Corrections Shouldn’t Feel Like Corrections

The theme this week is working through problem solving with your children.  Our third guideline is corrections shouldn’t feel like corrections.

This guideline is easier to follow with younger children.  When a two year old says “I need a ram-baid,” we don’t tend to correct in a heavy way such as “No, you said that wrong!  It is band-aid, not ram-baid.”  Rather than feeling like a correction, you might so “Oh, you need a band-aid.  let’s go get you a band-aid.”  You might very clearly enunciate the correct word but the words all together didn’t feel like correction.

This guideline is harder to follow as children get older.  When your fourth grader has gotten the last two math problems wrong and is working through a third in the same incorrect way, it is common for parents to say, “No you’re getting this one wrong too!  Why aren’t you thinking?”  When corrections feel like corrections, we tend to turn children off to the problem solving process.  By all means, you may need to correct the math problems just use lighter language.  This might be something like, “I see your having some trouble working through, how can I help?” or “Hmmm, this seems tough.  Why don’t you walk me through the last problem and we’ll work together?”  Yes, you are correcting but it doesn’t feel like correction.

The idea here is to keep them engaged in the problem solving process.

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