I was looking for a lighter tool, but that would allow the same thought. So I started by making a typology of the most common mistakes in college, I more or less in order of frequency: number 1 being the mistake I see most often. But it is rough. I planned two columns right: date when I spot this error, when I worked.
Students each have this sheet. I point out the mistakes of their work by putting numbers in the corresponding error. They must try to correct their errors using the example provided on the sheet. For example, a 15 denoted error is an error on an unidentified form as past participle. Once they have identified, and using their workbook (we already talked about this problem), they can be corrected.
When I checked their correctness, or that I myself have corrected (for those who are most in need), they must identify errors that come up in their texts. For example, someone who often makes mistakes No. 20 must write on a sheet entitled “personal pronoun” all corrected forms of this type that have had trouble.
In time of individual work, he took a point, for example the number 20, and try to think about this for an explanation, and a knack for recognizing the shape and not be wrong. We can take all this when he returns very often in class, and make the commissioning sheet developed the concept together. I just develop the sheet. For now, I see an advantage: fewer errors when they correct. Corrections are less random.
On the other hand, the “conditioned reflexes” are beginning to fall into place: agreement subject / verb or noun / adjective, past participle, past tense etc. The problem is always the same: it takes time, lots of time. The phase of individual research and reflection on the concept, I could homework market online jobs
put in place really only 3, and is still only sketched. The frame of one hour does not allow “breathing” sufficient for the trial and error.
I must be able to improve this by rethinking the use of class time for “bias” with the sequences and their inexorable march … Catherine Mazury French teacher Sector college second degree ICEM SPELLING ERRORS / GRAMMAR AND BUILDING nAME TEXT: CLASS: No Work Rule Example 1 Errors subject-verb agreement It issues two noun-adjective agreement good friends 3 sentences Punctuation He got up, locked the door, sat down again. 4 Punctuation dialogue he said: – Come here! 5 Word with this I hear music.
He laughed. 6 Word I sang the simple past. He sang. He went. He finished 7 for Word imperfect He left 8 Word to the future it will lie. It may 9 to a Word They wanted time composed. We had heard. Get caught. 10 Verb in the subjunctive mode You need to come before him to be there. 11 Word conditional fashion If you were coming, I’d be happy. 12 Word to the imperative mood Come! Shut up ! 13 Word to the imperative mood he wants to eat. He learns to speak.
14 Word to the present participle Walking quickly, they caught up. 15 Word to the past participle They are transformed. They saw the TV. 16 possessive adjective He takes his business. They take their business and their cat.
We have our books. 17 The demonstrative adjective These words are stupid 18 The adjective interrogative / exclamatory What time is it? What a great artist! 19 The indefinite adjective At any time, all men 20 The personal pronoun He transformed. 21 The demonstrative pronoun He loves those who are laughing.
It’s good. 22 The interrogative pronoun What do you say? 23 The relative pronoun The boy who saw part. The boy he saw from where you know. 24 The indefinite pronoun Some laughed. It was silent. 25 The preposition As for him, I have not seen on the deck or at home. 26 The adverb There are few students, so there is no noise. 28 The subordinating conjunction and coordination He says he will come when he will be replaced. 29 The verbal adjective It is tiring.
30 Glossary (accents) Pollution, beauty, that is, 31 own name Jews 32 names Compounds of Lucky, the dolls, stamps, afternoons, means of transport, boxes night <2 ^ Planet'ERE Seurfons on ouebe> Authors: Alain Jourdan Catherine Mazury Gilles Sapirstein, Jean Le Gal, Marick Cosson and Noelle Ducasse Print
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2 Results Class Moments – Celestin Freinet School of Herouville Saint Clair (14) By Claude Beaunis on 27/08/15 – 9:43 p.m. In: slice of life one grade> elementary school teaching techniques> class organization > multi-age classroom teaching Principles> co> consulting teaching techniques> math teaching research techniques> text free instructional techniques> grooming, proofreading, development 2 comments Read more The New Educator No.
221 “Spelling, grammar can do better … ! “In: The New Educator Publishing ICEM For teachers review French> Grammar French> Spelling French> Conjugation teaching techniques> free text pedagogical techniques> grooming, proofreading, development ordered by subscription in February 2015 No. 221 – February 2015 For buy online To subscribe online Add comment Read more
2 Results It’s Christmas For School Silfiac on 19/06/15 – 2:34 p.m.
In: Arts> Music and Sound> song 2014-2015 Sahel Read more 1 attachment breeze morning wind For School Silfiac 04 / 06/15 – 5:09 p.m. In Creation, 2014-2015 term Sahel Read more 1 attachment
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1 result Results Learning together to write itself Jolys By Bruno on 06/18/16 – 11:17 In: witness a French tool> Reading-Writing French> French Spelling> Conjugation teaching techniques> Text free instructional techniques> grooming, proofreading, focus How to make sense of spelling in learning? How to allow children to be seized? And the eyes of a child, what sense can this be? Add a comment Read more
In: The Educator CEL For teachers review teaching techniques> December 1963 The band teacher teaching machines as audio-visual techniques in general, they will aggravate the defects of traditional education or can they promote a liberating education? The master of the word and the book The problem is put bluntly in an article by Mr. Louis Couffignal, Inspector General, one of the initiators of cybernetic pedagogy Association, in a recent issue of Education.
So far the official left accomplice casts doubt on the aims of the current campaign for the use of audio-visual techniques. They particularly protested when accused of mechanizing education to deal with the current crisis and remove teachers. Mr.
Couffignal puts “the foot in it,” and its revelation for us and for all teachers, big consequences. It will not facilitate the development and dissemination of intelligent form of programming. Mr. Couffignal yet aptly analyzes the current educational situation: “The first phase of the democratization of education, he said, was the development of schooling.
By sending more children to school or leaving them longer, perhaps we raise the average level (in the sense of Statistics) of the instruction of the people, because of what young people hear “it is always something. ” I say “of what young people hear” pedagogical technique was until recently in the explanations given orally by a teacher and memorization of concepts explained that the student is written in a manual.