 Hey everybody, it's Liza here and I'm glad to welcome you to a new ITTT live stream. So I'm going to wait for a while for some more people to join us. But while doing so, I'm going to change the slide just one sec so that you could see it bigger. So I'm going to zoom in and yeah, I'm just going to present ITTT right right straight away. So ITTT is a leading Teflon TESOL training and we provide high-quality Tefl certification. So if you are interested in becoming a teacher and you are willing to build on a successful career Tefl should be the first step in this journey. So check us out. We are presented on various social networks and yeah, just go ahead and subscribe to our YouTube channel or follow us on Instagram. So choose that social media you like. And let me get back. All right, so I can see that some people have already joined this live stream. So just don't be shy. Please say hi in the comments because it is always helpful to the speaker to know that there are some people watching and as for me, it's a little bit challenging every time to go live because I basically don't see anybody behind the screen. And frankly speaking, I'm talking to myself right now. So let me know that you are there and you hear me. Okay, so hello guys. All right, thanks a lot for tuning in. So there is Gonzalez. Hello. Nice to see you. I believe you haven't participated before. So let us know where are you from? And there is another person, Eiji. I'm not sure what's your name correctly, but let me know. I'm great, by the way. Thanks a lot. So Eiji is from Egypt. Okay, it sounds fun. And there is also a person from Turkey and they probably run an ESL channel, which is really cool. So guys, you can you can note it down. Okay, so Gonzalez is from Egypt as well. That's cool guys. I'm really happy that there are people from various parts of the world and let me just introduce today's topic. So it's the 1st of September. It means that we are going to start our school once again. And for some teachers, summer, summertime, is that period when we think about methodologies, you know, when we prepare change strategies and so on. So before we dive into the school program, I just want to share this topic of giving feedback because I know that many people, many teachers either neglect doing so, either neglect giving appropriate feedback, or they are not sure how to do so. So in this live stream, I'm going to share my personal opinion and some data I found before the stream. So so that you could think about it and maybe implement some strategies of giving this effective feedback because our students actually need it and the whole learning process is aimed at getting some feedback. Okay, so let's start. I have already mentioned ITTT, so if you are watching us from YouTube, so you are probably subscribed, but anyways, check out our other social media. And here is a nice QR code which can give you a 30% discount of any ITTT TEFL courses. We actually share this code during this live stream, so it's pretty unique and exclusive. So if you are willing to get professional to build on your successful career, feel free to scan this QR code with your cell phone or follow this link from the chat box and you will get this 30% discount of any ITTT TEFL courses. And by the way, if you have any questions related to our TEFL certification, feel free to ask me in the comments because at the end of this session I'm going to answer some questions and give you some feedback on the session as well. So yeah, don't miss out on this one. And let's move on. So getting back to the point of feedback. When you start thinking about your feedback, and thinking about the whole concept of giving feedback, you have to consider what is effective feedback actually in general. So is it correcting all students' mistakes or it's just discussing some target language? For example, when you did a session, when you did a lesson devoted to, let's say, present simple, and you noticed that your student made a lot of mistakes outside this topic. Should you give this feedback related to the target language only, which is which was present simple? Or should you respond to the mistakes in general? So that's the point to consider before choosing your feedback strategy. In some other cases, you would probably think about drawing attention to something particular, to some specific details. It depends, right? Or some teachers feel like feedback is just some moment when you praise students for their hard work and basically they don't give any specific feedback related to mistakes, correction, or something like that. So all in all, all of these points have to be considered before choosing the strategy. And they are actually depend on your teaching goals. So before you start giving your feedback or before you start teaching, you have to have your teaching goals. So every time you plan your lessons, you basically write down what you want to achieve. And this point helps you choose your feedback strategy at the end of the lesson. So bear that in mind and also try to think about what you want to achieve basically and what your feedback is aimed at. Okay, and let's move on. So also, it is quite important to choose the most appropriate strategy. So I have already mentioned that you point at some specific teaching goals. However, those teaching goals, they are different. They are always different. And there are two main groups of goals, both from your perspective as a teacher and from your student's perspective. So for example, there is this situation. The goal is to achieve some language clarity and the whole process of learning is that result you want to get. So basically in this case, you would probably correct as much as it is possible. So if your goal is to achieve language clarity, you correct basically everything. So when students make mistakes, you fix it, then you correct it, and then students probably stop making those mistakes. So probably students reflect on themselves and think about something they did wrong. So they stop doing mistakes based on this experience. Unfortunately, this approach is quite old-fashioned, but it is considered as a traditional approach in this teacher-student relationship. So most teachers know just this approach simply because they were taught this way. And for example, as for me, it is super challenging to give feedback to adults because they know that they have to be corrected. And when it comes to the learning process, they are so afraid to make mistakes because they know that at the end of the lesson, they are going to be corrected. Every single mistake is going to be corrected. So it sounds just it is just demotivating for them, right? And they feel pretty uncomfortable to make mistakes. So probably when you consider giving feedback, when you consider all of your teaching goals and stuff like that, it is not the right choice to give this kind of feedback when you correct everything. So basically you have to consider your teaching goals one more time and see what you could correct and what you could ignore. So that's it. Yeah, as I have already mentioned, it's a traditional approach. We all know it because if if you studied at school, if you learned English when you were a child, like back in the day, you probably were corrected this way. But it doesn't mean that it is still useful. For some people it is still useful, unfortunately. But yeah, it's probably better to choose something else. Okay, I don't know why it's here, but anyways, this QR code gives you a 30% discount of any ITTT TEFL courses. We also have a coupon link right in the chat box. So if you need it, feel free to follow the link or scan this QR code. And yeah, just sorry for that. So let's move on. So we have already discussed the situation when your goal is to achieve some specific result. And the result is pretty obvious. Your students don't make any mistakes. Their language is clear. And the learning process leads to not making mistakes ever. On the other hand, there is another goal, which is slightly different. In the perspective that the learning process becomes this goal, which is pretty achievable, but students have to enjoy it somehow. So you, as a teacher, have to assist them to feel comfortable during the learning process and not be afraid to make mistakes. And of course, in this case, the language itself isn't that goal you want to achieve. In this case, the whole study process is devoted to the process itself. And thinking about this idea, we have to remember that the language isn't sacramental here. It is not as important as the process itself. So basically, students can make mistakes. And mistakes are the results of students' experiments with the language. And these experiments are signs of progress. So if your students play with the language, and because of that make mistakes, it means that they grow. It means that they progress in their language skills and mistakes just accumulate that they help to achieve something bigger, probably to conquer this language barrier and to become more fluent. Because basically, we are people who are fluent in any language. They make mistakes, but they are not afraid of that. So this is the idea, which is pretty challenging for those teachers who choose this traditional approach in any aspects of teaching. If you teach grammar, you can be traditional. You can explain everything in specific details, give tables and give drills. It might be helpful, though. But if you give this feedback in the same manner, in this traditional manner, your students might feel miserable because of that. Because the chances are, it will sound too strict for them. And they will be mad about making their mistakes. And there is this another approach when students can make mistakes. And the main idea is to make them. Okay, so do you guys have any questions? Or maybe you want to argue with me considering this idea? Just let me know in the comments section, because I'm curious how other teachers give feedback. And is there any difference in our beliefs? So let me know. And I'm going to move on to the next idea, which is closely connected to the teaching goals, so feedback techniques. So when you have chosen your teaching goal, it's either the result or the process. After that, you can choose your feedback technique. So these feedback techniques are related to those cases when your goal is the process. And when you don't want to correct every single mistake. So as for some ways to give feedback, it's pretty easy. We know such approaches. But it's usually challenging or difficult to implement when we start teaching in real life. So the first idea is peer evaluation and correction. It's a useful approach when it comes to teaching groups. However, if you work with small groups or payers, it's also helpful. For such cases, when you don't have many people in your classroom, or if you teach one-on-one, it's also useful, because there are some coursebooks which contain specific tasks when students have to correct something. So such tasks when students can check someone else's work, even if it was created by some teachers or whoever, it is still useful and inspiring for them. You as a teacher can actually pre-make some activities where you make mistakes and you ask your students to correct those mistakes. So those mistakes should be related to the teaching point. And yeah, this is how it's done. So students usually feel really, really happy to correct someone else, but not themselves. So just bear this technique in mind because it is helpful. And yeah, as I've mentioned, there are specific coursebooks related to mistakes corrections. There are some tasks inside some other books. So where to find the resources is just up to you. You can be creative or you can be quite modest and just pick a book and offer a task to your student. And the second way to correct mistakes is actually just to choose one type of mistake and correct it and give feedback on the way student used this or that feature, this or that unit in their speech or writing or during the lesson. And yeah, just give some examples of their speech, for example. And yeah, just give explanation in details what was wrong and how to fix it. Okay. Yeah, so for example, it can be done with pronunciation. You just give some examples before doing some activity. And if you see that students don't follow suit, you can give the same feedback once again and ask to paraphrase or to repeat. So this is the strategy. The third technique is related to focusing on content instead of the form. And it is usually implemented when teaching writing. So for example, you teach students writing emails or essays. And the point is to include all the necessary details which are required by the task. If students neglect answering some of the questions of the task, you probably would draw attention to this thing, to the content, but not to the form on the first hand. When it comes to grammar and language, you would still say that you could change this or that. But the first thing you have to mention is the content, because it is more important when it comes to writing or answering some specific tasks. And by the way, usually when it comes to content and linguistic devices, especially if you teach people who prepare for exams, they usually believe and teachers believe as well that language is over this content. Language is more important. But in fact, if you read some exam handbooks, you would be pretty shocked that language isn't as important as the content. So bear this in mind as well. And if you work with writing or with speaking as well, it's a great idea to listen for specific details your students mention or check out the specific details and see if the task and the work correspond with each other and correlate with each other. The next technique, it is usually used in speech and it is used to correct structures when students make mistakes. Sorry. So basically, if students make mistakes, you listen as a teacher, you fix it somewhere, so you note it down, and then you give a correct respond using the correct structure. Or you like ask questions, follow up questions with the same structures and kind of try to draw students attention to this idea that they have just used this structure, but it was slightly incorrect. And this is the way how it should be done. Usually, it works with students who are pretty attentive and patient. It doesn't really work with lower level students like A2 probably. But I know that when I work with my intermediate level students, they usually are really attentive and they understand this idea. So it's a helpful approach. I recommend it for sure. I also change this approach somehow using their mistakes. So I note down their mistakes. And when we finish the task, I just copy and paste all the mistakes on the board, for example, and say like, check this out. Do you think that you would paraphrase anything or would you change anything? And they usually find all of their mistakes and paraphrase everything and say like, oh, it was so obvious. How could I make that mistake? So generally speaking, these are those ideas that might be used to correct speaking, to correct writing. What else? Yeah, that's it. And the last point. So when you work with some specific tasks, students, if they are pretty, you know, if they work hard, they would probably get some questions. They would probably need to ask some questions. So in this case, they note down all of their questions, all of the challenging places. And then they ask you, and you give feedback based on those questions only. So you fix just those places where students feel uncomfortable. It's also a great approach to correct mistakes in writing, to give feedback on writing, and to give feedback on speaking as well. Sometimes I give my students speaking as a home task, and they should use voice messages to reply to me, to send out their homework. And this is the way I give feedback. I ask them, do you have any doubts? Do you want me to explain you anything? And they just ask me to correct some specific mistakes. So that's that general idea. Do you guys have any questions? Let me know in the comments section, because I believe this is the end. Oh, no, there is another tip, which is probably the most important. Of course, you have to praise your students. And praises should be before whatever corrections you want to make, before whatever other feedbacks you want to give. So praise should be done. Your students have to know that they did a great job. If you don't say anything good to them, they still will feel pretty miserable, because in real life, we don't get praises that often. So I think that studies and lessons, especially with the ESL students, should be like this. So we English teachers have to inspire people and have to motivate students to learn. And praise is the easiest way to cheer them up. Okay. All right. So let me see the questions. All right, there is a question from EG. Let me answer it. So is it better to give feedback after each task or give it as a whole at the end of the lesson? Oh, thanks for this question. It's a great one. Basically, it's up to you as a teacher. It should depend on your teaching goal. For example, if your teaching goal is to achieve this clarity, probably you won't wait for the end of the lesson. Probably you would give your feedback after the specific task. However, if your goal is to help your student to enjoy the process and basically to make mistakes, you can give feedback after all of the tasks at the end of the lesson. But again, there are some situations when feedback has to be given straight away. For example, you consider some strategies. For example, when I help my students to learn reading strategies, and I see that after my explanations, they still don't use those reading strategies I want them to use, I get to this point again and give my feedback that well, basically you save time doing scheming, for example, or something like that. So it's up to you. You consider your teaching goals, you consider students' needs, and then you give your feedback. All right, so there are many people from Egypt today. That's awesome. Thanks a lot for tuning in, guys. I'm happy to see you, but unfortunately it's almost the end of my presentation. It's basically the end of my presentation because this is where we start the Q&A session. So if you guys have any questions related to giving feedback, or if you have questions in general about TEFL, TESOL, ESL teaching, online teaching, let me know right in the comments section. Okay, so I don't know why, but when I speak for half an hour or even more, my voice becomes really clumsy. So sorry for sounding a little bit strange. Yeah, thanks a lot. Thank you so much, Renger. I hope I pronounce your name correctly. When I see names, which I see for the first time, it's usually really challenging for me. Thanks a lot for giving your feedback. I'm happy to help you. If you have any further questions related to today's topic or in general, feel free to ask. And I just want to remind you about the skewer code. So if you need it, if you want to work on your professionalism, if you want to develop your career as a teacher, just feel free to check out our TEFL courses. Yeah, thanks a lot. Thanks a lot for your nice words, for your kind words. I'm always happy to help people and such live streams are helpful to me as a teacher as well, because I have to investigate, I have to research everything before going live. All right, thanks a lot. By the way, you inspired me later, you inspired me in the previous session, so that is why I decided to go live with this particular topic. I haven't prepared any template, but I believe today's session is a template itself. And I'm actually going to share today's presentation, which contains all of the points which you have to consider when give your feedback. So I'm going to share it in my Facebook group. That is why I invite you guys to join my Facebook group. It is specifically for English teachers. It's a nice small community where you can ask questions if you have. So feel free to join in. Here is a link right in the chat box. So you can follow the link and you will get to my Facebook group where I will share my presentation from today's session. And that's probably it for today. I see that you guys don't have any questions, so probably my point is pretty clear, which is also cool because I don't have to dig into some more specific details. If you guys have any suggestions related to the coming live streams, feel free to suggest, feel free to recommend. You can use the comments section as well. So if you have any specific questions or doubts related to delivering your classes, feel free to ask me. You can also send your questions to the group or you can direct message me on Facebook as well. And the last point I'd like to mention is that we actually go live every week twice. So today is my live stream. I usually go live at the beginning of the week and my colleague Linda goes live at the end of the week. So just check out her live streams as well. She is a native English speaker. That's why she can give you a slightly different perspective on teaching. And yeah, if you have any questions related to teaching English as a native speaker or teaching English abroad, you can actually ask her because she's pretty proficient in this point. She lives in Korea, in South Korea, and she used to travel a lot. She travels, she actually travels a lot. But anyway, so she has this experience and she can give you an explanation to some of your concerns. So feel free to check it out. And yeah, that's the end of today's presentation. Thanks a lot for tuning in. I hope to see you guys next week. If you have any suggestions one more time, you can recommend because it's always helpful when I start preparing for the live stream. So thanks a lot. I hope today's topic was useful and you will implement some of the suggestions in your teaching. See you soon once again. Have a great week and bye-bye, guys.