As I said at the end of my controlled speaking post below, I seem to get away with doing very little error correction during or after speaking activities. I say that because there is general agreement in my school that students are demanding about wanting more error correction, but I haven’t found that in my classes.
It could be that they are getting the accuracy practice they need while speaking for ten minutes with a limited range of language. Activities where there is a writing stage in which they prepare some of what they are going to say is even better for that. Or maybe that they feel like they are being pushed in other ways, e.g. being given lots of new vocabulary and sentence stems to use. Alternatively, it could be because I hang around ready to jump in to fill in words they can’t think of and to clear up actual confusions, rather than hanging back and collecting errors. In fact, that helping them say what they want to could even be what they mean when they tick the “more error correction” box in the feedback questionnaire.
Then again, maybe I just get away with crappy classes because I wear a suit and tie when not everyone does…
Also been Getting Away with It and want to share?
TEFLtastic 
I’ve been wondering about this with my two Upper Int. groups I have this trimester. No one’s complained yet, but I’m worried that at the end of the term they’re going to eviscerate me in the evaluations, as I’ve found myself doing very few error correction slots in class.
Maybe this is due to an overemphasis on controlled practice activities (with corresponding “police work”-style monitoring) or an overly lax attitude with regard to fluency-practice activities.
Or, perhaps, as you’ve noted, my role as “consultant” (jumping in, as you say, “to fill in” or “help out”) has subsumed my role as “private investigator” (making a note of your slip-ups and reporting on it afterwards). The main times I’m doing traditional EC slots are after written HW assignments (before returning the papers), that gives me more time to reflect on how to explain, whether it’s worth the time to share with the whole class, etc.
I’ll let you know at the end of term whether I’m “getting away with it” or not!
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Let me know how it goes, because as I was writing that piece I was thinking that the last time I really got complaints about lack of correction was in Spain. That was 8 years ago, so I really wonder if my teaching has changed enough in other ways that I could escape those complaints with those exact same classes
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