Unit-5-classroom-management(课堂管理).ppt

Unit10,Classroommanagement,Whatisclassroommanagement?Whatdoesclassroommanagementinvolve?FactorsaffectingclassroommanagementPrinciplestofollowforclassroommanagement,Thefocusfortheunit,Classroommanagementispreciselythatskillwhichteachersapplywhentheyteach.,Sinceteachersmostlikelyteachinaclassroom,theskilliscalled“classroommanagement”.,I.Whatisclassroommanagement?,Classroommanagementinvolvesbothdecisionsandactions.,Classroommanagementinvolvesteacherrecognizingoptions,makingdecisionsandputtingthemintoactions.,II.Whatdoesclassroommanagementinvolve?,Teacherdecisionsandactions,Teacherattitudesandintentions,Teacherbeliefsandvalues,Classroomdecisionsandactionsaregreatlydeterminedbytheteachersownattitudes,intentions,beliefsandvalues.,Question:,Howdoyouthinkofthetableabove?,TheroleoftheteacherGivinginstructionsStudentgroupingDisciplineQuestioningintheclassroomDealingwithstudentserrors,III.Factorsaffectingclassroommanagement,3.1Theroleoftheteacher,PleasedotheTask1onpage68.Theroleteacherplaysbeforetheclass,duringtheclassandaftertheclass.,Beforetheclass,planner,Decideslessoncontent-languagefocus,texts,etc.DecideslessonmethodologyChoosesmaterials,organizercontrollerassessorprompterparticipantresource-provider,Duringclass,Organizer,StartsactivitiesGivesinstructionsClarifiesinstructionsDecideslengthofactivitiesDecidestomoveonfromonestageofanactivitytoanotherKeepsfastfinishersoccupiedStopsactivitieswhereappropriate,controller,ControltheteachingpaceControlstudentsopportunityControltimeoftheteachingactivitiesBalancebetweencontrolandnocontrol,assessor,Correctingstudentserrors(gentle,dontmakeafussaboutstudentsmistakes)Organizingfeedback(notcritical,encouraging),prompter,Time(Studentsarenotsurewhat,how)GivinghintsElicitingmore,participant,Joinoneortwogroupsasanordinaryparticipant.Changehisrole,dontdominateorbeauthoritative,Afterclass,EvaluateslearnerperformanceProvidespositiveandnegativefeedbackGivesguidanceonhowtoimprovefutureperformance,evaluator,Tasks:,Pleasedothetask3onpage69.,Teachersotherroles,Facilitatorguideresearcher,Facilitator,ContributestopositiveclassdynamicsGivesadditionalinformationusefulornecessaryfortheactivity(e.g.languageinput,learningtips),Facilitator,Providesastimulusorprompt（forlearnerstodosomethingwiththelanguage,toshiftfocusofattention）Providesmotivation(stimulates,encourages,etc.)Providestechnicalsupport(operatesequipmentsuchascassettevideorecorders,overheadprojectors,etc.）,3.2Classroominstructions,ReadthetextbookfromP73to74andgetsomeideasabouthowtogiveclassroominstructionseffectively.,GivingInstructions,Economywithwords:theteachershoulduseasfewwordsaspossible.Simpleandclearlanguageatallpoints:languageshouldbeeasytounderstand.Demonstratewhatisneeded.,GivingInstructions,4.Checkstudentsunderstanding:theteachercancheckindividualstudentstomakesurethatstudentsunderstandtheinstructionsandknowwhattodo.5.Usethenativelanguagewhennecessary.6.Varytheinstructionsnowandthen.,Teacher:Well,whatImgoingtodo?Imgoingtoaskyoutogetintopairs,butbeforethat,thereissomethingwevegottoworkout.Sojustjotdownifyouvegotapen,couldyouwritethis,thenwhenwevefinishedthatweregoingtodothenextthingwhichinvolvesmore,Case1:,comment,Obviously,thisinstructionisunplanned,andthusunstructured.Suchkindofinstructionisextremelyconfusingtostudents.,Case2:,Teacher:Myinstructionsaresoclearbutallthestudentsdiddifferentthings-andnoneofthemdidwhatIaskedthemtodo.,comment,Itisnecessarytocheckstudentsunderstandingoftheteachersinstruction.Asimplewayistoaskastudentortwotorepeatthemback.Inthisway,theteachercanmakesurethatthestudentsreallyknowwhattheyaretodo.,Case3:,Teacher:Doyouunderstand?Student:Yes,comment,Thiswayofcheckingstudentsunderstandingisuseless.Teachersneedtogetclearinformationaboutwhatstudentshavetakenin.Thebestwaytodothisistogetstudentstodemonstratetheirunderstanding,forexamplebyusingthelanguageinasentence,orbyrepeatinganinstruction,orbyexplainingtheirinterpretationsofanidea.Thisprovidesrealevidence,ratherthanvague,possiblyuntrueinformation.,practice,Simplifythefollowinginstructionsusinglessconfusinglanguageoragesture.,Classroominstructions,1.NowactuallyIwouldreallylikeyouifyoucouldnowstandupyeseveryoneplease.,Gesture(orStandup).,2.IfIweretoaskyouforyouropiniononsmokingwhatdoyouthinkyoumightsaytomeinyourreply?,Classroominstructions,Whatdoyouthinkaboutsmoking?,Classroominstructions,3.WouldyouliketotelleveryonetheansweryouwerethinkingofagainbecauseIdontthinktheyhearditwhenyouspokesoquietlyandImsurewedallbeinterestedinhearingitifyoucouldplease?,Louder.,Classroominstructions,4.WellthatwasntreallywhatIwashopingyoudsaywhenIaskedthatquestion.IwasactuallylookingforthenameoftheverbtensenotanexamplesentencebutwhatyougavemewasfineonlydoesanyoneIwonderhavetheanswerImlookingfor?,Whatsthenameofthetense?,Therearemainlyfourinteractionmodels:,wholeclasswork(lockstep),individualwork,pairwork,groupwork,3.3Interactionmodel,Discussion,DoTask4andbrainstormtheadvantagesanddisadvantagesofthefourtypesofstudentgrouping.,Somesuggestionsaboutstudentgrouping,ReadthematerialsinthetextbookfromPage75to77.,practice,TurntoPage77anddoTaskNo.5.,3.4Discipline,Disciplinedoesnotmeanaseriesofpunishmentmetedtobadlybehavedstudents.Disciplineherereferstoacodeofconduct,whichbindsateacherandagroupofstudentstogethersothatlearningcanbemoreeffective.,Howtodealwiththeundisciplinedacts?,TextbookP81-82,Maintainingdiscipline,TextbookP79-80,TofocusstudentsattentionToinvitethinkingandimaginationTocheckunderstandingTostimulaterecallofinformationTochallengestudentsToassesslearning,1.Whydoteachersneedtoaskquestionsintheclassroom?,3.5Questioningintheclassroom,2.Whydoteachersneedproperquestioningskillsinteaching?,P83,3.CriteriaforEffectivequestioning,l.Clarity:dothelearnersimmediatelygraspnotonlywhatthequestionmeans,butalsowhatkindofananswerisrequired?2.Learningvalue:doesthequestionstimulatethinkingandresponsesthatwillcontributetofurtherlearningofthetargetmaterial?Orisitirrelevant,unhelpfulormerelytime-filling?,3.CriteriaforEffectivequestioning,3.Interest:dolearnersfindthequestioninteresting,challenging,stimulating?4.Availability:canmostofthemembersoftheclasstrytoanswerit?oronlythemoreadvanced,confident,knowledgeable?(Notethatthemereadditionofafewsecondswait-timebeforeacceptingaresponsecanmakethequestionavailabletoasignificantlylargernumberoflearners.),3.CriteriaforEffectivequestioning,5.Extension:doesthequestioninviteandencourageextendedand/Orvariedanswers?6.Teacherreaction:arethelearnerssurethattheirresponseswillberelatedtowithrespect,thattheywillnotbeputdownorridiculediftheysaysomethinginappropriate?,Teacher:Daud,Lookatthepicture.Whatisthemandoing?Daud:(afterapause)Heiswalking.Teacher:Yes,quiteright.Heiswalking.Whatelse?Daud:(doubtfully)Hehasahat.Teacher:No,no!Sitdown!John!Youtellme.,Case1:,comment,UnclearquestionsNoconcernforstudentspsychologyOnlyconcernabouthis/herownexpectedanswersIndifferentresponsestostudentsanswers,Case2:,Exchange1T:Nowwearegoingtodiscusscircuses.Haveyoueverbeentoacircus?Ss:(immediately)Yes,yes.T:Yes.Whereyouseeclowns,andhorsesandelephantsandacrobats.,comment,Theteachersaysexplicitlythattheintentionistodiscuss;buttheintroductoryquestion,thoughclear,actuallydiscouragesdiscussion:itisayes/noquestion,invitingasingle,briefanswer,lackingextension,andnotforwardingthedeclaredteachingobjective.,P86,Sometipsforma