In this week’s session, I worked one-on-one with a student whose writing brimmed with ideas but stumbled over grammar. At first glance, the instinct might be to circle every error—but instead, we chose a more intentional path: correcting with context, not criticism.This student had a habit of sentence fragments and tense mismatches, often writing as they spoke. Rather than isolating grammar rules, I helped them hear the rhythm of correct structure by reading aloud, highlighting how meaning shifts when grammar strengthens the message. It wasn’t about fixing mistakes—it was about finding clarity.We turned errors into conversation starters: Why did you choose that verb tense? What are you trying to say here? These questions gave them ownership, reframing grammar as a tool, not a trap. Slowly, they began self-correcting—not by memorizing rules, but by listening for flow and choosing words that felt true to their intent.The breakthrough came during a reflection exercise. They wrote a paragraph, revised it, and explained why each change mattered. It was grammar correction, yes—but more than that, it was growth in thinking, in confidence, in voice.Helping one student navigate grammar this way reminded me: correction isn’t just about right and wrong. It’s about guiding someone to say exactly what they mean—and to believe their words are worth refining.Want me to turn this into a lesson plan or progress note format? I’d be happy to help with that too.