Abstract

* Introduction

* The first: accepting the error and provide other status

* Address errors: how and who

Conclusions and / or projections

* References

Summary

In this essay addresses the issue of error in the process of teaching and learning as an element of great importance for the regulation and self-regulation of this process, giving the error a new status that allows the teacher and student foreign exchange and not punitively , but rather as a useful tool for the process to be pursued.

Abstract

In the present test one Approaches the subject of the error in the education process and learning, like an element of great Importance for the regulation and the self-regulation of this one process, Giving to the new status Error That Allows the teacher and student No Longer to descry it punitively But Rather, like SP, for the process tool That Is Persecuted.

Keywords: error, status, self-

Introduction

“If there were no mistakes to overcome, there would be opportunities to learn”

(Nunziati, 1990, cited in Sanmarti, 2000)

The error is as old as teaching itself. Despite this, we find throughout our existence with the error which comes when we do, therefore, cease to make mistakes that do nothing.

Despite this, within the classroom appears that the error is not permitted either by students or by teachers within the teaching and learning process. The bug causes anxiety and stress, if even the good students are afraid of the error and error professors react against various forms emphasizing the lack, penalties or correcting. But it will be the best way to deal with errors only with the vision of failures, obstacles or failures. Will this repeat element in some cases more than others, can take a greater role than a single instance of a mistake that appears on this occasion, making the staff affected by this fear be afraid founded in the valuation result to him. However, the error could convey important information that goes direct impact on the regulation and thus improving student learning.

First, accept the mistake and provide other status

In order to bring about a change on the vision of error is to recognize it as a helper agent of the teaching-learning process, although difficult to admit mistakes are and will be required. Nunziati states: “if there were no mistakes to overcome, there would be opportunities to learn” (Nunziati, 1990, cited in Sanmarti, 2000), this expression is the author expressed the need to address the error as it appears and not just react intentionally concealing and repudiating the error on the part of students and teachers.

To this Dr. Neus Sanmarti in text 10 key ideas to evaluate the error referred to as “the error is useful,” rescuing the error of generality in schools where it is seen as something negative, where they occupy a number strategies not less defensive actions to prevent the occurrence of error, such is the case, in which students not feeling safe from the assessment of their knowledge, they prefer to use the strategy of copying before being subjected to actions of errors will be duly punished by the rating issued by the evaluator agent.

Or on the other hand, a teacher at the thought that their students will not be able to solve a math problem or development based on an understanding of reading, or knowing that the vast majority of them will develop activities with minimal effort. If you prefer to find one that is at their level of performance, dismissing before entering the class if their pupils are unable or unwilling, to avoid any errors that come in to hinder their academic performance or on other occasions with silences poor students face when asked, say some nonsense that will be evident in their fear to respond again for fear of not hitting and look ridiculous.

In these examples, there clear indicators that were not addressed. In the first case the weak preparation in specific content that was not internalized by the students with opportunities for improvement and correct learning, for teaching the unmet need for allowing students who exhibit them during clear mistake opportunities with new and challenging learning activities, in these cases the error was clearly an important element as it would become the indicator of these obstacles.

If these previous situations were addressed with the view of error as a means to help identify errors, clearly the results have not been the same.

Deal errors: how and who”It should stimulate its expression so that it can detect, understand and promote its regulation” (Neus Sanmarti, 2000). The doctor advised Sanmarti stimulate expression of the error by referring to the environment for this to happen, a conducive environment for this is based primarily on a non-threatening classroom environment, so that they learn to feel that their ideas will be heard. Jimenez said support this idea:

“(…) Because any of us, when we learn something new, we need opportunities to make mistakes and re-think things out for ourselves. It is not always the right answer to the first. So that kind of weather helps individual learning “(Jimenez, 1998, cited by Sanmarti, 2000).

For the above stated by the author Jimenez, it is suitable to analyze and remember how it performs the learning of new knowledge on the school stage, we will not learn just by repeating imitating adult knowledge, but rather , we learn from reconstructing themselves have internalized conceptions of the learner, and how to perceive through their senses be transmitted to the brain is perceived to be addressed by the structure of the individual to process this information, therefore, knowing this new knowledge must conform to this structure as is known in the whole process of acquisition and consolidation of knowledge production is subject to errors, which must be addressed for the correct learning of this knowledge. Now, who is called to produce this change in the acquisition of new learning when any errors.

As previously established error as an indicator of obstacles faced by the thinking in resolving academic issues in the first instance this indicator seeks to convey relevant information about the production and influences that are giving rise to error therefore, it is necessary to stop and address immediately the information provided. Will be at this stage of recognition of error that is affecting the students the challenge of teaching, not accentuate the error correction and as a way to finish them, but the teacher must understand the causes and understanding the causes of student error because in this way will help the student to whom he is identified and self-regulate their own learning.

Self-regulation and learning

As the learning process is linked to the ability to self-regulate what is learned, this being manifested in the early years of stage school, where students need to repetitively as they are indicating they are doing and the teacher tells them where your mistakes, to feel some security in their academic progress. However, for successful learning across the school stage, it is necessary that the students themselves who learn to identify their own mistakes for their regulation, addressing the error when this happens and not wait until afterwards. This Sanmarti, referred to by saying: “The learners are mainly those who can detect and regulate their problems themselves and to seek and find significant support to overcome” (Sanmarti 2000).

These successful students develop the ability to be critical of their own learning, conducting dialogues to their own process that will allow regular at the precise moment the acquisition of new knowledge. Some of them are:

This result is not what I expected!

After doing such a thing, I do this one

If I use this other method I think I’ll get a good result!

Surely I was mistaken in this part!

This dialogue will lead the student to accept the error as a normal part of their learning process, and that through metacognition will give answers to these questions, not waiting for an agent to point out the errors and even more so, provide responses to them, bearing in mind that only those who committed the errors can be corrected. The teacher is now called to propose actions that will help students to self-regulate their learning thus decentralizing the regulatory power of the teacher.

Conclusions and / or projections

If the error is such a house and, moreover, present and possible action arise in any human being, rather than try to avoid it, inevitably appear at some point, more inclusive, when it occurs in circumstances that seek to dismiss the action of this element that hinders the normal development process, as is the teaching and learning, should therefore be approached with awareness and vision that this will happen.

Hide one’s own conceptions and practices of others is what most impedes learning, because it is impossible to get help for self-regulation.

For the error to take the role of the indicator, the school must ensure a climate that allows students to express their ideas even though these are not right, throwing in all the negative consequences that punish the mistake.

It is necessary that the lecturer to manage the organization of the classroom, where a system allowing the actors exchange roles: students can act as teachers and that those who succeed can learn from those who do not, and Teachers can learn from their students logical reasoning wrong and strategies to overcome them, strategies are proposed and implemented by those who are learning.

References

* Astolfi, Jean Pierre (1999), The “error”, a means to teach, Spain, DIAD SL EDITOR

* Sanmarti, Neus (2000). 10 Key Ideas Assess to Learn, Spain, Editorial Grao.

* P White. Ana Isabel (2008), the error in the process of learning “Cuadernos Cervantes Year XII.

* Blazquez S., Domingo (2008) Children’s Sports Initiation, Argentina