Correcting Wrong Answers in a Positive Way

When teaching a class of children, particularly younger children, it is important to steer your students in the right direction while still allowing them to find things out for themselves. When it comes to giving incorrect answers, there are a few ways you can rephrase your response to their answers. This will help to guide them towards the right answer, without discouraging your students from attempting to answer questions in class.

Move onto another person

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If you happen to pick on a student who doesn’t know the answer or who gives an incorrect answer, don’t dwell on them as it can discourage them from offering answers voluntarily. Acknowledge the wrong answer but give encouraging feedback which will minimise embarrassment such as “You’re on the right lines” or “can anyone build on what George has said”.

The aim for encouraging your students to ask and answer questions is not always to get the right answer every time, but instead to build their confidence in asking for help when they don’t understand something. Answering and asking questions is also crucial when building up communication skills, particularly in younger children.

Reward the right answer

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This works well in group question and answer sessions. Don’t ignore wrong answers but instead reward right answers with stickers, possibly a chart reward system or even a word of positive praise. This positive reinforcement will both reward the child who answered correctly, and may encourage other children to step up and attempt to answer another question later on in the discussion.

At Red Box we focus on relationships, whether it be a relationship between a supply teacher or a teaching assistant and the school, or the relationship between the teacher and their students. We can offer a new level of support for qualified primary supply teachers and teaching assistants looking for part time and full time jobs throughout the UK.

 

Education Minister Visits Schools in Shanghai

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Nick Gibb the former Schools Minister believes that children may be falling behind children from the Eastern territories because they did not learn basic arithmetic times tables by heart. Because of recent efforts made to try different teaching methods in the classroom, to test different responses from children and to make learning more engaging for them, there has been a decline in the use of mental arithmetic and rote learning in the classroom.

It has been claimed that because of this decline, pupils have been struggling to understand the basic mathematical concepts. With practice and repetition, similar to the method used in learning a musical instrument, children can learn mental arithmetic and other maths to heart, which commits methods to their long term memory.

[redbox] math blogEducation minister Elizabeth Truss visited a collection of primary and secondary schools in Shanghai in February and in contrast to the claims Gibb has made, found that it was not the method of teaching that produced such good results, but the instant feedback between a teacher and his/her pupils. Students would receive graded homework instantly, with feedback given on their progress during lessons in the form of discussion.

Teachers engaged with the children and encouraged class discussions, with arithmetic examples increasing in difficulty across the course of the lesson. There is a great focus on one to one support to ensure that no child falls behind and this may be the problem with schools in the UK, as more and more pressure is put on teachers to handle larger classes.

Education is crucial to the essential development of young children, which is why Red Box Teachers make every effort to ensure all part time and full time supply teachers and teaching assistants find their perfect teaching job. Do you agree with Nick Gibb in that more traditional methods of teaching need to be implemented? Or do you feel that engagement and the focus on one to one support is more beneficial for the education of today’s youth? Why not let us know in the comments below, or tell us on our new Facebook page?

 

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Encouraging Group Discussion

To increase communication between students and to build a sense of community in your class, it is important to engage in regular group discussion. As well as encouraging the asking of questions and group discussion, it also helps to motivate your students to help each other in times of difficulty.

At Red Box Teachers we understand the importance of having a long lasting relationship with your students, whether the duration of your stay is just for a couple of months or on a more permanent basis. It is important for both supply teachers and teaching assistants to be able to quickly gain a sense of respect from their students, but to also help the class to learn and grow as a whole.

In addition to building a sense of community in your students, it also emphasises the idea that asking questions when unsure about a topic is always encouraged, and is not something to avoid. From a very young age we catch on to the belief that ‘being wrong’ is the same as ‘being bad’ when this is not the case. Engaging in the discussion of wrong answers and motivating the students to ask questions when they are concerned or unsure will help to allay these fears of ‘being wrong’ and you will also help your students to relax in class more.

Some good ways of facilitating discussion are:

pollTaking Polls when getting Answers

This is good for a general poll or when asking for a correct answer to a question. General polls are great for finding out new things about your students and can also highlight various areas that you need to focus more on; i.e. spelling or world history.

Finding the correct answer to a question in a poll is a good way of rewarding students for getting the correct answer while avoiding the potential embarrassment for students who happened to be not so lucky on that particular question.

Reiteration of Previous Lessons

By asking the class what you learnt about in a previous lesson it encourages the children to think back to yesterday or to last week and to remember what they had learnt. Repetition of the lesson will also reinforce the teachings of that lesson and encouraging a group discussion about it will help children to work together to fully reiterate what they had learned previously.

As always, careful encouragement and positive reinforcement of correct answers is the key to building a good relationship with your class. Soon they will be eager to participate in discussions, making it far easier for you to teach the class as a whole and later you may even see some shyer members of the class adding their own input to discussions.