lundi 25 mars 2019

Embedding Critical Thinking in Interpersonal Communication Competencies: (Errachidia, March 23rd, 2019)

Embedding Critical Thinking
In
Interpretive Communication Skills
(Errachidia, March 2019)

WORKSHOP ACTIVITIES:

* Definining Critical thinking and problem solving skills/competencies

* TASK 1: Considering different perspectives

* TASK 2: The questionning culture

* TASK 3: Providing and assessing evidence


Big book donation goes to Sijilmassa High School in Errachidia from Calliope Group.




vendredi 1 mars 2019

REFLECTIONS ON ERROR CORRECTION

Error Correction Techniques 

Brahim KOUKOU

 Error correction bears a tremendous importance to the learners’ progression. However, it’s, unfortunately, often ignored in the everyday classroom practice. Teachers tend to, though indeliberately, disregard it due to many reasons; among which there is an insufficient understanding of the criticalness of error correction and a rather unjustified fear that it may be hurtful to learners’ feelings. Some teachers, on the other hand, intentionally avoid it because they believe it slows down the pace of the lesson. Bearing this in mind, I believe that teachers should approach error correction in a systematic way meaning that they need to know WHEN to correct and HOW to do it.

 Below are a few tips on how to effectively deal with error correction.

I have learned that we have to be eclectic about the errors we correct in our classrooms. Not all errors are worth the same amount of focus. Some errors can be ignored. At least if they do not necessarily impede understanding. In other words, if the focus of the activity I am working on is fluency then I should not lay too much emphasis on correcting every single mistakes that the learners produce. Otherwise, the whole objective of the activity may be compromised. 

Productive error correction strictly depends on the situation in which it is carried out, so before you start, you need to answer a few questions: 

● Am I going to correct to a group or to an individual? 
● What is the mode of correction? Learner to learner or teacher to learner. 
● Is it going to be prompt or delayed? 
● Is it going to be written or oral? 
● What type of activity are the learners working on? writing, speaking, grammar… 

I often prefer to address my learners’ errors as a group by making it sound like if it is coming from me rather than one of their classmates to alleviate the psychological pressure that the situation might yield. I also like to invite them to try to correct it by themselves; a fact that boosts learners self confidence and gives them a sense of achievement.  Error correction is also more effective if it is done promptly. Teachers need to isolate the error, calculate its frequency and deliver prompt and efficient feedback all on the spot. 

Delayed error correction is equally important if properly carried out. The most common way I personally do it is after a writing assignment. I try to list all the errors that my students tend to make in their writing pieces then classify them according to four different categories: spelling, capitalization, grammar and punctuation. I, subsequently, design a checklist with all the aforementioned categories and provide examples for each category. 

I have observed a number of colleagues while teaching and, along the way, I could see that error correction can sometimes be counterproductive. A few things that render error correction counterproductive can be summed up as follows: 

● Excessive and explicit focus on error correction. 
● Excessive focus one correcting one type of errors e.g: grammar or spelling. 
● Individual error correction can be extremely intimidating if not delicately carried out.

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                                             Error correction

                             Bouzerda Hamid

There has been a large  body of research about error analysis in the field of TEFL/ TESL as the error is an inseperable  part of learning .The  error is thought to be a process if not a crucial part which learners go through to acquire  something new. What is more important in this area of research  is how erros should be  treated ,tackled  and corrected by teachers.

     First of all,   Error correction requires  certain things to be taken into account. The most important one is to know the source of this error. Is it a  transfer from the first language ? is it intralanguage ? is it a teacher or a textbook- induced error ? is it over-generalisation ? or it is just a mistake. When the teacher gets aware of the source of the error, he/she may use  the appropriate way of correction depending on the type of the learner, the type of the error, the context where the error is  committed and its frequency, of course.

     Taking all things mentioned above into consideration, a  teacher should make it clear in his learner’s mind that an error can never hinder learning, and it is of paramount importance, instead. By doing so, an  anxiety free learning can be created,  and self-confidence can be easily built is student’s spirit.

      Furthermore, when self-confidence is built and the error is praised, teacher may choose the appropriate way of correction, the most practical of which is self-correction. This way of correction works better with all levels. It makes the learner feel some kind of responsibility in learning . In  addition to this , it  encourages  learner-centeredness and autonomy . still there are other undeniable forms of correction like student-student correction and teacher –student correction.

   
    As far as I am concerned , these two forms come after self correction in terms of importance. to elucidate more, when a learner fails to correct himself/ herself, student’s correction  should be raised to keep them in the center of the learning process and to make learning as cooperative as possible. When students , peers or pairs fail to correct, teacher’s correction comes a matter of necessity. Yet , a relevant question whcih may come to one’s mind is : ‘ should all  errors  be corrected’ ?


      Assumptions about this question have waxed and waned, yet some  experts in the field have fairly confirmed that not any error need to be corrected. For example, in a structure-oriented lesson, it becomes needless to correct a pronunciation error or a speaking mistake , or in a speaking -oriented activity , it is not necessary  correct a spelling error. However, they should be noted by a teacher to be corrected later on when the context allows to make the same error  committed before.

   In a nutshell, error correction should be wisely practised in EFL classroom. We, the teachers , should instill in  our students that making an  error is a  giant step towards learning , and correction should be varied so that it can suit any situation and the  context where the error is made.

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        Error correction
Ahmed ELHARRAK

     
No one can deny the fact that errors are part and parcel of the language learning process. If students do not make errors i, t means that they are not exposed to difficult and challenging tasks. Hence, learning is hardly ever taking place. When I think about error correction, many questions pop up. Shall I correct all students’ mistakes or just some? Shall I intervene too much or just a little? How should I deal with their errors? Should I give explicit feedback or implicit one?



       From my humble experience, the nature of the activity and my objective of the lesson determine whether I should intervene excessively or just a little.  For example, if my lesson is to encourage fluency (speaking activity) , I do not correct students’ errors too much .If I do so , some students will feel shy  and get embarrassed and might not get engaged again. Even worse, I might destroy the flow of the activity or the lesson. So to avoid frustrating students or intimidating them, teachers should be aware of their students’ personality and must select the appropriate time to correct their errors. By the same token, if my main objective of the activity or the lesson is accuracy, I do too much intervention and error correction can’t be ignored. However, when my student says “Last year I visit Rabat” and he hasn’t yet learnt simple past, I avoid correcting him/her.

       There are a number of strategies or techniques that I adopt while dealing with students’ errors. The first one is direct correction. I ask my student to repeat what he /she said and I give him/her the chance for self-correction .If he/she doesn’t know the answer,  I do encourage peer-correction.  This usually takes place when students had already seen the item and they just forgot it. In fact, it is an opportunity to remind them of what we did before. The second technique is repetition. That is , repeating students’ answers but using the correct form. From my point of view, paraphrasing students’ answers is a subtle way of correcting errors and students are less likely to get embarrassed or demotivated. Last but not least, using gestures to indicate that an error has been made is also an effective way of giving feedback to students.

         Along with the above techniques or strategies, I think I should from time to time use a piece of paper and write students’ names on it. If they make mistakes I write them on the paper and give them to the students at the end of lesson so that they correct them themselves at home.

      To conclude, an effective feedback or error correction can significantly reduce the number of errors and prevent their fossilization. However, excessive error correction could frustrate learners and even reduce their motivation of language learning.



dimanche 18 mars 2018

Big Book Donation Goes to Youssef Ibn Tachafine High School in Matmatah



YOUSSEF IBN TACHAFINE HIGH SCHOOL 
-MATMATAH-
The Fes-Meknés Regional Academy of Education and Training, the Taza Provincial Directorate of the Ministry of National Education, Vocational Training, Higher Education and Scientific Research, and the Provincial Inspectorate of English (Ed-Links-Morocco) would like to express their warm thanks and heartfelt gratitude to Peace Corps Morocco for the incommensurably generous book donation to Youssef Ibn Tachafine High School.
This year the United States Peace Corps celebrates years of service to the people of Morocco. The new group of volunteers arrived to the Kingdom in September. These milestones are a testament to the strong friendship and partnership between the people and government of the Kingdom of Morocco and the United States Peace Corps

Peace Corps Volunteers are working to increase youth leadership, strengthen youth networks, build capacity of professionals who work with youth, and promote girls’ education. They work with local professionals and youth to promote volunteerism and youth leadership through activities such as sports, study of world geography, libraries, exercise classes, environmental projects, project management training, thematic English teaching, and self-esteem activities for girls.


Thank you Anne Wilson Siembieda (Peace Corps Volunteer), Ahmed El Hammoumi (School Headmaster) Salma Alami Chantoufi , Majda El Heyouni, Noah Alaoui and Fouad Bensellam (English language educators) for all the time and effort you have so commitedly invested. Thank you for so magnanimously furnishing Youssef Ibn Tachafine needy library bookshelves and paving the way for an extensive reading school project.

lundi 16 octobre 2017

Peace Corps Volunteers Implement "The Life Skills and Leadership" Programme in Tahala

The Life Skills and Leadership programme is designed to be used by Peace Corps  Volunteers and their counterparts who work with youth worldwide to develop the knowledge, skills, and attitudes integral to three Youth in Development sector competencies:

1. Support healthy lifestyles and prepare youth for family life;
2. Prepare youth for the world of work; and
3. Engage youth as active citizens.


Read More about the programme (http://files.peacecorps.gov/library/M0098.pdf)


Twenty four third-year middle school students from Aklam Lazar private school in Tahala have signed up for "The Life Skills and Leadership" programme.


Azar Aklam Private School admins, Peace Corps Volunteer, Amy Carpenter and her assistants, Youssef El Kaidi, AMA Tahal Access Programme coordinator and representatives of Taza Provincial Directorate of the Ministry of National Education, Higher Education and Scientific Research met on Friday October 6th, 2017 to officially launch the programme.


While a particular project may focus on only one or two of these sector competencies, the life skills and leadership topics relate to all aspects of life, including: succeeding in the workplace, fostering healthy living, and engaging with communities.


"Nothing like a good meal can make people merrier". Thank you Si Abdellah Lazar

mercredi 27 septembre 2017

Furnishing Tizi Ousli High School Needy Library Bookshelves


Tizi Ouasli is a wee town in the Rif mountains, almost haflway from Taza to Al-Houceima via Aknoul. I just happened to be there during the June 2017 regional and national school exams and spent a fortnight in its charming middle school... I was offered a space to call my own for the fifteen days or so, and was generously fed like I seldom have so far been.


The school's admins, the young friendly and promising teachers, Si Hassan and Hassan junior from the students' parents/tutotors association, Si Omar, the president of Tizi Ouasli community council, their friends and myself have had enough time to talk of dozens of issues, converse and cogitate upon a few action plans.
I have promised them all one sole single thing... I put my mouth in my foot when I gave them my word I would do my best to help furnish those school library needy bookshelves...


In coordination with the school admins and in colaboration with the parents/tutors association, Bookland Publishing Academic services, English Language Services and the English Inspectorate in Taza Provincial Directorate have launched a book donation campain/drive along with a school extensive reading programme.



What is a school without books? We hope Tizi Ousli children will never know. Join the endeavour by donating a dictionary, a reader/short story or a textbook.
"We get by with a little help from our friends".
The Beatles





mardi 4 avril 2017

Inaugurating Tahla English Club Library

"The library is the beating heart of any school and its life and vitality depend on it." 
Anthony Horowitz

(Tahla, Morocco_ Friday January 6th, 2017)


The ultimate goals of furnishing and nurturing Tahla's needy school library bookshelves are to deliver available information, encourage students to read for pleasure and help the teacher make optimal use of the skills of teaching reading.


"We get by with a little help from our friends". The Beattles


Thank you Books for Africa for being there to end the book famine in Africa. Thank you Mustapha Ali Walaf Soufiani for keeping your promises despite the multitude of your commitments. Thank you Said Tijari Tij for all the time, effort and whatever else you might have donated to serve English language education in Tahla High School.


  Readers motivated for personal reasons are  more  likely  to  remain interested in reading than readers who  are externally motivated through rewards.

© Ed-Links-Morocco 2016