TEFL/TESOL Certificate (CELTA) Classroom Management and Teaching Skills Flashcards

24 sample cards from the Classroom Management and Teaching Skills deck

Sampled from the end of the deck, so these are different cards from the ones shown on the syllabus page.

1. What is the purpose of giving learners feedback on their performance?

   Feedback informs learners about what they did well and where they can improve, helping them notice the gap between their output and target language, reinforces correct language, motivates and encourages, and guides future learning. Effective feedback is specific, balanced (praise and correction), timely and actionable.

2. Define 'error' and 'mistake' (slip) in second-language acquisition, and explain how they differ.

   An error reflects a gap in the learner's knowledge - they cannot yet self-correct because they have not acquired the rule. A mistake (or slip) is a lapse in performance with language the learner already knows - caused by tiredness, carelessness or pressure - and the learner CAN self-correct when it is pointed out. The distinction guides whether to teach or simply prompt.

3. What is the difference between a 'slip', an 'error', and an 'attempt' in error analysis?

   A slip is a performance lapse the learner can self-correct. An error is a systematic mistake from a gap in competence the learner cannot yet self-correct. An attempt occurs when a learner tries to express something beyond their current level and produces language they have not yet learned, so it is hard to interpret. Each calls for a different teacher response.

4. What is 'L1 interference' (interlingual transfer) as a source of error? Give an example.

   L1 interference (negative transfer) is when a learner applies the rules, structures, pronunciation or vocabulary of their first language to the target language incorrectly. Example: a Spanish speaker saying 'I have 20 years' (from 'Tengo 20 años') instead of 'I am 20 years old', or omitting the dummy subject 'it'.

5. What is a 'developmental' (intralingual) error, and how does it differ from an interference error?

   A developmental error arises from the learner's incomplete knowledge of the target language itself - often overgeneralising a rule (e.g. 'goed', 'childs', 'he don't') - and is a natural sign of language development, similar to errors made by children learning the language. Interference errors instead come from the influence of the learner's L1.

6. What is 'fossilisation' in language learning?

   Fossilisation is when incorrect language forms become a permanent, automatic part of a learner's interlanguage and resist correction, even at advanced levels. It often happens when errors are repeatedly produced without being noticed or corrected, so they become ingrained habits.

7. Why should error correction usually be avoided (or minimised) during a fluency activity?

   During fluency activities the goal is communication and building confidence and automaticity. Interrupting to correct breaks the flow of communication, undermines fluency, raises anxiety and discourages risk-taking. Errors are instead noted and dealt with later through delayed correction; on-the-spot correction is reserved mainly for accuracy work.

8. Compare 'immediate (on-the-spot)' correction and 'delayed' correction. When is each appropriate?

   Immediate correction happens at the moment of error - appropriate during accuracy/controlled practice where precision is the focus. Delayed correction happens after the activity (e.g. boardwork at the end of a fluency task) - appropriate for fluency work, so communication is not interrupted; the teacher records errors and addresses them collectively afterwards.

9. What is 'self-correction', and why is it generally preferred over teacher correction?

   Self-correction is prompting the learner to identify and fix their own error (e.g. by indicating something is wrong and giving them a chance). It is preferred because it is more memorable and empowering, encourages learners to notice and monitor their own language, develops independence, and confirms whether the issue is a slip or a genuine error.

10. List the typical hierarchy of correction techniques teachers try, from least to most teacher-intervention.

    (1) Encourage self-correction (signal an error and let the learner fix it); (2) Peer correction (ask other students to help); (3) Teacher reformulation/recast or direct correction (the teacher provides the correct form) as a last resort. The aim is to give learners maximum opportunity to correct themselves before the teacher supplies the answer.

11. What is 'peer correction', and what are its benefits and risks?

    Peer correction is asking other learners to correct a classmate's error. Benefits: increases involvement and STT, fosters cooperative learning, reduces teacher dominance, and lets the teacher gauge class knowledge. Risks: it can embarrass or demotivate the learner if handled insensitively, and peers may give wrong corrections, so the teacher must manage it tactfully and confirm the correct form.

12. Describe at least four techniques for indicating to a learner that they have made an error (without giving the answer).

    (1) Facial expression/gesture (puzzled look, hand signal); (2) Finger correction - using fingers to show where a word is wrong, missing or in the wrong order; (3) Echoing/repeating up to the error with rising intonation; (4) Reformulation/recast - repeating correctly; (5) Naming the error type ('tense?', 'word order?'); (6) Asking 'Can you say that again?'

13. What is 'finger correction' and what kinds of errors is it useful for?

    Finger correction uses the teacher's fingers - each finger representing a word - to highlight precisely where the problem is: pointing to a finger to show a wrong word, bringing fingers together to show two words should contract (e.g. 'do not' to 'don't'), or swapping fingers to show wrong word order. It is useful for word order, contractions, missing words and grammatical errors at sentence level.

14. What is a 'recast' (reformulation) as a correction technique?

    A recast is when the teacher repeats the learner's utterance in correct form without explicitly stating that there was an error - e.g. learner: 'I goed to the park'; teacher: 'Oh, you went to the park.' It corrects implicitly, keeps communication flowing, but learners may not always notice the correction.

15. What three key questions should a teacher consider when deciding WHAT to correct?

    (1) Does the error impede communication/cause misunderstanding? (2) Is it relevant to the lesson's target language or aims? (3) Is it a common/frequent error across the class, or an error the learner is capable of correcting? Errors meeting these criteria are prioritised; minor slips beyond the lesson focus are often left.

16. On what principle should a teacher prioritise which errors to correct?

    Prioritise errors that (a) hinder communication or cause misunderstanding, (b) relate to the lesson's target language/aims, and (c) are made by many learners (common errors). It is neither possible nor desirable to correct every error; selective correction keeps feedback focused, manageable and motivating.

17. How does correction differ between an accuracy-focused (controlled practice) stage and a fluency-focused (free practice) stage?

    In accuracy stages the teacher corrects immediately and insists on the precise target form, since accuracy is the goal. In fluency stages the teacher tolerates errors, does not interrupt, and uses delayed correction afterwards, prioritising communication, confidence and natural production over precision.

18. Why is over-correction harmful, and what is the risk of under-correction?

    Over-correction interrupts communication, raises learners' anxiety, lowers confidence and discourages them from speaking or taking risks. Under-correction means learners do not notice their errors, miss chances to improve, and may fossilise incorrect forms. Effective teaching balances the two: correcting selectively and supportively at appropriate moments.

19. What is the role of 'praise' and positive reinforcement in feedback, and how should it be given?

    Praise motivates, builds confidence and rapport, and reinforces correct language and effort. It is most effective when specific and genuine (e.g. 'Good use of the past perfect there') rather than vague or excessive ('Good!' for everything), since over-used or insincere praise loses meaning. Highlighting good language used by learners is a valuable part of feedback.

20. What does 'timing' refer to in classroom management, and why does pace matter?

    Timing refers to how a teacher allocates and manages time across lesson stages and activities, including setting and adjusting time limits. Good pace keeps learners engaged: too slow causes boredom and loss of momentum; too fast causes confusion and stress. Teachers monitor and flex timing to suit how the class is responding.

21. What is a 'time limit' for a task and why is setting one good practice?

    A time limit is a specified duration learners are told they have to complete an activity (e.g. 'You have five minutes'). Setting one creates a sense of purpose and urgency, keeps learners on task, helps the teacher control pacing, and signals when feedback will begin. Limits can be flexibly extended or shortened based on monitoring.

22. What is meant by 'nomination' in classroom interaction, and why nominate rather than ask for volunteers?

    Nomination is the teacher selecting a specific learner to respond (by name or gesture). Nominating - rather than always taking volunteers - ensures wider, fairer participation, prevents dominant students from monopolising, includes quieter learners, and lets the teacher target questions at an appropriate level for each individual.

23. What is 'lockstep', and what are its main disadvantages?

    Lockstep is whole-class teaching where everyone works together at the same pace, led by the teacher (T-Ss). Disadvantages: it gives each learner little individual speaking time (low STT), maximises TTT, can be dull for some while too fast for others, and offers limited opportunity for genuine communication. It is balanced by pair/group work.

24. What is the recommended general sequence for whole post-task feedback in a CELTA-style lesson?

    (1) Content/answer feedback first - check the task outcome, acknowledge ideas, confirm answers (often via pairs comparing before whole-class check); (2) Then language feedback - highlight good language used and conduct error correction (frequently using delayed correction on the board, eliciting corrections from learners). This values communication before form.

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