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ClassroomManagementClassroomManagement1Planninglagsbehindreality.Sogoodlessonplanningdoesnotmeanyouwillteachwell.Planninglagsbehindreality.2TheNationalEnglishCurriculumLessonPlanning/DesignClassroomManagementSuccessfulTeaching&LearningTheoryPracticeTheNationalEnglishCurriculu3Whatisclassroommanagement?

Classroommanagementisthewayteachersorganizewhatgoesonintheclassroom.ThegoalofclassroommanagementistocreateanatmosphereconductivetointeractinginEnglishinmeaningfulways.Whatisclassroommanagement?4Whatmanagerialskills?Goodmanagerialskillsareessentialtogoodteaching.Teacher’srolesInstructionGroupingstudentsQuestioningTreatingerrorsDisciplineandharmonyWhatmanagerialskills?Goodma5I.Teachers’RolesUnderthecurriculum,theteacherplaysmultipleandflexiblerolesindifferentteachingconditions.I.Teachers’RolesUnderthecur6ThreeStagesofTeaching1.beforetheclass2.duringtheclass3.aftertheclassThreeStagesofTeaching1.bef7Teacher’sRolesintheClasstime1.Controller2.Assessor3.Organizer4.Prompter5.Participant6.Resource-provider7.Atmospherecreator(Task3onPage69)

Teacher’sRolesintheClassti8NewRolesinthe21stCentury1.Facilitator2.Guides3.ResearcherNewRolesinthe21stCentury19Activity1Watchthevideoandidentifytheteacher’sdifferentrolesindifferentteachingstages.Activity110II.ClassroomInstructionThetypeoflanguageteachersusetoorganizeorguidelearning.Activity2

Watchthevideoagainandtell:

WhatclassroomEnglishisgoodandwhentheteachergivesinstructions.II.ClassroomInstructionThet11EffectiveInstructionOpportunitiesSupra-segmentalsBodylanguageMothertongueifnecessarySimpleEnglishGoodclassroomlanguageEffectiveInstructionOpportuni12Moreopportunitiesshouldbegiventothelearners.Thatisforthelearner'smoreparticipationinthelearningprocess.Moreopportunitiesshouldbeg13WhentoGiveInstructionsTeacher’sEnglishIntheclassGivedirectionsGiveexplana-tionsCheckthelearnersDrawattentionMotivatelearnersGivefeedbackAssignhome-workWhentoGiveInstructionsTeach14III.StudentGrouping1.Wholeclasswork2.Pairwork3.Groupwork4.IndividualstudyReadthroughSection3(P74)andanswer:whentogroupstudentsinthoseways.III.StudentGrouping1.Wholec151.WholeclassworkAllthestudentsareunderthecontroloftheteacher.A.PresentingnewlanguagepointsB.GivingexplanationsC.CheckinganswersD.Doingaccuracy-basedreproductionE.SummarizingteachingandlearningWhen:1.WholeclassworkAllthestud162.PairworkStudentsworkinpairsonanexerciseoratask.A.AdialoguereadingB.AgameC.Aninformation-gaptaskbetweenthetwostudentsWhen:2.PairworkStudentsworkinpa173.Groupwork★Communication★Problem-solving★Projectmanagement★Collaboration(teamwork)3.Groupwork★Communication18WaystoGroupStudentsAlternatives:1.seatingarrangement2.students’ownwills3.strongstudentsandweakstudentsmixedtogether4.strongstudentsandweakstudentsgroupedseparatelytododifferenttasks5.drawinglotsWaystoGroupStudentsAlternat194.IndividualStudyStudentsareexpectedtoworkontheirownattheirspeed.A.SilentreadingB.DoingwrittenexercisesC.WritingsomethingdownindividuallyafterbrainstorminginagroupD.IndividualspeechpreparationsWhen:4.IndividualStudyStudentsare20Match1.YouasateacherwantyourstudentstopayattentiontotheusefulexpressionsinadailydialoguebetweenJackandMary.2.Youwantyourstudentstoscanatexttoteachthemthecognitivestrategyofacquiringspecificinformation.3.Youintendtomaketheusageofanewwordmasteredbythewholeclass.4.Youwantyourstudentstoacquiretheabilitytotalkaboutatopicinreallifeaftertheexpressionsofteninvolvedinthetopicaretaught.5.Youwantyourstudentstopreparefortalkingaboutagiventopic.Match1.Youasateacherwanty21TosumupsuccessfulgroupingRules:1.Wholeclassisnormallyfornewlanguageitems.2.Alwaysfollowasimilarprocedure3.Beforethetask,assignrolesclearlytoallthestudents4.Double-checkthatstudentsknowtheirroles.5.Demonstrationisbetterthanexplanation.TosumupsuccessfulgroupingR22Morerules:6.Circulateafterstudentsstart.7.Helpindividualpairsorgroupsifneeded.8.Ifnoiseorindisciplinerisestoanexcessivelevel,theteachercanstoptheactivity,explaintheproblemandaskthestudentstocontinuemorequietly.9.Ifsomepairsorgroupsfinishthetaskearly,theteachermayencouragethemtocontinuethetaskonewayoranother.Morerules:23IV.ClassroomQuestioningQuestioningisthemostcommonformofinteractionbetweentheteacherandthestudents.IV.ClassroomQuestioningQues24Functions1.focusstudents’attention2.activatethinkingandimagination3.checkunderstanding4.stimulaterecallofinformation5.challengestudents6.assesslearning7.showamodelFunctions1.focusstudents’att25Facts:Morelow-orderquestionsLessquestionsfromstudentsLackofgenuinequestionsFacts:26QuestionTypes1.closedandopenquestions2.lower-orderandhigher-orderquestionsQuestionTypes1.closedandop27Knowledge/RememberingKnowledge/Remembering28Understanding/ComprehensionUnderstanding/Comprehension29ApplyingApplying30AnalyzingAnalyzing31EvaluatingEvaluating32CreatingCreating33EffectiveQuestioning1.Questionsshouldbecloselylinkedtothelearningobjectives.2.Questionsshouldbestagedsothatthelevelofchallengeincreasesasthelessonproceeds.3.Thereshouldbeabalancebetweenclosedandopen,low-orderandhighorderquestions.4.Waittimeisimportanttoallowstudentstothinkthroughtheiranswers.5.Opportunitiestoaskquestions6.AsecureandrelaxedatmosphereoftrustEffectiveQuestioning1.Questio34Activity3(oralwork)

Design6questionsforthegivenpassage.classroommanagement學(xué)科教學(xué)理論課件35V.ErrorsandMistakes1.Amistakeisaperformanceerrorthatiseitherarandomguessora‘slipofthetongue’.2.Anerrorhasdirectrelationwiththelearners’languagecompetencebecauseofthelackoftheknowledgeinthetargetlanguage.V.ErrorsandMistakes1.Amista36Decidewhetheramistakeoranerrorisinvolvedinthefollowing.1.“seashore”for“shesore”2.“Ineedasextet”for“Ineedasextant”3.“Thisisthejournaloftheeditor”for“Thisistheeditorofthejournal”4.“Womenplayanincreasinglyimportantpartinsocietytoday.Longage,womenonlydidsomethinginthekitchenorathome.Nowmanyofthemhaveseriousjobstoserveforpeople.Whatmencandosocanwomen.”Decidewhetheramistakeoran37WhentocorrectFluencyAccuracyWhentocorrect38HowtoCorrectSelf-correctionPeercorrectionIndirectteachercorrectionWholeclasscorrectionDirectcorrectionHowtoCorrectSelf-correction39GoodmanagerialskillsinorganizinganEnglishclassincreaseyourchancesofsuccess.PlayingproperrolesGivinginstructionsGroupingstudentsAskingquestionsTreatingerrorsMaintainingdisciplineandharmonyGoodmanagerialskillsinorga40classroommanagement學(xué)科教學(xué)理論課件41EffectiveGroupWorkGroupworkrequirementsA.B.C.D.E.EffectiveGroupWorkGroupwork42A.GroupProcessGroundRulesScheduleRolesandTasks

B.EstablishingTrustElaborateconditionsErrors

C.EffectiveCommunicatingClearrequirementsMoreresources

D.CollaborativeactivitiesArealsenseofcollaborationoutcomeE.ManagingConflictsA.GroupProcess43StrategiesforHandlingConflicts1.Keeptheinterestsofthegroupasthefocus.2.Listentoeachotherwithrespectandpatience.3.Focusontheproblemandavoidpersonalattacks.4.Stayflexible.5.Participateinidentifyingoptionsformovingforward.6.Consideranobjectiveapproachfordecidingoutcomeswhenyouareatastalemate.7.Honorconfidentiality

StrategiesforHandlingConfli44Checklistforteacherstoobservetheirownquestioningpractices

____Asksstudenttosupportanswerwithevidenceorargument____Asksstudenttospecifycriteriawhenexpressingjudgments____Asksquestionsthatgobeyondfacts____Asksquestionsthatstimulatereflectionbeyondtheclassitself____Asksquestionswhichfocusonaparticularrelevantaspectof thematterathand____Asksrelatedquestionsinaseries____Asksquestionswhichrequirerecallofinformation____Asksquestionswhichrequireprocessingofinformation:____Groupingandclassification____Compareandcontrast____Specifycauseandeffectorotherrelationship____Analysis____Asksquestionswithmorethanonerightanswer____AsksstudenttoapplyinformationfromreadingorlectureChecklistforteacherstoobse45____Asksquestionswhichrequirestudentstogeneralize____Tomakeinferences____Toevaluate____Asksquestionsonmattersofopinion,whereanyansweris right____Asksquestionswhichencouragehypothesesaboutthe unknownoruntested____Asksquestionsthatrelatetotheexperienceofthestudent____Asksavarietyofquestionsfordifferentpedagogicalpurposes:____Emphasis____Practice(drill)____Self-awareness(studenttorealizeheisn’tgettingit)____Attention____Variety,changeofpaceinclassroom____Reviewclassroommanagement學(xué)科教學(xué)理論課件46ClassroomManagementClassroomManagement47Planninglagsbehindreality.Sogoodlessonplanningdoesnotmeanyouwillteachwell.Planninglagsbehindreality.48TheNationalEnglishCurriculumLessonPlanning/DesignClassroomManagementSuccessfulTeaching&LearningTheoryPracticeTheNationalEnglishCurriculu49Whatisclassroommanagement?

Classroommanagementisthewayteachersorganizewhatgoesonintheclassroom.ThegoalofclassroommanagementistocreateanatmosphereconductivetointeractinginEnglishinmeaningfulways.Whatisclassroommanagement?50Whatmanagerialskills?Goodmanagerialskillsareessentialtogoodteaching.Teacher’srolesInstructionGroupingstudentsQuestioningTreatingerrorsDisciplineandharmonyWhatmanagerialskills?Goodma51I.Teachers’RolesUnderthecurriculum,theteacherplaysmultipleandflexiblerolesindifferentteachingconditions.I.Teachers’RolesUnderthecur52ThreeStagesofTeaching1.beforetheclass2.duringtheclass3.aftertheclassThreeStagesofTeaching1.bef53Teacher’sRolesintheClasstime1.Controller2.Assessor3.Organizer4.Prompter5.Participant6.Resource-provider7.Atmospherecreator(Task3onPage69)

Teacher’sRolesintheClassti54NewRolesinthe21stCentury1.Facilitator2.Guides3.ResearcherNewRolesinthe21stCentury155Activity1Watchthevideoandidentifytheteacher’sdifferentrolesindifferentteachingstages.Activity156II.ClassroomInstructionThetypeoflanguageteachersusetoorganizeorguidelearning.Activity2

Watchthevideoagainandtell:

WhatclassroomEnglishisgoodandwhentheteachergivesinstructions.II.ClassroomInstructionThet57EffectiveInstructionOpportunitiesSupra-segmentalsBodylanguageMothertongueifnecessarySimpleEnglishGoodclassroomlanguageEffectiveInstructionOpportuni58Moreopportunitiesshouldbegiventothelearners.Thatisforthelearner'smoreparticipationinthelearningprocess.Moreopportunitiesshouldbeg59WhentoGiveInstructionsTeacher’sEnglishIntheclassGivedirectionsGiveexplana-tionsCheckthelearnersDrawattentionMotivatelearnersGivefeedbackAssignhome-workWhentoGiveInstructionsTeach60III.StudentGrouping1.Wholeclasswork2.Pairwork3.Groupwork4.IndividualstudyReadthroughSection3(P74)andanswer:whentogroupstudentsinthoseways.III.StudentGrouping1.Wholec611.WholeclassworkAllthestudentsareunderthecontroloftheteacher.A.PresentingnewlanguagepointsB.GivingexplanationsC.CheckinganswersD.Doingaccuracy-basedreproductionE.SummarizingteachingandlearningWhen:1.WholeclassworkAllthestud622.PairworkStudentsworkinpairsonanexerciseoratask.A.AdialoguereadingB.AgameC.Aninformation-gaptaskbetweenthetwostudentsWhen:2.PairworkStudentsworkinpa633.Groupwork★Communication★Problem-solving★Projectmanagement★Collaboration(teamwork)3.Groupwork★Communication64WaystoGroupStudentsAlternatives:1.seatingarrangement2.students’ownwills3.strongstudentsandweakstudentsmixedtogether4.strongstudentsandweakstudentsgroupedseparatelytododifferenttasks5.drawinglotsWaystoGroupStudentsAlternat654.IndividualStudyStudentsareexpectedtoworkontheirownattheirspeed.A.SilentreadingB.DoingwrittenexercisesC.WritingsomethingdownindividuallyafterbrainstorminginagroupD.IndividualspeechpreparationsWhen:4.IndividualStudyStudentsare66Match1.YouasateacherwantyourstudentstopayattentiontotheusefulexpressionsinadailydialoguebetweenJackandMary.2.Youwantyourstudentstoscanatexttoteachthemthecognitivestrategyofacquiringspecificinformation.3.Youintendtomaketheusageofanewwordmasteredbythewholeclass.4.Youwantyourstudentstoacquiretheabilitytotalkaboutatopicinreallifeaftertheexpressionsofteninvolvedinthetopicaretaught.5.Youwantyourstudentstopreparefortalkingaboutagiventopic.Match1.Youasateacherwanty67TosumupsuccessfulgroupingRules:1.Wholeclassisnormallyfornewlanguageitems.2.Alwaysfollowasimilarprocedure3.Beforethetask,assignrolesclearlytoallthestudents4.Double-checkthatstudentsknowtheirroles.5.Demonstrationisbetterthanexplanation.TosumupsuccessfulgroupingR68Morerules:6.Circulateafterstudentsstart.7.Helpindividualpairsorgroupsifneeded.8.Ifnoiseorindisciplinerisestoanexcessivelevel,theteachercanstoptheactivity,explaintheproblemandaskthestudentstocontinuemorequietly.9.Ifsomepairsorgroupsfinishthetaskearly,theteachermayencouragethemtocontinuethetaskonewayoranother.Morerules:69IV.ClassroomQuestioningQuestioningisthemostcommonformofinteractionbetweentheteacherandthestudents.IV.ClassroomQuestioningQues70Functions1.focusstudents’attention2.activatethinkingandimagination3.checkunderstanding4.stimulaterecallofinformation5.challengestudents6.assesslearning7.showamodelFunctions1.focusstudents’att71Facts:Morelow-orderquestionsLessquestionsfromstudentsLackofgenuinequestionsFacts:72QuestionTypes1.closedandopenquestions2.lower-orderandhigher-orderquestionsQuestionTypes1.closedandop73Knowledge/RememberingKnowledge/Remembering74Understanding/ComprehensionUnderstanding/Comprehension75ApplyingApplying76AnalyzingAnalyzing77EvaluatingEvaluating78CreatingCreating79EffectiveQuestioning1.Questionsshouldbecloselylinkedtothelearningobjectives.2.Questionsshouldbestagedsothatthelevelofchallengeincreasesasthelessonproceeds.3.Thereshouldbeabalancebetweenclosedandopen,low-orderandhighorderquestions.4.Waittimeisimportanttoallowstudentstothinkthroughtheiranswers.5.Opportunitiestoaskquestions6.AsecureandrelaxedatmosphereoftrustEffectiveQuestioning1.Questio80Activity3(oralwork)

Design6questionsforthegivenpassage.classroommanagement學(xué)科教學(xué)理論課件81V.ErrorsandMistakes1.Amistakeisaperformanceerrorthatiseitherarandomguessora‘slipofthetongue’.2.Anerrorhasdirectrelationwiththelearners’languagecompetencebecauseofthelackoftheknowledgeinthetargetlanguage.V.ErrorsandMistakes1.Amista82Decidewhetheramistakeoranerrorisinvolvedinthefollowing.1.“seashore”for“shesore”2.“Ineedasextet”for“Ineedasextant”3.“Thisisthejournaloftheeditor”for“Thisistheeditorofthejournal”4.“Womenplayanincreasinglyimportantpartinsocietytoday.Longage,womenonlydidsomethinginthekitchenorathome.Nowmanyofthemhaveseriousjobstoserveforpeople.Whatmencandosocanwomen.”Decidewhetheramistakeoran83WhentocorrectFluencyAccuracyWhentocorrect84HowtoCorrectSelf-correctionPeercorrectionIndirectteachercorrectionWholeclasscorrectionDirectcorrectionHowtoCorrectSelf-correction85GoodmanagerialskillsinorganizinganEnglishclassincreaseyourchancesofsuccess.PlayingproperrolesGivinginstructionsGroupingstudentsAskingquestionsTreatingerrorsMaintainingdisciplineandharmonyGoodmanagerialskillsinorga86classroommanagement學(xué)科教學(xué)理論課件87EffectiveGroupWorkGroupworkrequirementsA.B.C.D.E.EffectiveGroupWorkGroupwork88A.GroupProcessGroundRulesScheduleRolesandTasks

B.EstablishingTrustElaborateconditionsErrors

C.EffectiveCommunicatingClearrequirementsMorer

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