Unit 5 classroom management(課堂管理)

1、2021/3/91 Unit 10 Classroom management 2021/3/922021/3/93Classroom management is precisely that skill which teachers apply when they teach.Since teachers most likely teach in a classroom, the skill is called “”.I. What is classroom management?2021/3/94Classroom management involves both decisions and

2、 actions.Classroom management involves teacher recognizing options, making decisions and putting them into actions.II. What does classroom management involve?2021/3/95Teacher decisions and actionsTeacher attitudes and intentionsTeacher beliefs and valuesClassroom decisions and actions are greatly de

3、termined by the teachers own attitudes, intentions, beliefs and values.2021/3/96Question:nHow do you think of the table above?2021/3/97 The role of the teacher Giving instructions Student grouping Discipline Questioning in the classroom Dealing with students errorsIII. Factors affecting classroom ma

4、nagement2021/3/983.1 The role of the teacher Please do the Task 1 on page 68. The role teacher plays before the class, during the class and after the class.2021/3/99Before the classplanner Decides lesson content -language focus, texts, etc. Decides lesson methodology Chooses materials 2021/3/910 org

5、anizer controller assessor prompterparticipant resource-providerDuring class2021/3/911Organizer nStarts activities nGives instructions nClarifies instructions nDecides length of activities nDecides to move on from one stage of an activity to another nKeeps fast finishers occupied nStops activities w

6、here appropriate 2021/3/912controllernControl the teaching pacenControl students opportunitynControl time of the teaching activitiesuBalance between control and no control 2021/3/913assessornCorrecting students errors (gentle, dont make a fuss about students mistakes)nOrganizing feedback (not critic

7、al, encouraging)2021/3/914prompternTime (Students are not sure what, how) nGiving hintsnEliciting more2021/3/915participantnJoin one or two groups as an ordinary participant.nChange his role, dont dominate or be authoritative 2021/3/916After classnEvaluates learner performance nProvides positive and

8、 negative feedback nGives guidance on how to improve future performance evaluator2021/3/917Tasks:nPlease do the task 3 on page 69.2021/3/918Teachers other roles u Facilitatoru guide u researcher2021/3/919Facilitator nContributes to positive class dynamics nGives additional information useful or nece

9、ssary for the activity (e.g. language input, learning tips) 2021/3/920 FacilitatornProvides a stimulus or prompt （for learners to do something with the language, to shift focus of attention） nProvides motivation (stimulates, encourages, etc.) nProvides technical support (operates equipment such as c

10、assette video recorders, overhead projectors, etc.）2021/3/9213.2 Classroom instructionsRead the textbook from P73 to 74 and get some ideas about how to give classroom instructions effectively.2021/3/922Giving Instructions nEconomy with words: the teacher should use as few words as possible. nSimple

11、and clear language at all points: language should be easy to understand. nDemonstrate what is needed. 2021/3/923Giving Instructions4. Check students understanding: the teacher can check individual students to make sure that students understand the instructions and know what to do. 5. Use the native

12、language when necessary. 6. Vary the instructions now and then.2021/3/924Teacher: Well, what Im going to do? Im going to ask you to get into pairs, but before that, there is something weve got to work out. So just jot down if youve got a pen, could you write this, then when weve finished that were g

13、oing to do the next thing which involves more 2021/3/925commentObviously, this instruction is unplanned, and thus unstructured. Such kind of instruction is extremely confusing to students.2021/3/926Teacher: My instructions are so clearbut all the students did different things- and none of them did w

14、hat I asked them to do.2021/3/927commentIt is necessary to check students understanding of the teachers instruction. A simple way is to ask a student or two to repeat them back. In this way, the teacher can make sure that the students really know what they are to do.2021/3/928Teacher: Do you underst

15、and?Student: Yes 2021/3/929commentThis way of checking students understanding is useless. Teachers need to get clear information about what students have taken in. The best way to do this is to get students to demonstrate their understanding, for example by using the language in a sentence, or by re

16、peating an instruction, or by explaining their interpretations of an idea. This provides real evidence, rather than vague, possibly untrue information.2021/3/930Simplify the following instructions using less confusing language or a gesture.2021/3/931Classroom instructions1. Now actually I would real

17、ly like you if you could now stand up yes everyone please.Gesture (or Stand up).2021/3/9322. If I were to ask you for your opinion on smoking what do you think you might say to me in your reply?Classroom instructionsWhat do you think about smoking?2021/3/933Classroom instructions3. Would you like to

18、 tell everyone the answer you were thinking of again because I dont think they heard it when you spoke so quietly and Im sure wed all be interested in hearing it if you could please?Louder.2021/3/934Classroom instructions4. Well that wasnt really what I was hoping youd say when I asked that question

19、. I was actually looking for the name of the verb tense not an example sentence but what you gave me was fine only does anyone I wonder have the answer Im looking for?Whats the name of the tense?2021/3/935There are mainly four interaction models:v whole class work (lockstep) v individual work v pair

20、 work v group work 3.3 Interaction model2021/3/936Discussion Do Task 4 and brainstorm the advantages and disadvantages of the four types of student grouping. 2021/3/937groupingAdvantages Disadvantages Whole classwork All the class are concentrating; good modeling from teacher; comfortable in choral

21、practice Students have little chance to speak; Same speed for different students; Nervous in front of the whole class; Not enough communication;Pair work More chance for practice;Encouraging co-operation;Relaxing atmosphere;Students stray away from the task;Using native language;Noise and indiscipli

22、ne.2021/3/938groupingAdvantages Disadvantages Group workCommunication in its real sense;More dynamic than pair work;promoting self-reliance;The same as those in pair work;some students might dominate;Difficult to group;Individual studyNo outside pressure;Study at own speed;Less dynamic classroom;No

23、co-operation;2021/3/939Some suggestions about student grouping Read the materials in the textbook from Page 75 to 77.2021/3/940Turn to Page 77 and do Task No. 5.2021/3/941Discipline does not mean a series of punishment meted to badly behaved students. Discipline here refers to a code of conduct, whi

24、ch binds a teacher and a group of students together so that learning can be more effective. 2021/3/942 How to deal with the undisciplined acts?Textbook P81-82Maintaining disciplineTextbook P79-802021/3/943To focus students attentionTo invite thinking and imaginationTo check understanding To stimulat

25、e recall of informationTo challenge studentsTo assess learning 3.5 Questioning in the classroom2021/3/9442. Why do teachers need proper questioning skills in teaching?P832021/3/9453. Criteria for Effective questioningl. Clarity: do the learners immediately grasp not only what the question means, but

26、 also what kind of an answer is required?2. Learning value: does the question stimulate thinking and responses that will contribute to further learning of the target material? Or is it irrelevant, unhelpful or merely time-filling?2021/3/9463. Criteria for Effective questioning3. Interest: do learner

27、s find the question interesting, challenging, stimulating?4. Availability: can most of the members of the class try to answer it? or only the more advanced, confident, knowledgeable? (Note that the mere addition of a few seconds wait-time before accepting a response can make the question available t

28、o a significantly larger number of learners.)2021/3/9473. Criteria for Effective questioning5.Extension: does the question invite and encourage extended and/Or varied answers?6.Teacher reaction: are the learners sure that their responses will be related to with respect, that they will not be put dow

29、n or ridiculed if they say something inappropriate?2021/3/948Teacher: Daud, Look at the picture. What is the man doing?Daud: (after a pause) He is walking.Teacher: Yes, quite right. He is walking. What else?Daud: (doubtfully) He has a hat.Teacher: No, no! Sit down! John! You tell me.2021/3/949commen

30、t Unclear questions No concern for students psychology Only concern about his / her own expected answers Indifferent responses to students answers 2021/3/950Exchange 1T: Now we are going to discuss circuses. Have you ever been to a circus?Ss: (immediately) Yes, yes.T: Yes. Where you see clowns, and

31、horses and elephants and acrobats.2021/3/951commentThe teacher says explicitly that the intention is to discuss; but the introductory question, though clear, actually discourages discussion: it is a yes/no question, inviting a single, brief answer, lacking extension, and not forwarding the declared te