It depends on what you mean by "correction" and on the setting and context.
When working with a partner, both should be giving each other feedback, including things like "didn't the teacher say" or "wasn't the target supposed to be..."? If a more advanced student is working with a less advanced student, it's also expected that they will correct basic errors.
Any instructor's assistants should be listened to, as well. If I'm going somewhere to teach, and I bring an assistant or two -- then they're there because they understand what I'm teaching well enough to help me instruct it. I don't care who's more senior -- they have the lesson.
But, there's always those guys who go to a clinic or class and are more interested in what they can "teach" than the material being presented. They're the ones out there doing something wildly different from what was taught, often. Or who do the demonstrated technique once or twice, then are "moving on" or "showing variations." And they very often don't have the initial technique right, to begin with!
When you close yourself off to other people's input -- you close yourself off from growth. You shouldn't give everyone equal weight -- but they may have a piece of the puzzle that you don't. Even if you're vastly more experienced!
When working with a partner, both should be giving each other feedback, including things like "didn't the teacher say" or "wasn't the target supposed to be..."? If a more advanced student is working with a less advanced student, it's also expected that they will correct basic errors.
Any instructor's assistants should be listened to, as well. If I'm going somewhere to teach, and I bring an assistant or two -- then they're there because they understand what I'm teaching well enough to help me instruct it. I don't care who's more senior -- they have the lesson.
But, there's always those guys who go to a clinic or class and are more interested in what they can "teach" than the material being presented. They're the ones out there doing something wildly different from what was taught, often. Or who do the demonstrated technique once or twice, then are "moving on" or "showing variations." And they very often don't have the initial technique right, to begin with!
When you close yourself off to other people's input -- you close yourself off from growth. You shouldn't give everyone equal weight -- but they may have a piece of the puzzle that you don't. Even if you're vastly more experienced!