The Satisfaction of Learning: Affirmation, Correction, and Guiding Students to Discovery


How do you respond to a student’s mistake? What do you do when you ask a question, and the student comes up empty? Kyla believes that we should share corrections in ways that make students more confident that they can learn, not less so. Here, she offers her basic approach to guiding students in that path.

I feel that affirming a student is very important to their success. I think it’s important because for a student to feel successful, they need to feel built up. I generally don’t say, “No, that’s the wrong answer”, but instead, I try to steer it in a way that gives them a way to think toward the right answer.

After his marriage in February, 1522, Conrad came to the end of themselves. What does it mean when you come to the end of yourself? Does it mean you come to your toes or what does it mean? When you come to the end of yourself. Sometimes you guys are a fan of yourself, but before that, if you come to the end of yourself, it means that you are at the lowest place and you’re feeling like you can’t do it anymore and you decide that you should do something different. That’s what he did.

I don’t like to say that an answer that is incorrect is correct, but taking their answer and guiding it toward a more correct answer, if I can do that in a way that doesn’t negate what they said, then I feel like that’s a good way to affirm them.

Very nicely done. Lots of you did very, very well with that. Something I noticed is that some people’s eyes came off of this and you lost track of where you were so we’re going to do it one more time and make sure that your eyes are following the trail so that you don’t get lost on your way out of this. Chris: On one occasion, one of the students gave you an answer or didn’t have an answer ready for when you asked her, I think you said something like, “Look that up and then we’ll come back.” Is that something you do regularly, and why?

I like to vary the way that I have students find answers. Sometimes they will say, “I don’t know the answer.” In a case like that, I would have them either go and look up the answer if they have it close by or there’s a place where they can go to look for it, or sometimes I will have a student in the same class help them out. Sometimes I’ll say “Malachi, or another student, can you help this person out?” Most often, I would rather have them go and look it up if they can.

I think just the importance of that is so that they can retain it longer in their memory, not just for the test, but beyond that, just so that they can also feel the satisfaction of having found the answer but then it also sticking better. The thing of finding satisfaction for themselves, I just feel like that will stick with them if they can feel like they have achieved something themselves rather than a teacher just telling them or them just guessing an answer. I feel like it will boost their confidence more if they can feel like, “I found this myself.”

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