This will hopefully keep the students alert, and helps prevent them from simply anticipating what question they are likely to get.Ĥ. 1,2,3,4,5), elicit the answers to the questions randomly. Instead of just going through the questions linearly (i.e. This is a way to simply get more (if not all) of the students involved in the process of checking answers.
We’ve all taught classes with students who dominate question / answer time. Alternate between asking for volunteers and nominating students to give the answer. In general, students are often resistant to this at first, but if we can get them use to it then comparing answers later becomes an opportunity for the students to speak and use many of the language structures they’ve learned in class (e.g. This is, for me, the golden rule of checking answers in class: we want to get the learners to use English in their discussions / comparisons of their answers. By letting the students compare their answers, it means they’ll have more confidence in them (and so they will be more likely to volunteer them) and also gives them an opportunity for the learners to use English to explain why they chose answer A instead of B, etc. Speaking from experience as a language learner, I always appreciated the opportunity to have a look at my partner’s answers to make sure I wasn’t completely off the mark (and so didn’t have to worry so much about making a fool of myself when called upon). Let the learners compare their answers first. I don’t want to get too deep into methodology here, but rather to dispel the notion that it is our duty as teachers to check every answer to every exercise the students have done, and also to offer a few suggestions as to how we can make this whole process more engaging and beneficial for the learners.ġ. In short, the teacher is checking answers just because it is expected that the teacher will check the answers. However, in my experience both as a teacher and as an observer, the time spent checking answers in class is often the part of the lesson where a lot of time is spent that is of no benefit to any of the learners. Naturally, we check these answers for a variety of reasons, such as for marking, for noting student progress, and in order to check if the students have understood the language point in question.
Checking answers (to homework, as well as exercises done during the lesson) is a part of class often described by teachers and students as boring, slow and not all that engaging for anyone.
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