Teacher Training Essentials, Workshops for professional development, Craig Thaine.

CUP, 2010; p14.


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Teacher Training Essentials, Workshops for professional development, Craig Thaine.
CUP, 2010; p14.


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Teacher Training Essentials, Workshops for professional development, Craig Thaine.
CUP, 2010; p14.


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Teacher Training Essentials, Workshops for professional development, Craig Thaine.
CUP, 2010; p14.


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1. Give the students an answer key or put the answer key on the wall or the board.
2.  Give each student the answer to one or more questions – they read out for the class
to check.
3.  One student has the answer key and plays the teacher.
4. Get students to write the answers on the board.
5. Get one student to read out his/her answers – the rest of the class see if they have
the same.
6.  Course-books sometimes encourage students to listen to the answers.
7.  Give the students a reading text with all the answers in.
8. Students nominate each other to say the answer.
9. Do it as a competition – students work in teams to check their answers and then
get points.
10. Teacher monitors while students are on task and makes a note of common
problems to concentrate on in feedback.
From: http://www.onestopenglish.com/methodology/teaching-articles/classroom-management/classroom-
management-alternatives-to-whole-class-feedback/155374.article


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1. Give the students an answer key or put the answer key on the wall or the board.
This encourages learner autonomy – the teacher won’t always be there to provide
answers. If you put the answer key on the wall, it also gets the students out of their
seats for a few minutes. You can make it more fun by getting them to run to the
walls, find the answers and go back to tell their partners – a bit like a running
dictation  – OR give half the answers to one person and the other half to their
partner. They share their information like an information gap activity.
2.  Give each student the answer to one or more questions – they read out for the
class to check.
Although the teacher provides the answers, the students are in control of the
feedback.
3.  One student has the answer key and plays the teacher.
Again, the students are in control of feedback. However, the student with the answer
key has to be able to answer questions asked by the class to make it more effective.
4. Get students to write the answers on the board.
This is a good way to deal with early finishers.
5. Get one student to read out his/her answers – the rest of the class see if they
have the same.
This works well if students have different answers to questions because they can
discuss the answer and come to an agreed conclusion.
6.  Coursebooks sometimes encourage students to listen to the answers.
A good way to introduce intensive listening into your classroom with a real purpose.
7.  Give the students a reading text with all the answers in.
An alternative way to get the students reading in your class. It practises scanning
skills and, like 6, has a real purpose.
8. Students nominate each other to say the answer.
A student-centred version of whole class feedback. It works better if students choose
the questions to answer at random as it keeps them on their toes and encourages
them to listen to each other. 
9. Do it as a competition – students work in teams to check their answers and then
get points.
Makes the feedback more interesting and fun and could help to change the pace of
the lesson.
10. Teacher monitors while students are on task and makes a note of common
problems to concentrate on in feedback.
This saves time going through answers which the students have got correct and gives
more time to work on the answers they got wrong and think about the reasons why.


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