For this task, I worked with Kamal, Emilie, and Patricia. We went through all of the examples that you posted on the forum, and we all gave corrections for each error. I feel like this task went really well. Not every error could be corrected the same way. For example, there are some errors that are better explained on a white board rather than showing the error with your fingers. In addition, we talked about how correcting an error depends on your circumstances. For example, if one person is making the error vs. the whole class, this would change how you would correct them. It was nice being able to speak with you all! Have a great Sunday.

I really enjoyed doing this task with you guys, it was interesting to see how we all have different approaches to correcting errors. It was an eye opener for me to adapt to the complexity of the error. For example, write on the board when it relates to grammatical mistakes.
I find it harder to correct when I am not sure about the rule or the reason why.
eg: I am looking forward to seeing you.
I want to make it clear, but I am not sure what is clear to me is clear for students.
It’s something I will have to practice again and again.

It was really great to work on this task with you guys, I feel like we were able to exchange a lot on the ways how to correct students and what was the best for each situation. I also appreciated that we tried to see why students could have done an error and how their languages took a part in it. It was interesting to see how we all percive some sentences differently based on our languages. We used a lot of error corrections, the favourite one was probably with use of fingers, we did a lot of eliciting as well.
It was a very good call, I feel like we all have learnt something from each other.
I think that I should definetly repeat some grammar points to feel more confident in error correcting!

I found this exercise very useful because it showed me that error correction is not always straightforward. When the error is very clear, it is easier to guide the student to the correct answer through prompting. For example, mistakes like “He don’t like football” can often be corrected quickly by asking a simple question about the subject and the verb form.
However, some errors are more challenging because they require more eliciting or even a short explanation of the grammar. For instance, in the sentence “He is more tall than his brother,” the student needs to understand how comparative adjectives work. In this case, simply prompting may not be enough and the teacher may need to briefly review the rule.

Preposition errors also seemed difficult to correct without explaining the correct usage, such as “depends of” instead of “depends on.” Similarly, expressions like “an English teacher” instead of “a teacher of English” may require clarification. Overall, this activity showed me that some errors are easy to correct, while others require deeper guidance

We noticed during the group call today that using hand gestures, such as swapping words, counting words on our fingers, and pointing to the error, was very useful for helping students notice their mistakes. We also found that giving students a few options can help guide them to the correct answer. For example, with prepositions we could ask: “I am married ___ a doctor — by, to, or with?” This helps students think and choose the correct form.