What should you do if you give an important correction to a student who does not respond?

Using a student's name while repeating a cue can significantly enhance the effectiveness of your correction. This approach not only draws the student's attention back to the cue but also fosters a sense of personal connection. By addressing the student directly, you can help them focus on the correction and make it more likely they will engage with the instruction.

Reiterating the correction with their name serves as a reminder to the student to pay closer attention, encouraging them to apply the feedback provided. This method respects the flow of the class while still promoting individual engagement and growth.

Other choices may not address the situation effectively. Letting it go might allow a technique error to persist, which can hinder the student's progress. Stopping the class to explain the importance might disrupt the learning environment and possibly overwhelm the student, while giving the correction to another student could confuse the initial student and unintentionally make them feel overlooked. Concentrating on the individual who needs the instruction is generally the most constructive approach.