It is impossible to fully evaluate any process without taking into account from beginning to end. Here at AllGenius our students know where they came from, where they are and where they're going at all times and so do we.
We know the importance, value and potential of each interaction.
We ask ourselves: "what does this person mean?"
We analyze each student's movement since his/her arrival, and then give him feedback. We bring the result of his effort and steps.
The feedback is a day to celebrate!
It's the day to look back and see how much we've evolved and how much we can achieve! We evaluate our recent discoveries and decide what new directions we are going to take.
The feedback is divided into three parts:
(Attendance, participation, attitude)
(Language control, replication, to be seen)
General performance evaluates your work and effort as a student. Before thinking about the English language, we think about education as a whole. Teaching techniques, students feeling comfortable in class, a place where students want to be and strive. So we analyze human factors before diving into the grammatical part.
Attendance is the most important aspect of the general performance and thus, of the feedback. After all, if you're not in class, we can neither assess your production and behavior inside the classroom nor can you participate effectively and fossilize knowledge.
"The more you expose yourself, the more we see you."
If you're not in class, how can you expect to learn?
Students can participate in several different ways in class. Any kind of participation whatsoever is extremely important for the learning process. We have voluntary and involuntary participation to be taken into consideration. Voluntary participation is when the student feels the urge to comment, elaborate, clarify or express an opinion in class for any given reason. Involuntary participation happens when students are prompted by the teacher to participate. The most common example of participation is when students unmute their microphones and speak directly to the class. A message on the chat can also be considered participation. The use of the platform's reactions/emojis is also always considered. If the student's camera is turned on, facial expressions, gestures, or visual messages are also a valid way of participating. This is only true because students can only participate, comment, ask or answer if they are well aware of what is being discussed in class, this already shows that the student is involved in the process and having the experience we wish them to have.
Attitude plays a big role in learning. Speaking a language doesn't go very far from replicating specific structures. However, there is a huge psychological factor in play when talking about academic environments, especially one such as ours which has a pretty impactful experience for those who have never been in a place where English is the only spoken language. So the right mindset will take you very far not only in this institution but in life. The right attitude is coming into the class understanding that this is a place for learning, lots of mistakes will gladly happen and we will use them in our favor by transforming them into learning points. Thinking that the teacher is there to help you no matter what is also a very good way of facing the class. Knowing that every single interaction in class is a model/example of real-life communication is one of the best strategies in class. Sitting in a quiet, comfortable place will help you go through the experience we'd like you to have.
The Grammar section thoroughly analyzes the replication of the structures and elements of the English language. Using some specific language devices in some moments is appropriate, while in others it is not. So this is the moment to analyze time, place, and structure to find out how close it is to the perfect use of the English language. The references for each level and expected production on each level are based on the CEFR.
The first thing we investigate is Language control. Language control is aimed at investigating how the concepts of the language settle down. The questions asked are aimed toward understanding if students have a viable comprehension of how any given structure is used. In other words, we check if its use is appropriate or not while considering the context.
Remember: This is a discourse-based institution, not just grammar-based.
Replication deals with the correct replication of any structure if the position of the words is in the right place if the sentence was constructed in the right way if there are no grammar mistakes or spelling mistakes. If the subject, verb, and object in each sentence are in the correct position (depending on which element of the language we are working on) and if advanced structures such as inversions are being used correctly.
The last part of the grammar section is the "To be seen". After every feedback, students receive at least three grammar topics that they should look over next. This may be because the student is lacking some previous knowledge according to his CEFR level or because these are the next essential steps to be mastered according to his next CEFR level. The teacher will give him not just those three topics but other tips or help that specific student might need when studying next time.
Speech is the last part of the feedback. After understanding the "dos and don'ts" of the language, we check how is this being used in a discourse-based environment. We inspect how is the student's oral production. If the pauses make sense, his use of fillers, syllabic intonation, accents, pronunciation rules, and vocabulary choices. What contextual elements are being taken into consideration when the student is selecting the right communication strategy? Is the speech excessively formal or informal? Is the use of slang appropriate? This is the moment where examine "rolling Rs", bilabial and velar articulations, affrication, palatalization, and many other linguistic and phonetic analysis.