英语教学法8.ClassroomManagement

ClassroomManagement,.,2,TeachingContents,Whatrolesdoteachersplayintheclassroom?,1,Howtogiveeffectiveclassroominstructions?,2,Whatarethedifferentwaysforstudentsgrouping?,3,Howtomaintaindisciplineintheclassroom?,4,Howtoaskeffectivequestions?,5,Howtotreatstudentserrorsintheclassroom?,6,.,3,I.Whatsthegoalofclassroommanagement?,Classroommanagement：thewayteachersorganizewhatgoesonintheclassroom.Thegoal：tocreateanatmosphereconductivetointeractinginEnglishinmeaningfulways.,.,4,I.Whatsthegoalofclassroommanagement?,SixconditionsforEffectiveclassroommanagement:TeacherplaysappropriaterolesTeacherprovidesclearinstructions.SuitablegroupingofthestudentsAskingappropriatequestions.Disciplineaswellasharmonyintheclass.Propererrortreatment.,.,5,II.Therolesoftheteacher,Differentviewsonteachersroles:1.RichardsandRodgersviewpointTeachersrolesarerelatedultimatelytoassumptionsaboutlanguageandlanguagelearningatthelevelofapproach.,.,6,II.Therolesoftheteacher,2.Teachersroles:Task1：thinkaboutteachersrolesbefore,duringandafterclass:Beforeclass:planner,whoplanswhattoteach,howtoteach,andwhatresulttoachieve.Duringclass:organizerAfterclass:evaluator,whoevaluatesnotonlyhowsuccessfullyhehasconductedtheclassbutalsohoweffectivethelearningactivitieshavebeen.,.,7,II.Therolesoftheteacher,Harmerdefinestheteachersrolesas:,resourceprovider,.,8,II.Therolesoftheteacher,Controller:tocontrolthepacesothatactivitiesrunsmoothlyandefficiently.Appropriatecontrolandover-control.Assessor：toassessthestudentswork.Organizer:todesignandorganizeactivities/tasksPrompter:togiveappropriatepromptsorhintswhenstudentsarenotreadytoanswertodotheactivity.Participant:toparticipateinstudentsactivities/communication.Resourceprovider:toprovideresource/knowledge,.,9,III.Classroominstructions,Classroominstructionsrefertothelanguageteachersusetoorganizeorguidelearning.EnglishorChineseinstructions?Usesimplelanguage.GiveclearinstructionsUseeyecontact.,.,10,IV.Studentgrouping,Animportantfeatureoftodayslanguageclassroomisthatstudentsdonotalwaysstudyasonebiggroup.Rather,studentsareputintogroupsofdifferentsizes.Themostcommonstudentgroupings:Wholeclasswork/locksteppairworkgroupworkindividualstudy,.,11,Advantagesanddisadvantagesofgrouping,Alltheclassareconcentrating.Goodmodelingfromteachercomfortableinchoralpractice,Morechanceforpractice;Encouragingco-operation;Relaxingatmosphere;,Studentsstrayawayfromthetask;Usingnativelanguage;Noiseandindiscipline,Communicationinitsrealsense;Moredynamicthanpairwork;promotingself-reliance;,Nooutsidepressure;Studyatownspeed;,Studentshavelittlechancetospeak;Samespeedfordifferentstudents;Nervousinfrontofthewholeclass;Notenoughcommunication;,Thesameasthoseinpairwork;plussomestudentsmightdominate;Difficulttogroup;,Lessdynamicclassroom;Noco-operation;,.,12,IV.Studentgrouping,Task:Thefollowingisaspeakingactivity.Thinkabouthowyouwillorganizethisactivity.Decorateyourclassroomwiththingsthatareeitherbeautifuloruseful.Howwouldyoudecorateitandwhatthingswouldyouneed?Howcanyougetthem.(1)Wholeclasswork:theteachergoesthroughtheinstructionwiththestudentstomakesuretheynowwhattodoexactly.Ifpossible,givesomehint.(2)Groupwork:studentsworkingroupsof4anddiscusswhatthingstheyshoulduse.Reachanagreementbtheendofthediscussion.(3)Wholeclasswork:groupleadersreporttheirdiscussionresulttowholeclass,justifyingtheirdecisionifnecessary.,.,13,Furthersuggestionsaboutstudentgrouping,1)Whenworkinginwholeclasswork,theteachershouldnotspeaktoomuch.2)Whenorganizingpairwork,theteachershouldgivetheclearestinstructions.Ifnecessary,theteachershoulddemonstratewithonestudentfirst.3)possiblewaystogroupthestudents:groupingthestudentsaccordingtoseatingarrangement;studentsselecttheirowngroupmembers.(risky)strongstudentsandweakstudentsaremissedtogether.Strongstudentsandweakstudentsaregroupedseparatelytododifferenttakes.Groupthestudentsbydrawinglots.,.,14,Furthersuggestionsaboutstudentgrouping,3)possiblewaystogroupthestudents:groupingthestudentsaccordingtoseatingarrangement;studentsselecttheirowngroupmembers,(risky)strongstudentsandweakstudentsaremissedtogether.Strongstudentsandweakstudentsaregroupedseparatelytododifferenttakes.Groupthestudentsbydrawinglots.,.,15,Furthersuggestionsaboutstudentgrouping,4)Althoughpairworkandgroupworkcanprovidestudentsmorechancesforpractice,individualstudyshouldnotbetotallyneglected.,.,16,V.Disciplineinthelanguageclassroom,Whatsthefinalgoalofdisciplineinthelanguageclassroom?Theultimategoalofdisciplineistomakemoreeffectivelearningpossible,buttherelationshipbetweendisciplineandlearningisnotasstraightforwardasitappears.,.,17,V.Disciplineinthelanguageclassroom,Practicalhintsforteachersonclassroomdiscipline.Bemobile:walkaroundtheclass.Startthelessonwitha“bang”andsustaininterestandcuriosity.Measuresforindisciplinedactsandbadlybehavingstudents(byHarmer)Actimmediately.Stoptheclass.Rearrangetheseats.Changetheactivity.Talktostudentsafterclass.Createacodeofbehavior.,.,18,Solutionsforproblem-makingstudents,Dealwithitquietly.Donthurtthestudents.Donttakethingspersonally.Trytoaddresstheproblemratherthanthestudentsastheobject.Dontusethreats,.,19,VI.Questioningintheclassroom,tofocusstudentsattention;toinvitethinkingandimaginations;tocheckunderstanding,tostimulaterecallofinformation,tochallengestudents,toassesslearning.,Functionsofquestioning:,.,20,Closequestions:questionswithonlyonesinglecorrectanswer.Openquestions:mayinvitemanydifferentanswers.Displayquestions:theanswersarealreadyknowntotheteacher,usedforcheckingifstudentsknowtheanswers.Genuinequestions:usedtofindoutnewinformationandsincetheyoftenreflectrealcontexts,theyarethereforemorecommunicative.,Classificationofquestions,VI.Questioningintheclassroom,.,21,Knowledge;recallingfacts,termsandbasicconcepts.Comprehension:understandingoffactsandideasbyorganizing,comparing,translating,interpreting,describing,andstatingthemainideas.Application:applyingacquiredknowledge,facts,techniquesandrulesinadifferentcontext.,Bloomclassifiedquestionsasfollows,VI.Questioningintheclassroom,.,22,Analysis:identifyingrelationships,causesormotives,andfindingevidencetosupportmainideas,Synthesis:combiningelementsinadifferentwayandproposingalternativesolutions,creativethinking.Evaluation:presentanddefendopinionsbymakinganinformedjudgmentaboutinformationorideasbasedonasetofcriteria.,Bloomclassifiedquestionsasfollows,VI.Questioningintheclassroom,.,23,VII.Dealingwitherrors,ErrorandmistakesLanguagemistakesandlanguageerrorsaretwodifferen