Monday, October 29, 2007
How to involve the student
I have had some difficulty asking questions that get the student more involved in the grammar sessions. Some students just want you to correct their paper when it comes to grammar (especially ESL). I can't think of any questions that would make the student think and correct their own paper. Any ideas??
Subscribe to:
Post Comments (Atom)
3 comments:
So funny you posted this today--I drove home today feeling a little frustrated because my last appointment was really tough. She's an ESL student, and all she wanted was help correcting her grammar. So she was somewhat less than thrilled when I pointed out that she needed some work on her thesis statement and her organization. I told her that correcting the sentence-level issues before the global ones didn't make sense. After going over the basics, I could tell that she was disappointed, so I spent the rest of the session explaining the importance of knowing how to construct a proper essay before she gets to the research paper stage. Still, she left feeling as if she hadn't accomplished anything. I should also mention that I worked with her through two 0400 classes, and now that she's in an 1100 comp class, I feel as if she needs a little tough love so she'll start practicing some of the skills she's learned.
I know my experience today doesn't exactly answer your question, but my point is that I think it's okay to be direct with students who aren't engaged or who expect you to do everything. When I sense that I'm working with either type, I usually use the "teach and leave" approach (I just made that up). For grammar groupies, I tell them, "I'll show you how to correct (insert a grammar problem or two) in this paragraph, and then I'd like you to find and correct the rest." Then, I'll walk away and let them work on their own for awhile. In the meantime, I peruse OWL for something that'll reinforce the lesson, and then I go back and discuss it with them before the session ends.
The downside of the direct approach is that some of these students will try to find another coach who is willing to do what they want them to do (yet another reason we should be checking one another's notes on the focus sheets). But the way I see it, I don't mind losing a disinterested client every now and then if it frees up my time for one who's willing to put in the effort.
Hope this helps--my apologies for such a long answer to your short question.
Jackie
You gave Dave some good advice. I would have done the same thing.
Some ESL students know that they need direct instruction, and you should feel free to give that to them. For instance, give the student direct instruction in one type of error in just one paragraph, and then tel her that there are (for example) 3 of the same errors in the next paragraph. Then have thme find the errors and make the corrections. This way, they do have the direct instruction, but you are also making them apply the strategies that they have learned.
Helen
I have tried something similar with a couple students--error analysis. This generally takes about the same amount of time as going through and giving the corrections yourself.
Also, I have occasionally worked with a student who has the ears but not the fingers for English. While his typed essay has errors such as omissions and misused words, he will generally say the sentence the correct way. I constantly have to remind him to "read exactly what you've written!"--it sounds fine, but the written word is at odds.
To summarize, I guess: be vigilant; read the paper along with the student; and try error analysis.
Post a Comment