AYŞE ŞAHİN

THE BLACKBOARD AND ORAL CORRECTION TECHNIQUES

9-10. WEEK

TASK 1

In this week, i studied on how the teacher uses the blackboard. The lesson is about  teaching words again, so the teacher uses it to introduce the words that he chooses  from the book. When we focus on the using blackboard, it seems that he has any certain organization about it. For example; when he writes the sentences or words he enumerates them. In this way it seems organized. He cleans the board to show anything new so, he passes another topic. He also gives importance to the regularity of the blackboard. There is nothing complicated on the board. He writes everything clear and understandable. First he expects the students to open their books and then writes the words of ‘table, ball, bag and boat. He writes them all of them one under the other. Except of it, he doesn’t make any drawing on the board. Actually it is an important detail that all teachers should do  for young learners. Everybody in the class see the words on the board and repeat the words one by one. Later, the teacher shows them the numbers. In this point, the blackboard is helpful for their learning of numbers. He makes them do a competition. He calls two of students. They turn back to the board and without  looking at it, they try to say the numbers that they keep in their mind in order. Who know all of them in a correct order  is applaused by the others. The blackboard is necessary for some activities. The teacher mostly benefit from it. The students memorize anything on the board because they see what the teacher writes on the board  for a while. Here It can be said that the teacher uses the blackboard effectively since he writes anything on the board in a certain plan. Both reading is easy and simple for the students. While the teacher is writing, each of students are usually waiting to finish and they are sometimes busy with anything else. Finally, what i have learnt is how important is using blackboard because it is one of the most important parts of teaching. Also we should consider learners’ level and move by regarding to this.

TASK 2

This week , I observed about oral correction techniques. For the first activity, the teacher expects his students to count from 1 to 10 and calls one of them on the board. When he starts to count, he makes error by saying the numbers. Especially it is about the pronunciation. Because of the fact that the students read the numbers in their native language, it is natural that there are errors like this. Then, the teacher gives the number in a correct way so, the student can say it as he hears. The teacher doesnt signal for their self correction. He pronounce it himself without waiting for the student to find correct one. Sometimes the students are silent since they cant memorize the next number. The teacher reminds them at that moment and he can occasionally ignore the student when he focuses on another students who makes noise.  Another activity consist of reading dialogue , the teacher writes some dialogues on the board and He wants the students to perform it on the board but some of the students has difficulty in remembering the dialogue and He helps them comunicating. He doesnt give any chance to his students to correct their mistakes so the students know that their teacher will say the correct one and thus they dont try to think about their mistake. In this way they get used to being corrected their mistakes by their teacher but the important point is that  mistakes are the best way to learn. Another point is about praising, the teacher praises them just when they do the activity without making any mistake. Except it, he doesn’t praise.