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To monitor students work while they are working in BORs.

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In addition to my comments, I tend to deliver some tips to avoid future mistakes on grammar or pronunciation

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Approaching mistakes as opportunities to improve: It reduces their fear to make mistakes and encourage them to participate more.

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Using delayed feedback has not only improved the way my Ss are correcting themselves but also it has helped me in terms of time management.

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Anticipating vocabulary and grammar difficulties. Explaining difficult vocabulary beforehand.

Asking CCQs to make sure they understand the topin and task.

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Positive reinforcement, corrections and appraisal.

Towards the end of class, I think it is very important to give some positive feedback as well (regardless the class level).

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I take notes of common difficulties students are having in the BORs, then in the main session I go thru them

Then I write the examples and ask students to analyze and self correct.

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Creating good rapport with Ss has also make an impact in the way they received feedback, since Ss feel in a save environment where they are not afraid to make mistakes because they believe that the objective of the sessions is learning also from their mistakes.

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Only focus on the language taught that day and not everything. Don't over correct every single mistake.

Select relevant mistakes, I believe that there are some mistakes that we need to address according with the level of Ss, and some others that Ss will clear eventually.

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Anticipating possible difficulties and clarifying them in advance. Especially when working in reading practices, this allow st to recognize new terms and correct pronunciation.

I try to anticipate possible errors/ things that could possibly confuse students during class to have a quick answer for them. Also it helps to be able to give students corrections on the spot.

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Check grammar rules with extra materials! Providing examples and making sure they practice. If they are big groups using BOR and monitor their work is helpful

Make sure we study the syllabus and come prepared with some vocabulary questions students might have. After that, ask CCQs to double check if they understood. That helped me with time management.

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I've notice the use of new verbs can be alittle challenging, we practice through sentences using the whiteboard

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Using visual cues to explain new terms, I think drawing and making st guess the meaning of the words generates a lot of impact in their learning.

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Highlighting the word/phrase that needs to be reviewed, and writing the correct one. This is great for lower levels, they become more conscious of the way they are using parts of speech.

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I am very visual with my students. I like to use zoom tools to make colored boxes on the screen to separate information. I even put their names in colored boxes so their can see what and where they have to read next. I find this makes it clear for the students to see their corrections and clarifications. It also gives them time to know what they will say since they can see where they will read on that page. This can boost their confidence.

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Use visual aids when delivering feedback: create comments with my observation.

Be visual with the corrections - write it on the presentation/whiteboard and highlight what exactly needs to be improved

I use Zoom tools, or in the Teach App, I downloaded Web Paint Tool. This allows me to point arrows, draw boxes, write their answers, underline words, etc. so that the students have an easier time following along.

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Involve students in the feedback and ask them to come up with the examples by themselves, don't just explain it yourself and move on to the next part

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Sometimes I collect relevant mistakes and write them down on the board and then Ss will start identifying the mistakes and correcting them by themselves.

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I have them repeat back what we saw related to the lesson in the Self-Assessment section. Sometimes they don't understand how it relates until we write down the main grammar/topic terms in this area and they realize they DO know how to use it.

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Is it "XXXXX" or "YYYYY"? When I give them both of the options (their mistake and the correct one), they mostly correct themselves. Sometimes one of the other students jump in to participate, sharing the correct word/pronunciation/verbal tense, etc.

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Self correction and peer correction before instructor correction.

Allowing peer correction in BOR's even if I am present in the room. I always ask students to pretend I am not there (Sometimes they don't even notice) and I let them explain to each other what they understood, and if they are not going in the correct direction I will intervene briefly.

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Correcting pronunciation on spot, using implicit correction. This help students realize their mistakes and correct them right away.

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Many times I write a specific word /phrase in the chat box, and work with the student on pronunciation (e.g. stressed syllable)

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When checking pronunciation, I usually write the word as is it pronounced (not phonetics with lower levels)

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Divide feedback after BORs in two parts: pronunciation and stressed syllables + vocabulary and grammar correction.

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Writing pronunciation of difficult words.

I make sure we practice the words beforehand.

I usually drill students to make sure they understand them

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Crossing out unvoiced letters/syllables when reading, explain and ask them to read again. This has done wonders with students struggling with ED pronunciation

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I believe what has worked for me a lot is:

1. Drilling. Asking students to repeat words in isolation and complete sentences too.

2. Writing how the word would sound if it were pronounced in Spanish, for example: "guidance" /gaidens/

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When I see some commonly mispronounced words, I write down the Spanish spelling along with syllable spacing for it and have them repeat after me as a group.

Common words are:

aren't (árnt)

schedule (ské chll)

culture (khl chrr)

answer (án srr)