The aim of this theory is not to limit learners to one way of learning but to equip them
with multiple learning abilities.
While multiple intelligence is criticized as backing up learners failure as a way of
being an example of a different kind of intelligence (from Wikipedia, the free
encyclopaedia) but it has its advantages; Multiple intelligence based activities creates
possibilities for helping students learn effectively and successfully, that is, teachers
become creative in forming activities that might suit to different intelligences though it is
difficult to draw activities that may focus on each individual learners intelligence. By
providing activities that might focus on different individual learners intelligence,
discipline problems may be reduced. For example, if a teacher provides an activity that
is only appropriate to those who are good in linguistics, only few learners may feel free
with the activity and indiscipline may arise on the other students as they may not be
interested in the activity. Moreover, this theory can be used to develop instructions
which can help develop confidence in weak and strong students therefore develop their
likely areas. Instruction which is designed to help students develop their strengths can
also trigger their confidence to develop areas in which they are not as strong. Students
multiple learning preferences can be addressed when instruction includes a range of
meaningful and appropriate methods, activities, and assessments.
(www.niu.edu/facdev/). The methods, activities and assessments will be determined
by the intelligences that are within the classroom. The teacher will be able develop
methods, activities and assessments that will suit to different intelligences.
With the introduction of multiple intelligence theory in schools, there will be more
development in individualization, methods and curriculums that will focus on individual
learners intelligence therefore creating more individualized confident learners.

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Conclusion

In conclusion, although error correction and multiple intelligence are importance to the
teaching and learning but they can also have some draw backs if they are not well
applied.
Error correction brings awareness in teachers, on how to correct students, however,
if it is not well applied can inhibit learning in students. For example, self-correction
gives learners linguistic awareness and the learner becomes more independent but
students may feel embarrassed if they dont know the correct form. While Peer
correction encourages cooperation among the students but sometimes the student
correcting may get it wrong. And the teachers direct correction can be easily ignored
by students.
Multiple intelligence help teachers to be more creative in forming activities that can
suit to different intelligences. These activities create possibilities for effective learning
and success in students. Though, these advantages are there but it is difficult for
teachers to form activities that can focus on individual intelligence and needs a lot of
creativeness. With the introduction of multiple intelligence there will be more
development in individualization, methods and curriculums that will focus on individual
learners intelligence therefore creating more individualized confident learners.

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Reference

C.G. van Beuningen, et al. The Effect of Direct and Indirect Corrective Feed Back on
L2 Learners Written Accuracy,
https://pure.uva.nl/ws/files/806416/74795_323875.pdf
Ellis, R. (2009), Corrective Feedback and Teacher Development, L2 Journal, Volume 1,
pp. 3-18, http://repositories.cdlib.org/uccllt/l2/vol1/iss1/art2/
Jimenez, J. (2013), Corrective Feedback, http://cla.unical.it/attachment/article/820
Multiple Intelligences and Its Application in EFL Classrooms, www.niu.edu/facdev/
Multiple Intelligence,
http://www.pbs.org/wnet/gperf/education/ed_mi_overview.html
Tomczyk, E. (2013), Perception of Oral Errors and Their Corrective
Feedback: Teachers Vs. Students, Vol.4, No.5, pp.924-931
Wikipedia, the free encyclopedia, Theory of Multiple Intelligences,
http://www.itari.in/categories/multipleintelligences/Theoryofmultipleintelligences