OBSERVATION #7: Managing error.

During the observation of this class, I decided to focus on "managing error". Before going into the lesson, I tried to make myself familiar with Fluency and Accuracy. Once again, as this happened two weeks before the Winder holidays, the students were revising everything they'd learnt for the test they were going to have the following week.
In the following chart, it is shown all the information I could collect:

As it is seen in the picture above, in most of the cases the teacher focused on accuracy. I could see that there was interruption from the her to point out that something wasn't right and how to correct it.
I think there could be some corrections more important than others, though. I understand this class was to revise activities and to practice so it is normal most of them were "accuracy-focused activities" rather than "fluency focused activities". Errors made during an activity which is meant to practice structures or something specific could be more important.
What I mean is that, for example, mistakes made during a fluency focused activity could be overlooked and the class could go on as if nothing happened. That is the case of the example number four above. The mistake was overlooked because it was a minor one.

There weren't really any instances where the students participated in the correction of mistakes made by their classmates. In addition to that, I couldn't see any situation where the teacher asked the rest of the students to take part in the correction of an error either. As I said, they were corrected by the teacher and nothing else was done. In some cases, she addressed the student that made the error and asked them what was wrong. I think those opportunities were the closest they were to "self-correction".
When the focus is on fluency there may be ways in which a teacher can avoid interrupting the flow of the pupils' language. I believe it is possible to correct in a non-obtrusive way. For example, during the class the teacher can take down notes of the mistakes that were made during the lesson then show those mistakes to the students and try to correct them and learn from them.

About the teacher's language in response to mistakes, I think next time the teacher should also try to keep in mind the message, not only the error made. Maybe this could have a positive effect as they will see she considered their effort. For instance in the fifth example, the teacher should have praised the student for a good performance and at least he was trying to participate, even though that wasn't the correct answer. I'm not saying this is the case but in a similar situation the student probably won't participate next time because he could have felt offended.

Most of the people don't like being corrected but in my case, I don't find it humiliating or offensive, though it does depends on how they do it. But in general, I like to think over my mistakes in order to understand why I was wrong. Besides, I take it as gaining more information.
When it comes to teaching is something completely different, though. I don't want to be that kind of teacher who corrects the spelling and grammar of everyone all the time. There is always time for correction but I think the important thing would be for the learners to build up their own confidence in responding to their own errors.