by their students. Other teachers rarely or never correct their students' mistakes. In Teachers experience, both approaches have serious eaknesses. The !rst approach makes students nervous and leads to a lack o" #uency. The second approach can lead to students ho speak but hose En$lish is hard to understand . It is better to avoid either extreme. ESL teachers should try to !nd a middle approach. %e need to choose the ri$ht time to correct and the ri$ht time to let students speak "reely. Corrections should only be made hen students ill receive the most bene!t. &ere are some times hen you should correct students ' ( . Correct students hen they can't !nd the ri$ht ay to proceed. %hen they are searchin$ "or the ri$ht ord, phrase, or $rammar, you can help them . ) . *"ter several students have made the same mistake, make a note o" it and plan an activity "or a L*TE+ lesson. ,on't interrupt hat they are doin$, but don't i$nore the mistake either . - . Correct students hen there is a real possibility "or misunderstandin$, "or example i" a student is talkin$ about a past event but uses the ron$ verb tense hich could con"use the listener. .ou must explain this mistake hen it happens, otherise it ill lead to other misunderstandin$s in the "uture . The next /uestion is, &O% should e correct students mistakes0 &ere, too, there is an opinion. There are to thin$s you should include in any correction ' ( . Explain hy it is a mistake 1 ho does it lead to miscommunication0 %ill this ord choice lead people to believe somethin$ that is "alse0 %hen talkin$ about one thin$, ill usin$ plural nouns by mistake lead to "alse assumptions0 %hen students understand hy, they are more motivated to remember correct En$lish . ) . *L%*.S sho students a better ay2 ,on't 3ust tell them they are ron$, $ive them an example, in a sentence, to rein"orce your correction. Sometimes, to or three examples are help"ul. I" it's a particularly di4cult point, you can even have the hole class practice the correct sentences out loud so that everyone $ets it .