A quick technique I would like to share with my fellow teachers is one that I learned long ago while getting my CELTA, but I still use in my classes today. When students have a partner/group speaking activity, I circulate with a small notepad where I have made three columns headed with the letters P, G, and M. The P is for pronunciation errors, the G for grammar errors, and the M for meaning (vocabulary) errors. When a student makes an error in one of those areas, I write that error in one of the columns. For example, if we have just learned a grammar point for making suggestions with “Why don’t we…” and I hear a student use the form “Why didn’t we…” (changing the verb to past tense, and no longer making a suggestion ), I write the incorrect form the student used under my ‘G’ column. When the activity is finished, I write all the errors I heard during the activity on the board and then as a group, we practice the correct grammar, pronunciation, or meaning. This function of the columns is to remind myself why I wrote down a specific word(s). I never specify which student made a mistake, but turn the mistakes into teaching points for the whole class.