Effective Group Activities and Feedback Strategies

This is three, this is two, you need to join someone, some group, okay? So make sure you have someone, people sitting alone, please find someone, yeah. Uh-huh, so. If you're working in a group of two, you will be A and B, okay? If you're working in a group of three, you'll be A, B, C, okay? So decide if you are A, B, C, or D. So A's, right, you have B's, A's, you just decide, ready? Who is A? Who is A? Come on. Who is A? Okay, good, A. Thank you. In a group of two or in a group of three, who is B? A and then you wrote C. So what do we need? Student A. Imagine you are in class and you are talking about your weekend. Like what you did last week, whatever. And you need to write down some sentences that you will say when the teacher asks how did you spend your weekend. Student B. these sentences so you are not alone ok? so script A you are writing your value to the wall last weekend and you need to make some mistakes of course oh, and mistakes damn, how hard it is you might want to write a long story oh, you want to write a long story? You can print it. Yes, it's in Russia, it's sold in the 60s. In general, it's Scandinavian, like in Norway. write and invitation I also want to write is it formal or informal? it's formal because it's to a friend and it's an invitation it's like a letter a letter to a friend invitation, the function is invitation okay like, hi, come to my party dear Ben but you're low level so you don't make big construction okay bus and seat I'm writing invitation and you're writing last weekend with mistakes. So I'm also mistakes. I'll listen to everything. It's easy to tell about the weekend. How was your weekend last night? It was good. I see. I think it was good. It was good. I didn't have time. No, no, no. What was it? About hobbies. Hobbies, okay. So, once again, student A, is it for speaking or for writing? Speaking. Representing, it shouldn't be a story. I get this and it doesn't matter. Very good. Student B, Alright, short letter to a friend with an invitation. Student C, a short dialogue about your hobbies. Again, low level. All of these low levels everywhere in the United States. I'll give you three minutes to prepare. Even if it's not a nice mix of notes. Please do this. Make some notes. Excuse me. Write an invitation. Do I make mistakes or do I not make mistakes? Or just... You took a class gesture. But you said... You wrote mistakes. You made mistakes. Please make mistakes. Any more questions? Are we okay there? So now what do we do? Are you ready to talk? I don't want to talk. You don't want to talk? You are in danger. Oh really? Very nice. Thank you. Just imitation of the class Uh huh Do you think you are ready? No This one, maybe not even one minute, maybe like half a minute So it can be really short because we don't have much time So, let's do it this way now. We're also three of us here. We're also three pairs of women here. So, student A starts. Student A talks about the weekend. You can either play the role of teacher, some of you, and ask, how do you spend your weekend? And student A asks, what do you think other people do while student A is speaking? You are probably making notes about mistakes that you hear and then you try to give feedback. How? I don't know. So, you will correct your mistakes and if you're not up here, two people can correct you. If you're not up here, just... Just being incorrect. Does that make sense? You can decide to correct just in the middle, or you can wait until the person finishes. I don't know, you decide. Then we'll do this test. But when person A finishes, we move to person B. You show me that self, teach other two people, one person to check, and somehow correct. How? Again, you decide. And then student C will do it. But after two people, we'll stop, okay? I'll do another task and then there will be person C. Okay, student A, please start, but teach us how with the first question. You have to listen to the music and then give feedback. Or just listen? I have to listen to it. Okay. So, how was your weekend? Last week I spent with my parents. We go to work or home. So, we eat in the air, ice cream and candy. Then I decide to go to Paris. And I decided to... I decided to... I decided to stay in Paris. And I went to Paris. Okay. So now Washington is different? Yeah. Well, you can write it down, you can write it down, you have to write it down. So, more or less you're Ansel's student, so I understood what you said. You don't know. There were some issues, but I think... I think we'll fix them in the process. You're just starting. So I think we'll need to revise some irregular verbs. Can you please say, when you say, You wanted to go where, but it was yesterday. How do you say it? For example, yesterday I went to my grandparents. Okay, I see. It wasn't a slip, then when integrated to went. I went to... Remember you're teaching low level, right? So all your long rumbling, like, oh, it's not a slip. How low? I don't know, but that's low level. So when you talk, oh it wasn't a slip, it was this, it was that, is this information relevant? No, it was from me, and I didn't hear, but what I wanted to do, I asked... I know what you wanted to do, but does the student need to hear that? Okay, I should have muted myself. Maybe you can speak aloud, it's like a loud thing here, or maybe not, because the person feels lost because she doesn't understand what you're saying, right? Well, I think they can catch my intonation. Like, I'm not saying like, oh, you... Actually, when the student doesn't understand, you usually see the lost faces, face, and she'll be like... Well, I don't see the lost face. Is it for him, or is it for me, or... Okay. Just... Okay, I shouldn't be making extra comments. Then... You were talking about how you ate something. What was the sentence? Most people eat soup. The Europrize group in Kansas. So, for example, how do you say that you decided to play a game yesterday? I don't know, like, maybe a mobile game. And you decided to play, like, you started and it took you like two hours. How do you say that sentence? I played two hours. Two hours? Yesterday? Yes. I was going to get meat tomorrow, but you still said that. Oh, I see. So it was... So yeah, next time when you are saying that, like, how we said... Um... Also, we're eating ice cream. Also, we're eating ice cream. So you missed, uh... We were eating. Yes. We were eating ice cream. Yeah, see, you know the rule. You just forgot about it. Uh-huh. Okay. Yes. I'm sorry. Yes, so when we use the side, we have to use two. Why? Why? I... one of my... Where is the... Okay, I will explain. I always have this question in my head. I didn't invent the language. I didn't create the language. I don't know. It's just the rule. It's how we say, neither fish nor meat. And it means... I was like, why? I was like, why? Why is this kind of vocation? Why am I wrong? She was like, you need to speak a little more. So, go there. So, we'll need to revise the regular verbs. Go, went, spent, spent. Yeah, I see. You'll get it. And you'll get it. There is a little thing that says there. Usually we say there at the end. Also we were eating ice cream there. Well, you're a specialist. Of course. Everything was fine with you. No, well, you know that. Subject, verb, object. We did there. We were eating there. I'm not explaining it as a student. It's not a low-level student. I understand. It's still a low-level student. Okay, let's do it together. Sorry. I'm sorry. How is it? You can send it from here. I wrote it down and sent it. So, it's just an internet service, right? Yes, and it's good because no press comes here. It's just no internet. Do you have a notebook? Yes, a lot of notebooks and that's it. I have folders to organize. I wrote it down. Remarkable. And here I have ... I'm just scrolling through the folders, and you see that something is automatically updated. I went in, and here I wrote the last time, like this, hop, to send to someone. That's it. It's quite convenient. It connects to the Internet, but all it does is synchronize with the phone. Well, it's bad, but it can also be used for a laptop. She has a keyboard, but only English, no Russian. Oh, Russian. So, everything is written in English. Yes, you can write with a pen. When I come to English lessons, it is very convenient. I can translate and write notes in English. I understand how to write in English, but I can write in English if I'm too lazy. I either write here or record it on voice. My artificial intelligence transforms the recording into notes. I listen to it now, throw it in there, literally three minutes and that's it. I'm ready to go. Wow, how do you do it? Through which GPT? It's not GPT, it's... This is the first time I've heard this. What kind of a spasm is this? What? Did I delete it? Now... Well, Minox... So, this is one. Where did it disappear? Yes, to give feedback to speaking on TV Just a little bit of truth, it's not free, I'll call him on iPhone Why are you crying? Well, yes, 10 rubles or so, 50 rubles, I'll convert the audio record It's already there and you can spend as much time as you want. No one is rushing you and you can come back. Yeah, right? It's easy. So, which means that if you give feedback or correct speaking, what should you do? Yeah. I saw some of you just listen. When you just listen, you don't remember anything. So let's think about mistakes and give you feedback. I don't have a slide, but I'll show you. So the first mistake was, for example, you're not making notes. So, for example, you're not making notes. No, I'm not making notes. I'm just making notes. I've been listening for five hours. I don't write the notes, I just write Yes, if it's free This one is free But that one is better, right? You can try to get this one, but you may not get it And this one, it works for me I don't know anything correct. Some of you gave a lecture already on this. So it was like, how did you spend the weekend? The first time the teacher was playing in the lesson room in the middle. So you decide if your feedback is short or long depending on the same in the lesson too. So here we'll class the short. And then we'll make it even longer. No correction, no correction. Feedback can be, oh, thank you for sharing. Right? But you don't go, oh, you didn't use a sample, da-da-da. Because they know how to do that. So, how can we make this? So, the problem is no notes, and another problem is... Maybe... Too long? Yeah? When it's not necessary? I'll explain after the couple because she's talking. Too long? When it's not necessary? Okay? So you think you understand that now it's not necessary, this could be a mistake. Then, what other problem I heard? What people were giving oral feedback? They were saying, oh, you didn't use past simple. I like that you used past simple. Or you had to use present moment, but you didn't use the... What is this? What's the mistake here? We need to elicit mistakes. Maybe elicit, okay. But also a lot of thought. Terms, juggling, professional juggling. You basically put a lot of words on the student who is low level. When you say, maybe words like, oh, he or she is present simple, but you have to use past simple, because past simple is used to talk about past. What does the student do? student here. Blah blah blah, it's too much, too much java, for example, for the lowest. Right? And maybe they're just practicing past simple, so maybe they don't know the name, or they forgot the name. So he named the oral. Two main terms, okay? Main terms. And I'm going to go in oral. I'm going to go back. The teacher was talking and talking and talking and the student was, okay. What else can you do? Great. There was no question. No, no. There was a one. So what is the problem? Long feedback, no options. Like, you erase TTT, it's just... just talking, talking, talking, talking. And the student doesn't know what he needs to do. Actually, what he needs to do. Listen and nod. Thank you, teacher. Yeah? What else? So I would say the mistakes would be... Hi. TTT teacher talking time with you, right? And... Connection problem here. No questions to students. So if you do not ask, if you do not listen, you just tell them... They are, they are... Basically, I will probably do that. Makes sense to you? Uh-huh. Right, also I saw that... Some people ask questions actually, yeah? They ask questions, but these questions went a little strange. For example, maybe to you. So there was a sentence that the person went shouldn't be proficient in the language. We get fishes from lake. Yeah, right. Absolutely. What the teacher did, maybe I'm misinterpreting, but in the beginning, the teacher was asking many questions. So you add fishes. Yes, I add fishes. You add fishes to the family. Oh, do you add eight? Yes, many fishes. So basically they said fishes like five times. It's okay. Why didn't you learn to do that? It's correct to say fishes Different kinds of fish What did you eat? It's okay Don't you see a problem? No, there is no problem Because there are different types of fish Why? Yeah, you're a fish. What I mean is when you try to clarify the answer, the student doesn't know where the problem is, so he will keep repeating the same thing as the result. They'll remember. fossilized, remember, fossilized areas. So, probably he said fishes like five times, so by the end of this, the student will be completely sure that that's a great word to say. Because teacher was asking questions, where... And what, why fishes, fishes with pebbles, fishes in the lake? We didn't get to the question. You don't have to ask very high questions when the hero is so young to practice it. Did you really care what did he eat, who did he eat? Irrelevant. So if you ask what other questions you need, you don't really have to find all the details from your body, because the American people can answer all the questions. I belong to the world. So, I don't know questions. We, our teachers, we have to get used to this. This is how it will always be. I know, by the way, I know you can say fishes with a yes. Yeah, but not to this level. It's a low level. I hope she won't fit in there. I think she's already written 6th. I think she's already written 6th. I think she's already written 6th. There's still one more. So, my person is talking about police. I play soccer, I play football, and then the teacher asks, do you talk about... and he says for every minute, my friend Tom played football, present in the United States. The teacher asks, do you talk about present or past? And if you would like to present, if this question relevant here, because you don't have to be present, but it should be present, it is present, but there are mistakes in the present. So you don't introduce new tense to come here, because it's more confusing. You say that now it's present tense. What do you use in present tense? Or you say, I like new words. I don't understand what's going on I don't understand British I was introduced to British I asked him, do you speak English? He said no It's called exchange program I was very happy. How did you do that? I had to learn the culture. I was very happy. It was hard to combine. I didn't know how to do it. Nice. Good job. Ah, okay. You can see that there are different colors, so it's color coding, right? Yeah, I see. Grammar, spelling, and structure. Okay. Yeah, so the teacher suggested certain symbols, right? And you need to know the symbols and you do the same all the time. They don't learn. This is spelling, this is grammar, and these colors are ideas, signs, and notes on the margins. And then the final one, spoke spelling. I have a program in Vogue. I have a company called LexPlex. I have a Vogue hotel. I have a WLXO order. I was told this way, I asked to use a store, but I didn't use the design system. Right? If I do my post-slippery, I use colors, I use colors, and if I use red, I use yellow. Yellow, when you need to reformulate, I use red. I'm all over the place, I know where I'm going. I'm going to show that. Well done. Nice. Nice thing. And I will grey, highlight grey, my arms. So I can correct, or I can edit, and it will be a point. So I have red, yellow, green, like a trumpet, and grey for the arms. In this system you do not see what mistakes I've read. So all mistakes I've read. Grammar, vocabulary, like everything. So if I want to specify, I will just now break it and I will just play it. Oh, they react fine. I think it's a little bit of a... over... like... it's a stereotype. Oh, they're afraid of red. Come on, it's just a color. And of course, if you're never using the other colors as reds... I'm going to live alone for 10 months, and then I'll be 20. It's okay. Who is this? I'm going to live alone for 10 months. I'm going to live alone for 10 months. Now let's look at the... This place. Have you shown it? No, I haven't shown it. You can't see it from here. You shouldn't have sat at the end. They are near the door to wash faster. Very good. This is a traditional zone. If you need it, you can come close. So, now about types of feedback. There are two types of feedback here. This one and this. What do you call them? Okay, it could be on the spot and away from them. So this one is called... Yeah, one and two, three. Okay, I have types, different types. Feedback on content, feedback on language. So here it could be, oh, thank you for sharing, nice. So here it is, nice ideas, I love it, that's content. But something needs correction, right? Content, if you give feedback on content, and the language, which one gives feedback goes first? Content, such and such, yeah, and then give language. Now is corrective feedback, non-corrective feedback. There will be more here, okay? So, corrective feedback, you... We did? Correct. That's cool. Why? It's like, you can encourage, you can say well done, you can say thank you. I'm not doing this today. So, you react, but you do not correct. God, what is this pedagogical stuff here? I don't understand, I'm not used to Russian dance I have to do it now I'm going ...not face to face, but... ...yeah, what do you have to do? Like, for example, when my sister recorded in WhatsApp, sometimes on Telegram with her camera, so she would record, and one on one, I would first... write my feedback mistakes usually i briefly write like s ending this this this this but this is very short and then i record a voice message to comment on my mistakes yeah so she has visual representation of mistakes and then my feedback on okay so um Actually, probably we should also, as was said, on the spot or delayed. Yeah? So, spontaneous on the spot and delayed direction. Okay, what else? Let's talk... I don't know if you really can see from the back. I was hoping for that. Okay. Probably... Yeah, more certainly. So, how to praise students effectively? Praising is not the right thing to do. Yes, it is. Because we do not need to criticize, we don't need to praise. I would like to read it. It's a group. Not the right to speak, but praising. Yes, I don't need to. I don't need to. I heard it recently in Webinar. And I was like, oh wow. That's true. Psychologists said that adults and teenagers are praised much less than kids. Would you agree with that? So if you have a child, the child will be, oh, well done, you did this. You're like, I don't know, you're holding a band. You praise for everything. Thank you for sitting, thank you for standing, thank you for coming. But teenagers, you're like, yeah, obviously you have to do it, right? So there isn't much praise for kids. Yeah, they like to pretend like they're adults. You treat them as adults and you don't praise them as much as you would with an adult. But they're like, why do you not praise me? Is it a question? No, it's not a question. It's like a statement. Yeah, so that's what I'm saying. We forget that both adults and teenagers need praise. I have a story. I always give this example. I had a student around 50, 40, whatever, 50-ish. She was 50. He's a businessman, rich, successful, he's fine. Low level though. But at the end of some lesson he's like, How? I can't do this anymore. I need to go to the police. So he was asking for a raise and I really thought, Wow, what a wonderful person because he's like a big businessman with a lot of money and flats and personal drive. But he needs this. You see my answer. Please don't forget to pray for him. Thank you. I'm not a client We are sitting here so simple and mortal I have a business there What? I have such a beautiful relationship I feel simple and mortal Sometimes you say, you can say, oh, you're so clever, but you should understand that you are not judging their personality. Okay? Because we often say, you're clever and you're stupid. It's wrong. You did a clever thing. You did a stupid thing. This is a problem with parents also. If parents say nasty comments to a child, That's the problem with self-esteem, you see, in the future. So we are saying that it's not that you are bad. You did a bad thing, so you have a good thing. The same with praise. You did a good thing and, yeah, I'm great in this. Then praise something that depends on the learner. So, for example, when the learner makes effort, you can... ...praise it. But if the learner didn't do anything, I mean, you cannot praise it like this. Okay? You do not praise the personality characteristics. You do not praise things that the person cannot influence and cannot change. You see? So, I mean, really, you do not praise features of faith or views. Does that make sense? You can praise, for example, the way a person combines colors and clothes, but that's something the person cannot influence. I mean, usually you don't have to mention this. Thank you. ...so if you pray it's well done, At some point, this молодец stops being positive. Usually parents say молодец to show that я вижу, что ты это сделал. Молодец, что ты это сделал. For example, a mother is on the phone and the child... and shows a picture Mommy, I have a picture What do you say? I see outside I see outside It's not normal And no management There is no management anymore I'm not going to do anything. I think it's almost a Russian system because we criticize all the time and we think that you do not understand how will students learn and I think we have this in the parents. Do your parents say something like I thought you did not understand Russian? Yes. I'm going to study today, and I'm going to study in the third grade. In the third grade, I'm going to study one grade, two in the university, three in the private school, and I'm going to study in the second grade. Where are you going? To the third grade. What, the third grade is for you? It's a fixed grade, I have to study in the second grade. I'm going to study in the second grade. It's a shame. You can't go to the second grade. You give feedback as soon as possible when the student still remembers what was going on. So if you wait half an hour and then, oh, at the beginning of the lesson, you said to the student, like, really? Did I say that? So don't wait too long. And usually... Immediate feedback is more productive than delayed, but again, sometimes we do not give immediate feedback not to interrupt. But it's still better to give it after the student finishes, not like three tasks later. Delayed after this task, but not like at the end. I know the student teaches collect everything and give it at the very end of the lesson. I don't like this thinking because it's a big gap between the production and the speaking. and the feedback. Yeah, so try to keep it straight away. And yeah, well basically that's it. Remember this idea of growth mindset. Yeah? So we should focus on mistakes, mistakes are good. Theoretically, that's a very nice idea, but I don't think many people really believe that mistakes are great. No one likes to make mistakes, right? That doesn't mean that they are not good. But anyway, we need to try to develop this idea that mistakes are okay. And if you make them, no one will die seriously, right? The biggest problem would be that people don't understand you, but then you can reformulate. So mistakes are part of the story. How can you react? Please do not say, oh, we made a lot of very many mistakes. Okay, thank you very much. But you can say... You focus all this and that. Maybe you can... This is very hard to understand subject for good women. It's very hard to understand. Not just all you make mistakes. But, nice text, I liked it, but... But try doing this and that. Try to be specific when you give feedback. Make sense? Right? Uh-huh. Yeah, that's about growth mindset. What else? Consider emotional impact. This is interesting. Not all students like feedback, right? This is so small. I'm sorry, guys. I don't know how to hold it. You're pushing me. So, um, if you criticize, not all students like criticism. Raise your hand if you like criticism. Thank you. Okay. Ah, did you have very pushy parents? ...straight... No. No? Okay, people who like criticism or who grow from criticism, these are usually people who like... That's why I'm saying... It usually comes from our pretty hair. It's not bad, it's not good, it's just the fact. I don't like criticism and I feel very sad when I'm being criticized and I try to learn that criticism is fine and I think a lot of people... But inside, I don't like it. You know, but I'm like... Internal baby is like crying, and you can hear this. So a lot of students will be upset. So the question is, how do you deliver this criticism? You need to be careful, ok? Especially with sensitive students. There is no one answer how to because you need to look at your students and see, are they okay? Some students will be okay. Other students, especially if you teach kids, they can stand up and throw their things in your line of work. So, um, example. Your pronunciation is bad. Well, of course, that's not even a thing to say. You can say that, let's work on one of these sounds. Try doing this in touch or in a person's face. I like how you do this in touch, but let's focus on this now. So again, be careful. Really try to think of what you say. What I noticed when I observed, I didn't see much of what I heard, I noticed that when you give feedback, you are so concentrated on you, you know, as a teacher. How do I give feedback? It's a task. You can see that there is a watching. What should I say? You work about yourself, you know, as a teacher. What you should be doing, your feedback, it's about the student. Actually, I like to do three. because this was very empathic and it was like oh i like that because you are really talking to the person so i like that what do you think about it? it's not for you, it's for me So think about that, stop thinking about yourself. How will I say it? I said it like this, I didn't say it like that, I didn't say it like that. Stop worrying about her and keep thinking about that. Because students can feel it actually. They feel when feedback is not... What to say? Oh, there is a good Russian word now. Продвигающая. Yes. It means to push back. She should be like that. I haven't heard such a word before. I don't know. Me neither. I don't know. I don't know. The first thing would be really interesting. So we can have a competition of races so we learn how to rate each other. Or correct something, and this is good for me, and correct myself. So you are not leaving on the job. I have a different type of exit ticket like autumn and winter when you know the transit is bad it's when you leave the class when the lesson is over you can ask for an exit ticket so for example what did you learn today but actually that's a bad example because it's not about corrections it's about the way you think Yeah, exit ticket can be with correction, you can give a sentence and before student keeps, correct this. Yeah? Or there was a mistake that was made earlier and you give it back and you again correct it. For a student to leave the class, they need to make some corrections. Make sense? Of course if you have 20 students, then it will take forever. Because they will be leaving one by one, doing something, getting tickets. But if you have a small group, it's very manageable. Each student does something before leaving the room. Like goodbye, or something. Then, rubrics. Please teach your students to use rubrics for... Self-assessment. Again, this is about self-assessment, self-correction, self-assessment. Rubric, do you remember what it is? So, for example, if you assess writing, you have language, organization... content like you can get remember five four three two one and there is a description to get five important you need to do this to get four important you need to do this these are rubrics so these give rubrics to the students so they know how to use them Peer assessment, I think it's clear. But please teach your students to do peer assessment. Can they assess each other actually? Yes. Most of the time they don't know how to do that. They don't know, but they can. That was good research, panelists. I like to bring that. Yeah, good. Especially if they're assessing their friends. Great. Yeah, great. Wonderful essay. Wonderful presentation. Even if it was horrible. So, please teach them how to do this. And finally, send them a message. Do we all know how to send a message? Yes. Send a message, feedback, and then... So, you should send a message, feedback... And then, one way is to use the word, that is, to use some constructive, constructive, constructive, yeah. So, I'm going to give you a little bit of feedback. And then, one way is to use the word, I don't know if it's fair. In America, there is such a thing as... I asked. Our Russian kids, I'll tell them. What do they like? They are not Russian, but they are like that. I didn't like that they can sell their mother for money. Well, like... It's good to pay for it, but not always. You pay for everything legally. At the same time, if you have money, you have everything. It's so important, by the way. Yes. You want it now, right? You're going to have a baby at home. Think of a positive construct. Well, think of a sandwich. Okay. Yesterday I walked to the beach and I swam to... Well, that's your... ...for two hours and a half. So, here... If you put a word with a verb, it will be a construction Actually, there are two wrong verbs swam and went We will remove it Because it was for two hours And I was swimming for two hours And I was really happy Because you can't say it in a normal way I'm really happy now I don't know, maybe she just knows about simple and she says about simple Maybe she hasn't studied it yet She can say, oh that's great, who did you swim with? She can just answer with content, because she understands She can do it with content, she can do it with an example, like she said So I really like your story Yeah, basically she just said, oh that's great, I really like your story I like your story, mine And then, we can say, for example, if we came last time, then we will say it again. Yes, you can say about Lexis. M is R and what's more? Yeah, and encouragement. And... Well, keep practicing and you'll get even better. Yeah, I think you did good. But if you practice, you'll get more better. So you are reacting to the content. Okay, what if you try to think that to... And not the meaning of what was said, but more like how it was said. Okay. No, say it to me, don't say he or she, I'm giving feedback. You tell about PSP and you tried to make the social past fall. Is this positive? You tried but you failed. You tried but you failed. Thank you for your try, try again. Thank you. I'm not new to this video What? I'm not new to this video What? I see your point, but it's wrong That was a very unsuccessful try I would like you to try again Again. ...in the manner, in the presentation, in the speed, in... You can say, oh, that was an enthusiastic story. Thank you for that. Was it an enthusiastic story? It's about power. Find positive in power. It was emotional, it was energetic, it was nice, it was surprising, it was fun or funny, right? Even if it wasn't so good. But I don't think that the lines in the start and yeah, also you can do. It looks like you've got your time, that's awesome. Now, constructive. Okay, constructive. Be nice. For example, we can tell that you need to pay more attention to irregular verbs in past simple. You need to pay more attention to irregular verbs in past simple? Okay, I'm like hearing again a lot of language that probably I don't understand. You see, you tell me, I need to pay attention to irregular verbs. Maybe I don't know the other regular, maybe I don't even know what is irregular, that's why I make mistakes. Be more specific. I mean, it's a possible way, it's a possible way to do, but can we be more specific with... For example, we can say that in your story you can change the verb go to went. What do you mean? You can't change? You need change. You need. Yeah, okay, we'll talk about techniques of correction. Yeah, you can say, oh, you went to the beach. So you already corrected. So you were not eliciting this from him. It's possible. But if the student doesn't know how can we correct him? No, he knows, we expect him to know. Ah, we know, but maybe he doesn't know regularly. We need to stop. I don't see that when you give a term, you need to describe a regular verb, and he forgets that it is a regular verb. And he forgets what he said. Do you remember the table that you have now? Okay, you can refer back and say, oh, you remember this and that. Well, in principle, now I am more inclined to say to the teacher himself in the right manner, that is, how the sentence would sound right. And then the student already knows what he said. He will understand where he made a mistake and then it will be easier. If you deal with the flow and say, oh, you're smart, and you expect him to understand everything, and you're a great scientist, he'll say, oh. Sometimes he doesn't even hear what he said wrong. He'll say, I said. So it's not so much a paradox, of course, but my point is you can name the problem, you can elicit what to do with this, you can give the correct answer, but it also depends on the state of the lesson. For example, at the beginning of the lesson... If a student is just sharing, you don't spend much time. If it's a fluency practice after teaching grammar, then it's a different story. What could be here the encouragement? Okay, encouraging. Pay attention to grammar. Pay attention to grammar. And encouragement. Like discouraged. Yes. Aha. Look at irregular verbs one more time or focus on grammar again. Is it encouragement? No. This is recommendation, which is also possible. It's another way to do it. For example, we can say that you need to practice more and then... You'll become better. Again, it's not encouragement. You need to practice more. So, in Russian, what is encouragement? So, it's more like support. When I say, you need to study grammar more. Excellent support. Well, that's it. Maybe it's a discerning thing. You can practice together. You practice it together. But you are not so bad at it, right? I'm very good at it. I remember when I was studying the words of the book, for example, 10th century, he said, by the way, don't forget to say that you are a great fellow. Yes, you don't forget to say that you are a great fellow. It can be a compliment at first. Look, what can be done. Thank you. You don't call it practicing right now. I keep practicing right now. I have one word, you know? Don't keep practicing. Keep practicing. You are already practicing like this. I already see progress. It will get better or it will get better. Of course, you cannot do it every time. Because students are idiots. You cannot say, oh you're making progress by translating, oh you're making progress. I mean, it should be realistic. But this is one way to say it. So for example, a positive. Use it confidently and share your ideas clearly. great job, so I'm talking about man, you were confident and clear, well done. Yeah? It can be shorter. Then you say, to improve accuracy, remember that go in the past is went. So I'm telling you, also possible. I'm not sure what he knows about accuracy, so maybe you can say, I like the story, I'm enthusiastic, lovely, but to speak correctly we need to change go into what or you can ask to speak correctly it was fast story do we say go in the past what do you say yeah and what is it okay so uh you see that one so you can tell you can elicit right um and then like other human beauty has a for example way many keep practicing your business that's correct now Now let's look at another level. Here it's positive, constructive and then you give recommendation, not encouragement. Encouragement is one way. You give recommendation. In my opinion social media is very important because people can communicate easily. Is it low level? It's Kyla, so here you can read more about opening the pizza. Do you notice a mistake first? Coming in? Easily, yeah. So that's about effort. Yeah? So think of positive, think of constructive criticism and recommendations. We'll read you groups very quickly. Nothing. Nothing special. What was the discussion about now? Now the same thing. You have an example. Again a center-shuttle? Yes. It's all the same. Okay, you can be really short today. Good idea, simply. Great idea, good idea. You don't have to say thank you for the... You can be really short. We can just agree on the... Yeah, good point, completely agree. Then, constructive feedback. So, I like your idea, completely agree with this, but... Ah, maybe I wanted to say... Well, okay. Thank you. Thank you very much. Okay, what else? Again, this is what you say... What a beauty. Andrey... I would say, close your closet. Aha, give them options. Do you communicate with ease or easily? Which one do you mean? We'll give options, OK? Can we elicit the correct variable from the post? Yes, for example, you can say, I like your idea. First, you can ask to repeat the phrase, also possible. Can you say again, the person says, that they might be in social media, so I want to show them how to communicate easily. And you can say, communicate. It's power, and from there you face everything. If you continue saying easy, you can go through logic. Communicate powers. You need an adjective or an adverb. Adverb. How do you make an adjective easy? Easy is an adverb, and you start analyzing. Because it's not low level, you can do this, right? And then the combination. It's basically advice, recommendation and advice. That's more common for us. We rarely encourage, the Russians do not encourage, but we give advice a lot. So, give advice to me. You're going to fight tough today. That's my advice. Don't eat some. Advice, you can't have. Because you have so little encouragement, we were called to come to college. And the guys were 13th, and I was 11th. Remember that adjectives and adverbs, this is your weak point. Focus on this. Don't forget your goal. Try not to use directives. Stay focused. Maybe there is a camera there. They say that the guys do it. Do you need it? No. Then just try it. Or you can do it. I'll just do a cross-stitch. I can do anything I want. Um, then I can say, uh, you see, it's your common mistake. You know the rule when you don't know the season. So, we need to sign the sticker and the last number is four. And the last number is four. If you put a sticker in front of you, maybe you're doing this in line. If you put it on your computer and the number says, and you did that. ...as a weak spot. So it's a very specific recommendation, you can do this. Or in general, you don't forget to print. Okay, this is sandwich feedback. So it could be positive critical encouragement, or positive critical recommendation. Or just positive critical positive. Any positive. Okay, let's take this one. Let's talk about corrective feedback and strategies. There are five strategies. We need some of them already. We'll just need to make sure we do well with that. So the first one is repetition or equity. It's in the academic system. Okay, let's do both. Repetition or equity. Then recasting or reformulation. Clarification of clarification request. Heating and facial expression. So, repetition echoing, it's the teacher repeats the student's error, and we write the intonation. So why it's called repetition echoing is because what does echo do? When you say something, you hear the same thing back. You know the difference? We write intonation, showing that something was wrong. So, for example, let's do it. I say, I go to the park yesterday. You go to the park. Great. Come on. Let's do more. My friend Bob like football. Bob like football. Yeah, Bob, yeah, do that. Bob like football. And make a pause so they understand what actually you are asking. Because if you repeat... Oh yeah, that's a nice one. Do not repeat the whole phrase with the rising intonation. Because then the person will think you are, like, asking... you get something like does Bob like football? Yes, Bob likes football. So that would be vocalization. Right? You need to do Bob like football. So rising, not the only word, not just the whole thing. Okay? Then, yeah, that's exactly it. We're asking the teacher to inform you as the student something the correct way. Basically, you give away the answer. I was telling you my mom, she was feeling ill like a worm, right? Oh, your mom was ill, I'm so sorry to hear that. So, the teacher reacts to what was said to the content and then to the grammar. Is there a difference between repetition and echoing? it's slash so no difference and the meaning is i repeat with a focus on a mistake i repeat with the rising international okay uh requesting it's when you in the first one the student has to correct himself yeah and the second one requesting i'm legally different right uh there are chances students will not even notice He would be thinking, yeah that's exactly what I said. What he does, a lot of students do not hear what they are saying when they are saying it. And requesting, if you think that after requesting they notice the correction, sometimes not. Clarification request is when you ask them to repeat or you ask to clarify and you can say phrases like, can you say this again? Come again. Repeat please. Sorry. I don't really understand what you mean or something. Somehow it's also facial. You showed that something was wrong and this moment... She starts thinking, why is she asking to repeat? Maybe something is wrong, maybe there will be a chance to change. If there is no change again, you use another technique or correct yourself. Hinting. A person says, it influences on the result a lot. You do not use on after verbatim. So my hint came to the first customer. I give a hint. I'm like, preposition, excuse me, preposition. And the person knows my hint, understand? The person will repeat without a mistake. Again, however you might want to do it. Clarification request is like playing dumb. Yeah, like... Well, sometimes you play dumb, sometimes you really don't understand what we mean, because there are so many mistakes that we forget. Okay. Did you say this again? I don't understand it. It could be, like, real not understand. Uh, yeah, hinting. Do you hint? Explain, you can say preposition, or you can say something like, um... I don't understand. Fast, yeah? And hitting can be done forwardly. It can be done with cards. I had a student who asked me to show him cards. I didn't see that. I'm just resting today. It was a yellow card or a red card. The problem when we were doing tests also I can show the gesture through the template. I usually do fast like this or some people do this yeah to show that or I show that the action is long yeah I read a book now I'm reading yeah so if your students know your gestures they will understand of course it's a if it's a new student what the fuck But you teach them songs, not kids. Kids can be very social. And finally, expression with the body and the face. And I think this one I did pretty well. And in exam you're always reading my expression. You guys are interacting. What does your face say? My expression if you said it. It's very nice that it does. Let me think. Maybe some ideas on digital feedback. As we said, you can give voice messages. Some students will love it, some students will not because it's like extra listening. They don't like it, right? I think it's great because it's extra listening. So, for them, it's extra practice. Have you ever used video screen capture? screen. Yes? Okay. So you show something on the screen and you record a video of the screen, maybe you're scrolling. Let me show you. It was a presentation. of students, and I asked to give a mock-up of a presentation, so it was in word file in a table, and there were blank spaces here with some notes from the students. So I gave my feedback, so students said, hello, and blah blah blah. My comment, what kind So I can send this as a comment But for our viewers I am... You are just wise I recorded a message. You don't hear my notes here, but I scrolled them. You should see. Yeah, I scrolled the presentation and I speak at this point. And I explain over notes any kind of questions I ask them. So I give comments or my comments. Great. And I also can say, oh, I like this, I like that, and already you can see much more than in writing. And because some things are just easy. easier to display already, right? And so I would go and be scrolling and giving feedback. But also some written notes, small notes, I also gave. And students then watch the video, right? And notice that they have this file in my notes. They're kind of written and oral. And when I asked my students, that was a group of psychology students at the university, Moscow State University, here. There was a group, they were making this presentation on the number of communications, the extended number of communications. And I tried this video feedback and I asked them whether they found this helpful. And as you see, well, actually people said yes, it was helpful. The real one they didn't get. Well, because they were out of deadline or something, so no one said who wrote feedback. No one said it wasn't useful. So people usually say... that it's good and um if we go back uh so video screen capture then you can use emails i don't like this one because i think email is not for feedback it's not for uh from a platform who were, well, somehow we can get this comment from you. And of course, all these Google Clouds, Google Docs comments as well. Maybe there was another thing that you can talk about. Okay. Okay. So. I'm going to say this, no need. Last thing, last thing. I like using iMessages when I get feedback. So, I, again, I'm not using iMessages, and you shouldn't do all the work with it, but it can be a nice... Ah, no doubt about that. So I say I like the way you did this one. Not just this was good, but I like it. Or it makes me really happy or it makes me really sad that I'm not ready anymore. So I'm talking about myself. I can make hypothesis, for example, it seems you haven't spent much time on your homework. Am I right? Another student can say, yeah, sorry, I was busy. And then we can discuss and I can say, okay, would you mind doing it again next time? Because this doesn't look very nice to me. Yeah? I see that. But psychologists say you shouldn't use this too often, especially with kids. Because if you keep saying, I like the way you do this, I like the way you do it, what kids will feel, they feel they do it for you, to make you happy. We don't want this. They need to want it for them, not for you. So please do not hold them to use it. Don't say it all the time, especially if it's a joke. I must use that. Let's see the screen. And yeah, this is the last slide. Sorry. Giving feedback, responsibility. I think that students are also responsible for what they're doing. So, and you know this. I want to ask you a big thing. How do you feel about yourself? Yeah, you are. We don't say anything because we don't have anything to say. Do you think it could have been better if you could have done it at home? What would you like to do? Yeah, it's normal. You need to sign it. It's not an iMessage. So these are not teaching questions. These are like coaching questions. I make you reflect on the work. A lot of students who do that, they don't have a lot of job opportunities. A lot of students will stop him. And, um, actually I had this talk with my student, this high school student, and it worked. You might think that teenagers cannot do it, but they can. So I asked him, he made so many mistakes, and I asked him, um, Do you see how many mistakes there are? Do you know the rule? Yes. Why do you think you're making so many mistakes? And he started thinking he was sitting and he was like I wasn't concentrating so I know the rule but I wasn't focused And then I asked him, what can help you to focus? And then he said, will you show me cards? That's the guy with cards. When I make a mistake, he shows me a card that I need to save. So he told me this. I wanted to ask a question what's the like the psychological explanation behind iMessages like why do we use them usually like like why it's iMessage because it's not you like you did that no I think something Is that the only explanation for it? Okay. Right. So, okay. Do you have a better picture of feedback? Maybe. Cool. That's it then. Thank you very much. Thank you.

If you're working in a group of three, you'll be A, B, C, okay? So decide if you are A, B, C, or D. So A's, right, you have B's, A's, you just decide, ready?

Who is A? Who is A? Come on.

Who is A? Okay, good, A. Thank you.

In a group of two or in a group of three, who is B? A and then you wrote C. So what do we need? Student A. Imagine you are in class and you are talking about your weekend.

Like what you did last week, whatever. And you need to write down some sentences that you will say when the teacher asks how did you spend your weekend. Student B.

these sentences so you are not alone ok? so script A you are writing your value to the wall last weekend and you need to make some mistakes of course oh, and mistakes damn, how hard it is you might want to write a long story oh, you want to write a long story? You can print it.

Yes, it's in Russia, it's sold in the 60s. In general, it's Scandinavian, like in Norway. write and invitation I also want to write is it formal or informal? it's formal because it's to a friend and it's an invitation it's like a letter a letter to a friend invitation, the function is invitation okay like, hi, come to my party dear Ben but you're low level so you don't make big construction okay bus and seat I'm writing invitation and you're writing last weekend with mistakes. So I'm also mistakes.

I'll listen to everything. It's easy to tell about the weekend. How was your weekend last night?

It was good. I see. I think it was good.

It was good. I didn't have time. No, no, no. What was it?

About hobbies. Hobbies, okay. So, once again, student A, is it for speaking or for writing? Speaking. Representing, it shouldn't be a story.

I get this and it doesn't matter. Very good. Student B, Alright, short letter to a friend with an invitation.

Student C, a short dialogue about your hobbies. Again, low level. All of these low levels everywhere in the United States. I'll give you three minutes to prepare. Even if it's not a nice mix of notes.

Please do this. Make some notes. Excuse me. Write an invitation. Do I make mistakes or do I not make mistakes?

Or just... You took a class gesture. But you said...

You wrote mistakes. You made mistakes. Please make mistakes. Any more questions?

Are we okay there? So now what do we do? Are you ready to talk?

I don't want to talk. You don't want to talk? You are in danger.

Oh really? Very nice. Thank you. Just imitation of the class Uh huh Do you think you are ready?

No This one, maybe not even one minute, maybe like half a minute So it can be really short because we don't have much time So, let's do it this way now. We're also three of us here. We're also three pairs of women here. So, student A starts. Student A talks about the weekend.

You can either play the role of teacher, some of you, and ask, how do you spend your weekend? And student A asks, what do you think other people do while student A is speaking? You are probably making notes about mistakes that you hear and then you try to give feedback. How?

I don't know. So, you will correct your mistakes and if you're not up here, two people can correct you. If you're not up here, just... Just being incorrect.

Does that make sense? You can decide to correct just in the middle, or you can wait until the person finishes. I don't know, you decide.

Then we'll do this test. But when person A finishes, we move to person B. You show me that self, teach other two people, one person to check, and somehow correct.

How? Again, you decide. And then student C will do it. But after two people, we'll stop, okay?

I'll do another task and then there will be person C. Okay, student A, please start, but teach us how with the first question. You have to listen to the music and then give feedback.

Or just listen? I have to listen to it. Okay. So, how was your weekend? Last week I spent with my parents.

We go to work or home. So, we eat in the air, ice cream and candy. Then I decide to go to Paris. And I decided to...

I decided to... I decided to stay in Paris. And I went to Paris.

Okay. So now Washington is different? Yeah. Well, you can write it down, you can write it down, you have to write it down. So, more or less you're Ansel's student, so I understood what you said.

You don't know. There were some issues, but I think... I think we'll fix them in the process.

You're just starting. So I think we'll need to revise some irregular verbs. Can you please say, when you say, You wanted to go where, but it was yesterday. How do you say it? For example, yesterday I went to my grandparents.

Okay, I see. It wasn't a slip, then when integrated to went. I went to...

Remember you're teaching low level, right? So all your long rumbling, like, oh, it's not a slip. How low? I don't know, but that's low level. So when you talk, oh it wasn't a slip, it was this, it was that, is this information relevant?

No, it was from me, and I didn't hear, but what I wanted to do, I asked... I know what you wanted to do, but does the student need to hear that? Okay, I should have muted myself.

Maybe you can speak aloud, it's like a loud thing here, or maybe not, because the person feels lost because she doesn't understand what you're saying, right? Well, I think they can catch my intonation. Like, I'm not saying like, oh, you... Actually, when the student doesn't understand, you usually see the lost faces, face, and she'll be like... Well, I don't see the lost face.

Is it for him, or is it for me, or... Okay. Just... Okay, I shouldn't be making extra comments. Then...

You were talking about how you ate something. What was the sentence? Most people eat soup. The Europrize group in Kansas.

So, for example, how do you say that you decided to play a game yesterday? I don't know, like, maybe a mobile game. And you decided to play, like, you started and it took you like two hours.

How do you say that sentence? I played two hours. Two hours? Yesterday?

Yes. I was going to get meat tomorrow, but you still said that. Oh, I see.

So it was... So yeah, next time when you are saying that, like, how we said... Um...

Also, we're eating ice cream. Also, we're eating ice cream. So you missed, uh...

We were eating. Yes. We were eating ice cream.

Yeah, see, you know the rule. You just forgot about it. Uh-huh.

Okay. Yes. I'm sorry.

Yes, so when we use the side, we have to use two. Why? Why? I... one of my...

Where is the... Okay, I will explain. I always have this question in my head.

I didn't invent the language. I didn't create the language. I don't know.

It's just the rule. It's how we say, neither fish nor meat. And it means... I was like, why?

I was like, why? Why is this kind of vocation? Why am I wrong?

She was like, you need to speak a little more. So, go there. So, we'll need to revise the regular verbs. Go, went, spent, spent. Yeah, I see.

You'll get it. And you'll get it. There is a little thing that says there. Usually we say there at the end.

Also we were eating ice cream there. Well, you're a specialist. Of course.

Everything was fine with you. No, well, you know that. Subject, verb, object.

We did there. We were eating there. I'm not explaining it as a student. It's not a low-level student.

I understand. It's still a low-level student. Okay, let's do it together.

Sorry. I'm sorry. How is it? You can send it from here.

I wrote it down and sent it. So, it's just an internet service, right? Yes, and it's good because no press comes here.

It's just no internet. Do you have a notebook? Yes, a lot of notebooks and that's it.

I have folders to organize. I wrote it down. Remarkable. And here I have ... I'm just scrolling through the folders, and you see that something is automatically updated.

I went in, and here I wrote the last time, like this, hop, to send to someone. That's it. It's quite convenient. It connects to the Internet, but all it does is synchronize with the phone.

Well, it's bad, but it can also be used for a laptop. She has a keyboard, but only English, no Russian. Oh, Russian.

So, everything is written in English. Yes, you can write with a pen. When I come to English lessons, it is very convenient. I can translate and write notes in English. I understand how to write in English, but I can write in English if I'm too lazy.

I either write here or record it on voice. My artificial intelligence transforms the recording into notes. I listen to it now, throw it in there, literally three minutes and that's it. I'm ready to go. Wow, how do you do it?

Through which GPT? It's not GPT, it's... This is the first time I've heard this. What kind of a spasm is this? What?

Did I delete it? Now... Well, Minox...

So, this is one. Where did it disappear? Yes, to give feedback to speaking on TV Just a little bit of truth, it's not free, I'll call him on iPhone Why are you crying? Well, yes, 10 rubles or so, 50 rubles, I'll convert the audio record It's already there and you can spend as much time as you want. No one is rushing you and you can come back.

Yeah, right? It's easy. So, which means that if you give feedback or correct speaking, what should you do? Yeah.

I saw some of you just listen. When you just listen, you don't remember anything. So let's think about mistakes and give you feedback.

I don't have a slide, but I'll show you. So the first mistake was, for example, you're not making notes. So, for example, you're not making notes. No, I'm not making notes.

I'm just making notes. I've been listening for five hours. I don't write the notes, I just write Yes, if it's free This one is free But that one is better, right?

You can try to get this one, but you may not get it And this one, it works for me I don't know anything correct. Some of you gave a lecture already on this. So it was like, how did you spend the weekend?

The first time the teacher was playing in the lesson room in the middle. So you decide if your feedback is short or long depending on the same in the lesson too. So here we'll class the short. And then we'll make it even longer. No correction, no correction.

Feedback can be, oh, thank you for sharing. Right? But you don't go, oh, you didn't use a sample, da-da-da. Because they know how to do that.

So, how can we make this? So, the problem is no notes, and another problem is... Maybe...

Too long? Yeah? When it's not necessary? I'll explain after the couple because she's talking.

Too long? When it's not necessary? Okay? So you think you understand that now it's not necessary, this could be a mistake. Then, what other problem I heard?

What people were giving oral feedback? They were saying, oh, you didn't use past simple. I like that you used past simple.

Or you had to use present moment, but you didn't use the... What is this? What's the mistake here? We need to elicit mistakes. Maybe elicit, okay.

But also a lot of thought. Terms, juggling, professional juggling. You basically put a lot of words on the student who is low level.

When you say, maybe words like, oh, he or she is present simple, but you have to use past simple, because past simple is used to talk about past. What does the student do? student here. Blah blah blah, it's too much, too much java, for example, for the lowest. Right?

And maybe they're just practicing past simple, so maybe they don't know the name, or they forgot the name. So he named the oral. Two main terms, okay?

Main terms. And I'm going to go in oral. I'm going to go back.

The teacher was talking and talking and talking and the student was, okay. What else can you do? Great. There was no question.

No, no. There was a one. So what is the problem? Long feedback, no options.

Like, you erase TTT, it's just... just talking, talking, talking, talking. And the student doesn't know what he needs to do.

Actually, what he needs to do. Listen and nod. Thank you, teacher. Yeah? What else?

So I would say the mistakes would be... Hi. TTT teacher talking time with you, right?

And... Connection problem here. No questions to students. So if you do not ask, if you do not listen, you just tell them... They are, they are...

Basically, I will probably do that. Makes sense to you? Uh-huh.

Right, also I saw that... Some people ask questions actually, yeah? They ask questions, but these questions went a little strange.

For example, maybe to you. So there was a sentence that the person went shouldn't be proficient in the language. We get fishes from lake. Yeah, right.

Absolutely. What the teacher did, maybe I'm misinterpreting, but in the beginning, the teacher was asking many questions. So you add fishes. Yes, I add fishes. You add fishes to the family.

Oh, do you add eight? Yes, many fishes. So basically they said fishes like five times.

It's okay. Why didn't you learn to do that? It's correct to say fishes Different kinds of fish What did you eat? It's okay Don't you see a problem? No, there is no problem Because there are different types of fish Why?

Yeah, you're a fish. What I mean is when you try to clarify the answer, the student doesn't know where the problem is, so he will keep repeating the same thing as the result. They'll remember. fossilized, remember, fossilized areas.

So, probably he said fishes like five times, so by the end of this, the student will be completely sure that that's a great word to say. Because teacher was asking questions, where... And what, why fishes, fishes with pebbles, fishes in the lake? We didn't get to the question.

You don't have to ask very high questions when the hero is so young to practice it. Did you really care what did he eat, who did he eat? Irrelevant. So if you ask what other questions you need, you don't really have to find all the details from your body, because the American people can answer all the questions.

I belong to the world. So, I don't know questions. We, our teachers, we have to get used to this. This is how it will always be. I know, by the way, I know you can say fishes with a yes.

Yeah, but not to this level. It's a low level. I hope she won't fit in there. I think she's already written 6th. I think she's already written 6th.

I think she's already written 6th. There's still one more. So, my person is talking about police.

I play soccer, I play football, and then the teacher asks, do you talk about... and he says for every minute, my friend Tom played football, present in the United States. The teacher asks, do you talk about present or past?

And if you would like to present, if this question relevant here, because you don't have to be present, but it should be present, it is present, but there are mistakes in the present. So you don't introduce new tense to come here, because it's more confusing. You say that now it's present tense. What do you use in present tense?

Or you say, I like new words. I don't understand what's going on I don't understand British I was introduced to British I asked him, do you speak English? He said no It's called exchange program I was very happy.

How did you do that? I had to learn the culture. I was very happy. It was hard to combine.

I didn't know how to do it. Nice. Good job.

Ah, okay. You can see that there are different colors, so it's color coding, right? Yeah, I see. Grammar, spelling, and structure. Okay.

Yeah, so the teacher suggested certain symbols, right? And you need to know the symbols and you do the same all the time. They don't learn.

This is spelling, this is grammar, and these colors are ideas, signs, and notes on the margins. And then the final one, spoke spelling. I have a program in Vogue. I have a company called LexPlex. I have a Vogue hotel.

I have a WLXO order. I was told this way, I asked to use a store, but I didn't use the design system. Right?

If I do my post-slippery, I use colors, I use colors, and if I use red, I use yellow. Yellow, when you need to reformulate, I use red. I'm all over the place, I know where I'm going.

I'm going to show that. Well done. Nice.

Nice thing. And I will grey, highlight grey, my arms. So I can correct, or I can edit, and it will be a point.

So I have red, yellow, green, like a trumpet, and grey for the arms. In this system you do not see what mistakes I've read. So all mistakes I've read. Grammar, vocabulary, like everything.

So if I want to specify, I will just now break it and I will just play it. Oh, they react fine. I think it's a little bit of a...

over... like... it's a stereotype. Oh, they're afraid of red. Come on, it's just a color.

And of course, if you're never using the other colors as reds... I'm going to live alone for 10 months, and then I'll be 20. It's okay. Who is this? I'm going to live alone for 10 months. I'm going to live alone for 10 months.

Now let's look at the... This place. Have you shown it? No, I haven't shown it. You can't see it from here.

You shouldn't have sat at the end. They are near the door to wash faster. Very good.

This is a traditional zone. If you need it, you can come close. So, now about types of feedback.

There are two types of feedback here. This one and this. What do you call them? Okay, it could be on the spot and away from them.

So this one is called... Yeah, one and two, three. Okay, I have types, different types. Feedback on content, feedback on language. So here it could be, oh, thank you for sharing, nice.

So here it is, nice ideas, I love it, that's content. But something needs correction, right? Content, if you give feedback on content, and the language, which one gives feedback goes first? Content, such and such, yeah, and then give language. Now is corrective feedback, non-corrective feedback.

There will be more here, okay? So, corrective feedback, you... We did?

Correct. That's cool. Why? It's like, you can encourage, you can say well done, you can say thank you. I'm not doing this today.

So, you react, but you do not correct. God, what is this pedagogical stuff here? I don't understand, I'm not used to Russian dance I have to do it now I'm going ...not face to face, but... ...yeah, what do you have to do?

Like, for example, when my sister recorded in WhatsApp, sometimes on Telegram with her camera, so she would record, and one on one, I would first... write my feedback mistakes usually i briefly write like s ending this this this this but this is very short and then i record a voice message to comment on my mistakes yeah so she has visual representation of mistakes and then my feedback on okay so um Actually, probably we should also, as was said, on the spot or delayed. Yeah?

So, spontaneous on the spot and delayed direction. Okay, what else? Let's talk... I don't know if you really can see from the back. I was hoping for that.

Okay. Probably... Yeah, more certainly. So, how to praise students effectively?

Praising is not the right thing to do. Yes, it is. Because we do not need to criticize, we don't need to praise. I would like to read it. It's a group.

Not the right to speak, but praising. Yes, I don't need to. I don't need to.

I heard it recently in Webinar. And I was like, oh wow. That's true.

Psychologists said that adults and teenagers are praised much less than kids. Would you agree with that? So if you have a child, the child will be, oh, well done, you did this.

You're like, I don't know, you're holding a band. You praise for everything. Thank you for sitting, thank you for standing, thank you for coming. But teenagers, you're like, yeah, obviously you have to do it, right? So there isn't much praise for kids.

Yeah, they like to pretend like they're adults. You treat them as adults and you don't praise them as much as you would with an adult. But they're like, why do you not praise me? Is it a question? No, it's not a question.

It's like a statement. Yeah, so that's what I'm saying. We forget that both adults and teenagers need praise.

I have a story. I always give this example. I had a student around 50, 40, whatever, 50-ish.

She was 50. He's a businessman, rich, successful, he's fine. Low level though. But at the end of some lesson he's like, How?

I can't do this anymore. I need to go to the police. So he was asking for a raise and I really thought, Wow, what a wonderful person because he's like a big businessman with a lot of money and flats and personal drive.

But he needs this. You see my answer. Please don't forget to pray for him.

Thank you. I'm not a client We are sitting here so simple and mortal I have a business there What? I have such a beautiful relationship I feel simple and mortal Sometimes you say, you can say, oh, you're so clever, but you should understand that you are not judging their personality. Okay? Because we often say, you're clever and you're stupid.

It's wrong. You did a clever thing. You did a stupid thing. This is a problem with parents also.

If parents say nasty comments to a child, That's the problem with self-esteem, you see, in the future. So we are saying that it's not that you are bad. You did a bad thing, so you have a good thing.

The same with praise. You did a good thing and, yeah, I'm great in this. Then praise something that depends on the learner. So, for example, when the learner makes effort, you can... ...praise it.

But if the learner didn't do anything, I mean, you cannot praise it like this. Okay? You do not praise the personality characteristics. You do not praise things that the person cannot influence and cannot change. You see?

So, I mean, really, you do not praise features of faith or views. Does that make sense? You can praise, for example, the way a person combines colors and clothes, but that's something the person cannot influence. I mean, usually you don't have to mention this.

Thank you. ...so if you pray it's well done, At some point, this молодец stops being positive. Usually parents say молодец to show that я вижу, что ты это сделал. Молодец, что ты это сделал.

For example, a mother is on the phone and the child... and shows a picture Mommy, I have a picture What do you say? I see outside I see outside It's not normal And no management There is no management anymore I'm not going to do anything.

I think it's almost a Russian system because we criticize all the time and we think that you do not understand how will students learn and I think we have this in the parents. Do your parents say something like I thought you did not understand Russian? Yes.

I'm going to study today, and I'm going to study in the third grade. In the third grade, I'm going to study one grade, two in the university, three in the private school, and I'm going to study in the second grade. Where are you going? To the third grade.

What, the third grade is for you? It's a fixed grade, I have to study in the second grade. I'm going to study in the second grade. It's a shame. You can't go to the second grade.

You give feedback as soon as possible when the student still remembers what was going on. So if you wait half an hour and then, oh, at the beginning of the lesson, you said to the student, like, really? Did I say that? So don't wait too long. And usually...

Immediate feedback is more productive than delayed, but again, sometimes we do not give immediate feedback not to interrupt. But it's still better to give it after the student finishes, not like three tasks later. Delayed after this task, but not like at the end. I know the student teaches collect everything and give it at the very end of the lesson.

I don't like this thinking because it's a big gap between the production and the speaking. and the feedback. Yeah, so try to keep it straight away. And yeah, well basically that's it.

Remember this idea of growth mindset. Yeah? So we should focus on mistakes, mistakes are good. Theoretically, that's a very nice idea, but I don't think many people really believe that mistakes are great.

No one likes to make mistakes, right? That doesn't mean that they are not good. But anyway, we need to try to develop this idea that mistakes are okay. And if you make them, no one will die seriously, right? The biggest problem would be that people don't understand you, but then you can reformulate.

So mistakes are part of the story. How can you react? Please do not say, oh, we made a lot of very many mistakes. Okay, thank you very much.

But you can say... You focus all this and that. Maybe you can...

This is very hard to understand subject for good women. It's very hard to understand. Not just all you make mistakes. But, nice text, I liked it, but...

But try doing this and that. Try to be specific when you give feedback. Make sense? Right?

Uh-huh. Yeah, that's about growth mindset. What else? Consider emotional impact. This is interesting.

Not all students like feedback, right? This is so small. I'm sorry, guys. I don't know how to hold it. You're pushing me.

So, um, if you criticize, not all students like criticism. Raise your hand if you like criticism. Thank you.

Okay. Ah, did you have very pushy parents? ...straight... No.

No? Okay, people who like criticism or who grow from criticism, these are usually people who like... That's why I'm saying... It usually comes from our pretty hair.

It's not bad, it's not good, it's just the fact. I don't like criticism and I feel very sad when I'm being criticized and I try to learn that criticism is fine and I think a lot of people... But inside, I don't like it.

You know, but I'm like... Internal baby is like crying, and you can hear this. So a lot of students will be upset.

So the question is, how do you deliver this criticism? You need to be careful, ok? Especially with sensitive students. There is no one answer how to because you need to look at your students and see, are they okay?

Some students will be okay. Other students, especially if you teach kids, they can stand up and throw their things in your line of work. So, um, example.

Your pronunciation is bad. Well, of course, that's not even a thing to say. You can say that, let's work on one of these sounds. Try doing this in touch or in a person's face.

I like how you do this in touch, but let's focus on this now. So again, be careful. Really try to think of what you say. What I noticed when I observed, I didn't see much of what I heard, I noticed that when you give feedback, you are so concentrated on you, you know, as a teacher. How do I give feedback?

It's a task. You can see that there is a watching. What should I say? You work about yourself, you know, as a teacher. What you should be doing, your feedback, it's about the student.

Actually, I like to do three. because this was very empathic and it was like oh i like that because you are really talking to the person so i like that what do you think about it? it's not for you, it's for me So think about that, stop thinking about yourself. How will I say it?

I said it like this, I didn't say it like that, I didn't say it like that. Stop worrying about her and keep thinking about that. Because students can feel it actually.

They feel when feedback is not... What to say? Oh, there is a good Russian word now. Продвигающая.

Yes. It means to push back. She should be like that.

I haven't heard such a word before. I don't know. Me neither. I don't know.

I don't know. The first thing would be really interesting. So we can have a competition of races so we learn how to rate each other. Or correct something, and this is good for me, and correct myself. So you are not leaving on the job.

I have a different type of exit ticket like autumn and winter when you know the transit is bad it's when you leave the class when the lesson is over you can ask for an exit ticket so for example what did you learn today but actually that's a bad example because it's not about corrections it's about the way you think Yeah, exit ticket can be with correction, you can give a sentence and before student keeps, correct this. Yeah? Or there was a mistake that was made earlier and you give it back and you again correct it. For a student to leave the class, they need to make some corrections.

Make sense? Of course if you have 20 students, then it will take forever. Because they will be leaving one by one, doing something, getting tickets. But if you have a small group, it's very manageable.

Each student does something before leaving the room. Like goodbye, or something. Then, rubrics.

Please teach your students to use rubrics for... Self-assessment. Again, this is about self-assessment, self-correction, self-assessment. Rubric, do you remember what it is?

So, for example, if you assess writing, you have language, organization... content like you can get remember five four three two one and there is a description to get five important you need to do this to get four important you need to do this these are rubrics so these give rubrics to the students so they know how to use them Peer assessment, I think it's clear. But please teach your students to do peer assessment.

Can they assess each other actually? Yes. Most of the time they don't know how to do that.

They don't know, but they can. That was good research, panelists. I like to bring that.

Yeah, good. Especially if they're assessing their friends. Great.

Yeah, great. Wonderful essay. Wonderful presentation.

Even if it was horrible. So, please teach them how to do this. And finally, send them a message. Do we all know how to send a message?

Yes. Send a message, feedback, and then... So, you should send a message, feedback...

And then, one way is to use the word, that is, to use some constructive, constructive, constructive, yeah. So, I'm going to give you a little bit of feedback. And then, one way is to use the word, I don't know if it's fair.

In America, there is such a thing as... I asked. Our Russian kids, I'll tell them.

What do they like? They are not Russian, but they are like that. I didn't like that they can sell their mother for money. Well, like...

It's good to pay for it, but not always. You pay for everything legally. At the same time, if you have money, you have everything.

It's so important, by the way. Yes. You want it now, right?

You're going to have a baby at home. Think of a positive construct. Well, think of a sandwich.

Okay. Yesterday I walked to the beach and I swam to... Well, that's your... ...for two hours and a half.

So, here... If you put a word with a verb, it will be a construction Actually, there are two wrong verbs swam and went We will remove it Because it was for two hours And I was swimming for two hours And I was really happy Because you can't say it in a normal way I'm really happy now I don't know, maybe she just knows about simple and she says about simple Maybe she hasn't studied it yet She can say, oh that's great, who did you swim with? She can just answer with content, because she understands She can do it with content, she can do it with an example, like she said So I really like your story Yeah, basically she just said, oh that's great, I really like your story I like your story, mine And then, we can say, for example, if we came last time, then we will say it again. Yes, you can say about Lexis.

M is R and what's more? Yeah, and encouragement. And... Well, keep practicing and you'll get even better. Yeah, I think you did good.

But if you practice, you'll get more better. So you are reacting to the content. Okay, what if you try to think that to... And not the meaning of what was said, but more like how it was said.

Okay. No, say it to me, don't say he or she, I'm giving feedback. You tell about PSP and you tried to make the social past fall.

Is this positive? You tried but you failed. You tried but you failed. Thank you for your try, try again. Thank you.

I'm not new to this video What? I'm not new to this video What? I see your point, but it's wrong That was a very unsuccessful try I would like you to try again Again. ...in the manner, in the presentation, in the speed, in...

You can say, oh, that was an enthusiastic story. Thank you for that. Was it an enthusiastic story? It's about power. Find positive in power.

It was emotional, it was energetic, it was nice, it was surprising, it was fun or funny, right? Even if it wasn't so good. But I don't think that the lines in the start and yeah, also you can do.

It looks like you've got your time, that's awesome. Now, constructive. Okay, constructive.

Be nice. For example, we can tell that you need to pay more attention to irregular verbs in past simple. You need to pay more attention to irregular verbs in past simple?

Okay, I'm like hearing again a lot of language that probably I don't understand. You see, you tell me, I need to pay attention to irregular verbs. Maybe I don't know the other regular, maybe I don't even know what is irregular, that's why I make mistakes.

Be more specific. I mean, it's a possible way, it's a possible way to do, but can we be more specific with... For example, we can say that in your story you can change the verb go to went.

What do you mean? You can't change? You need change. You need.

Yeah, okay, we'll talk about techniques of correction. Yeah, you can say, oh, you went to the beach. So you already corrected.

So you were not eliciting this from him. It's possible. But if the student doesn't know how can we correct him? No, he knows, we expect him to know. Ah, we know, but maybe he doesn't know regularly.

We need to stop. I don't see that when you give a term, you need to describe a regular verb, and he forgets that it is a regular verb. And he forgets what he said. Do you remember the table that you have now? Okay, you can refer back and say, oh, you remember this and that.

Well, in principle, now I am more inclined to say to the teacher himself in the right manner, that is, how the sentence would sound right. And then the student already knows what he said. He will understand where he made a mistake and then it will be easier. If you deal with the flow and say, oh, you're smart, and you expect him to understand everything, and you're a great scientist, he'll say, oh.

Sometimes he doesn't even hear what he said wrong. He'll say, I said. So it's not so much a paradox, of course, but my point is you can name the problem, you can elicit what to do with this, you can give the correct answer, but it also depends on the state of the lesson. For example, at the beginning of the lesson...

If a student is just sharing, you don't spend much time. If it's a fluency practice after teaching grammar, then it's a different story. What could be here the encouragement? Okay, encouraging. Pay attention to grammar.

Pay attention to grammar. And encouragement. Like discouraged.

Yes. Aha. Look at irregular verbs one more time or focus on grammar again.

Is it encouragement? No. This is recommendation, which is also possible.

It's another way to do it. For example, we can say that you need to practice more and then... You'll become better.

Again, it's not encouragement. You need to practice more. So, in Russian, what is encouragement?

So, it's more like support. When I say, you need to study grammar more. Excellent support. Well, that's it.

Maybe it's a discerning thing. You can practice together. You practice it together. But you are not so bad at it, right? I'm very good at it.

I remember when I was studying the words of the book, for example, 10th century, he said, by the way, don't forget to say that you are a great fellow. Yes, you don't forget to say that you are a great fellow. It can be a compliment at first. Look, what can be done.

Thank you. You don't call it practicing right now. I keep practicing right now. I have one word, you know? Don't keep practicing.

Keep practicing. You are already practicing like this. I already see progress.

It will get better or it will get better. Of course, you cannot do it every time. Because students are idiots. You cannot say, oh you're making progress by translating, oh you're making progress.

I mean, it should be realistic. But this is one way to say it. So for example, a positive.

Use it confidently and share your ideas clearly. great job, so I'm talking about man, you were confident and clear, well done. Yeah?

It can be shorter. Then you say, to improve accuracy, remember that go in the past is went. So I'm telling you, also possible.

I'm not sure what he knows about accuracy, so maybe you can say, I like the story, I'm enthusiastic, lovely, but to speak correctly we need to change go into what or you can ask to speak correctly it was fast story do we say go in the past what do you say yeah and what is it okay so uh you see that one so you can tell you can elicit right um and then like other human beauty has a for example way many keep practicing your business that's correct now Now let's look at another level. Here it's positive, constructive and then you give recommendation, not encouragement. Encouragement is one way. You give recommendation. In my opinion social media is very important because people can communicate easily.

Is it low level? It's Kyla, so here you can read more about opening the pizza. Do you notice a mistake first?

Coming in? Easily, yeah. So that's about effort.

Yeah? So think of positive, think of constructive criticism and recommendations. We'll read you groups very quickly.

Nothing. Nothing special. What was the discussion about now?

Now the same thing. You have an example. Again a center-shuttle? Yes. It's all the same.

Okay, you can be really short today. Good idea, simply. Great idea, good idea.

You don't have to say thank you for the... You can be really short. We can just agree on the...

Yeah, good point, completely agree. Then, constructive feedback. So, I like your idea, completely agree with this, but... Ah, maybe I wanted to say... Well, okay.

Thank you. Thank you very much. Okay, what else? Again, this is what you say...

What a beauty. Andrey... I would say, close your closet.

Aha, give them options. Do you communicate with ease or easily? Which one do you mean?

We'll give options, OK? Can we elicit the correct variable from the post? Yes, for example, you can say, I like your idea.

First, you can ask to repeat the phrase, also possible. Can you say again, the person says, that they might be in social media, so I want to show them how to communicate easily. And you can say, communicate.

It's power, and from there you face everything. If you continue saying easy, you can go through logic. Communicate powers.

You need an adjective or an adverb. Adverb. How do you make an adjective easy? Easy is an adverb, and you start analyzing. Because it's not low level, you can do this, right?

And then the combination. It's basically advice, recommendation and advice. That's more common for us.

We rarely encourage, the Russians do not encourage, but we give advice a lot. So, give advice to me. You're going to fight tough today. That's my advice. Don't eat some.

Advice, you can't have. Because you have so little encouragement, we were called to come to college. And the guys were 13th, and I was 11th. Remember that adjectives and adverbs, this is your weak point.

Focus on this. Don't forget your goal. Try not to use directives.

Stay focused. Maybe there is a camera there. They say that the guys do it. Do you need it?

No. Then just try it. Or you can do it. I'll just do a cross-stitch. I can do anything I want.

Um, then I can say, uh, you see, it's your common mistake. You know the rule when you don't know the season. So, we need to sign the sticker and the last number is four. And the last number is four. If you put a sticker in front of you, maybe you're doing this in line.

If you put it on your computer and the number says, and you did that. ...as a weak spot. So it's a very specific recommendation, you can do this. Or in general, you don't forget to print.

Okay, this is sandwich feedback. So it could be positive critical encouragement, or positive critical recommendation. Or just positive critical positive. Any positive. Okay, let's take this one.

Let's talk about corrective feedback and strategies. There are five strategies. We need some of them already. We'll just need to make sure we do well with that.

So the first one is repetition or equity. It's in the academic system. Okay, let's do both.

Repetition or equity. Then recasting or reformulation. Clarification of clarification request. Heating and facial expression.

So, repetition echoing, it's the teacher repeats the student's error, and we write the intonation. So why it's called repetition echoing is because what does echo do? When you say something, you hear the same thing back. You know the difference? We write intonation, showing that something was wrong.

So, for example, let's do it. I say, I go to the park yesterday. You go to the park.

Great. Come on. Let's do more. My friend Bob like football. Bob like football.

Yeah, Bob, yeah, do that. Bob like football. And make a pause so they understand what actually you are asking. Because if you repeat... Oh yeah, that's a nice one.

Do not repeat the whole phrase with the rising intonation. Because then the person will think you are, like, asking... you get something like does Bob like football? Yes, Bob likes football. So that would be vocalization.

Right? You need to do Bob like football. So rising, not the only word, not just the whole thing.

Okay? Then, yeah, that's exactly it. We're asking the teacher to inform you as the student something the correct way. Basically, you give away the answer.

I was telling you my mom, she was feeling ill like a worm, right? Oh, your mom was ill, I'm so sorry to hear that. So, the teacher reacts to what was said to the content and then to the grammar.

Is there a difference between repetition and echoing? it's slash so no difference and the meaning is i repeat with a focus on a mistake i repeat with the rising international okay uh requesting it's when you in the first one the student has to correct himself yeah and the second one requesting i'm legally different right uh there are chances students will not even notice He would be thinking, yeah that's exactly what I said. What he does, a lot of students do not hear what they are saying when they are saying it.

And requesting, if you think that after requesting they notice the correction, sometimes not. Clarification request is when you ask them to repeat or you ask to clarify and you can say phrases like, can you say this again? Come again. Repeat please. Sorry.

I don't really understand what you mean or something. Somehow it's also facial. You showed that something was wrong and this moment... She starts thinking, why is she asking to repeat?

Maybe something is wrong, maybe there will be a chance to change. If there is no change again, you use another technique or correct yourself. Hinting. A person says, it influences on the result a lot. You do not use on after verbatim.

So my hint came to the first customer. I give a hint. I'm like, preposition, excuse me, preposition. And the person knows my hint, understand? The person will repeat without a mistake.

Again, however you might want to do it. Clarification request is like playing dumb. Yeah, like... Well, sometimes you play dumb, sometimes you really don't understand what we mean, because there are so many mistakes that we forget.

Okay. Did you say this again? I don't understand it.

It could be, like, real not understand. Uh, yeah, hinting. Do you hint?

Explain, you can say preposition, or you can say something like, um... I don't understand. Fast, yeah?

And hitting can be done forwardly. It can be done with cards. I had a student who asked me to show him cards. I didn't see that. I'm just resting today.

It was a yellow card or a red card. The problem when we were doing tests also I can show the gesture through the template. I usually do fast like this or some people do this yeah to show that or I show that the action is long yeah I read a book now I'm reading yeah so if your students know your gestures they will understand of course it's a if it's a new student what the fuck But you teach them songs, not kids.

Kids can be very social. And finally, expression with the body and the face. And I think this one I did pretty well.

And in exam you're always reading my expression. You guys are interacting. What does your face say?

My expression if you said it. It's very nice that it does. Let me think. Maybe some ideas on digital feedback.

As we said, you can give voice messages. Some students will love it, some students will not because it's like extra listening. They don't like it, right?

I think it's great because it's extra listening. So, for them, it's extra practice. Have you ever used video screen capture? screen. Yes?

Okay. So you show something on the screen and you record a video of the screen, maybe you're scrolling. Let me show you.

It was a presentation. of students, and I asked to give a mock-up of a presentation, so it was in word file in a table, and there were blank spaces here with some notes from the students. So I gave my feedback, so students said, hello, and blah blah blah. My comment, what kind So I can send this as a comment But for our viewers I am...

You are just wise I recorded a message. You don't hear my notes here, but I scrolled them. You should see. Yeah, I scrolled the presentation and I speak at this point.

And I explain over notes any kind of questions I ask them. So I give comments or my comments. Great.

And I also can say, oh, I like this, I like that, and already you can see much more than in writing. And because some things are just easy. easier to display already, right?

And so I would go and be scrolling and giving feedback. But also some written notes, small notes, I also gave. And students then watch the video, right?

And notice that they have this file in my notes. They're kind of written and oral. And when I asked my students, that was a group of psychology students at the university, Moscow State University, here. There was a group, they were making this presentation on the number of communications, the extended number of communications. And I tried this video feedback and I asked them whether they found this helpful.

And as you see, well, actually people said yes, it was helpful. The real one they didn't get. Well, because they were out of deadline or something, so no one said who wrote feedback.

No one said it wasn't useful. So people usually say... that it's good and um if we go back uh so video screen capture then you can use emails i don't like this one because i think email is not for feedback it's not for uh from a platform who were, well, somehow we can get this comment from you. And of course, all these Google Clouds, Google Docs comments as well. Maybe there was another thing that you can talk about.

Okay. Okay. So.

I'm going to say this, no need. Last thing, last thing. I like using iMessages when I get feedback.

So, I, again, I'm not using iMessages, and you shouldn't do all the work with it, but it can be a nice... Ah, no doubt about that. So I say I like the way you did this one.

Not just this was good, but I like it. Or it makes me really happy or it makes me really sad that I'm not ready anymore. So I'm talking about myself.

I can make hypothesis, for example, it seems you haven't spent much time on your homework. Am I right? Another student can say, yeah, sorry, I was busy. And then we can discuss and I can say, okay, would you mind doing it again next time?

Because this doesn't look very nice to me. Yeah? I see that.

But psychologists say you shouldn't use this too often, especially with kids. Because if you keep saying, I like the way you do this, I like the way you do it, what kids will feel, they feel they do it for you, to make you happy. We don't want this.

They need to want it for them, not for you. So please do not hold them to use it. Don't say it all the time, especially if it's a joke.

I must use that. Let's see the screen. And yeah, this is the last slide.

Sorry. Giving feedback, responsibility. I think that students are also responsible for what they're doing.

So, and you know this. I want to ask you a big thing. How do you feel about yourself?

Yeah, you are. We don't say anything because we don't have anything to say. Do you think it could have been better if you could have done it at home? What would you like to do? Yeah, it's normal.

You need to sign it. It's not an iMessage. So these are not teaching questions.

These are like coaching questions. I make you reflect on the work. A lot of students who do that, they don't have a lot of job opportunities. A lot of students will stop him.

And, um, actually I had this talk with my student, this high school student, and it worked. You might think that teenagers cannot do it, but they can. So I asked him, he made so many mistakes, and I asked him, um, Do you see how many mistakes there are?

Do you know the rule? Yes. Why do you think you're making so many mistakes?

And he started thinking he was sitting and he was like I wasn't concentrating so I know the rule but I wasn't focused And then I asked him, what can help you to focus? And then he said, will you show me cards? That's the guy with cards.

When I make a mistake, he shows me a card that I need to save. So he told me this. I wanted to ask a question what's the like the psychological explanation behind iMessages like why do we use them usually like like why it's iMessage because it's not you like you did that no I think something Is that the only explanation for it?

Okay. Right. So, okay.

Do you have a better picture of feedback? Maybe. Cool.

That's it then. Thank you very much. Thank you.

Transcript for:Effective Group Activities and Feedback Strategies

Transcript for:
Effective Group Activities and Feedback Strategies