unit-5-Classroom-Management-英语教学法.ppt

Unit5ClassroomManagement,Aimsofthisunit:TheroleoftheteacherClassroominstructionsStudentgroupingDisciplineinthelanguageclassroomQuestioningintheclassroomDealingwitherrors,Whatisclassroommanagement?,Classroommanagementisthewayteachersorganizewhatgoesonintheclassroom.Q:Howimportantisit?Themosteffectiveactivitieswillbemadeuselessiftheteacherdoesnotorganizethemefficiently(Harmer,1983).Q:Whatisthegoalofclassroommanagement?TocreateanatmosphereconducivetointeractinginEnglishinmeaningfulways(Gebhard,1996).,Howtoachieveefficientclassroommanagement?,Theteacherplaysappropriateroles.Theteacherprovidesclearerinstructions.Studentsaregroupedinawaysuitableforthelearningactivities.Thereisdisciplineaswellasharmonyintheclass.Theteacherasksappropriatequestions.Thestudentserrorsaretreatedproperly.,5.1Theroleoftheteacher,Harmer(1983)ControllerAssessorOrganiserPrompterParticipantResource-provider,Activity:Task3,Decidewhatroletheteacherisplayingineachactivity.,5.1.1Teacherascontroller,Whatdoestheteachercontrol?WhattolearnTargetlanguageitems,keystructures,usefulwordsandexpressionsHowtolearnThepaceoflearning,classtime,discipline,(reproduction)activities,etc.Howmuchcontrolisneeded?AppropriatedegreeofcontrolDifferentactivitiesneedadifferentdegreesofcontrol.Themorecommunicativeanactivity,thelesscontrolitneeds.,5.1.2Teacherasassessor,Whatdoestheteacherdoasanassessor?CorrectingmistakesThecorrectingshouldbegentle,notharsh.Gentlecorrectinginvolvesshowingthatincorrectnesshadoccurred,butnotmakingabigfussaboutit.(Harmer,1983)OrganisingfeedbackThefeedbackshouldbefocusedonstudentssuccessorprogresssothatasuccess-orientedlearningatmospherecanbecreated.,5.1.3Teacherasorganiser,Whattoorganise?(in-classorout-of-class)activities(inTBLT)Howtoorganise?Beforetheactivity:whattheactivityisgoingtobelike,anticipatedproblems;clearinstructionsgiventostudents(withTsdemonstration)Duringtheactivity:overhearwhatthestudentsaresaying,rectifywrongpractices;takenotesforlaterfeedback,5.1.4Teacherasprompter,Whentoprompt?Whenstudentsarenotsurehowtostartanactivity,orwhattodonext,orwhattosaynextWhenastudentdoesntseemtobereadyforananswer,Whenastudentfinisheswithaveryshortanswer,5.1.5Teacherasparticipant,Whattoparticipatein?Studentsactivities.Why?Monitoring+participatingchangestherolefromanauthoritytoaconversationalist,agoodchanceforstudentstopractiseEnglishwithasuperior,5.1.6Teacherasresource-provider,“Althoughthejug-and-mugmethodhasbeenwidelycriticised,theteacherisstillconsideredagoodandconvenientresourceforthestudents.”Whatdoyouthinkofthejug-and-mugmetaphor?,5.1.7Teachersnewroles,Teachersrolesarenotstatic.Theychangewiththedevelopmentofthesociety.(Fu,2001)Newroles:TeacherasfacilitatorTeacherasguideTeacherasresearcher,Teachersnewroles,TeacherasfacilitatorCreateapositivelearningenvironment,usevariousstrategiestomotivatelearners,guidestudentsinplanningandassessingtheirlearninganddeveloptheirlearningstrategiesTeacherasguideActivatestudentspriorknowledge;findindividualinterestsandexplorepotentialcapabilities;acknowledgeandrespectindividualdifferences;giveeachequalopportunityinlearning;evaluatestudentsdevelopmentfairlyfromanall-roundperspectiveTeacherasresearcherObserveaproblem,reflectonthereasons,thinkaboutpossiblesolutions,implementthesolutionsandevaluatetheresults,5.2Classroominstructions,Whatareclassroominstructions?-“thetypeoflanguageteachersusetoorganiseorguidelearning”GivingdirectionstotasksoractivitiesProvidingexplanationstoaconceptorlanguagestructureSettingrequirementsCheckingcomprehensionDrawingattentionMotivatinglearnersGivingfeedbackAssigninghomework,Howtomakeclassroominstructionseffective?,Tousesimpleinstructionsandmakethemsuitthecomprehensionlevelofthestudents;Tousethemother-tongueonlywhenitisnecessary;GivestudentstimetogetusedtolisteningtoEnglishinstructions;usebodylanguagetoassistunderstanding;modelthetask/activitybeforelettingstudentsintogroupsorpairsTeachersarenotexpectedtodoallthetalkinginclass.Tip:Demonstrationisusuallymoreeffectivethanwords.,5.3Studentgrouping,Whattogroup?Wholeclasswork,pairwork,groupwork,individualstudyWholeclassworkAllthestudentsareunderthecontroloftheteacher,doingthesameactivityatthesamerhythmandpace.PairworkStudentsworkinpairsonanexerciseortask.GroupworkStudentsworkinsmallgroupsof3-5students.IndividualstudyStudentsworkontheirownattheirownspeed.,Task4,Groupingmethods,Howtogroup?Wholeclassworkisnormallyusedwhenpresentingandexplainingnewlanguageornewinformation.Thepresentationorexplanationmustbebriefandconciseinmeaningfulcontexts,andrepliesoranswersareusuallyelicitedfromstudents.Studentsneedsomequiettimeoftheirown.Individualstudyshouldnotbeforgotten.,Practicalsuggestionsfororganisingpairwork,AlwaysfollowasimilarprocedureAssignrolesclearlyaroundtheclassDemonstrateratherthanexplainDouble-checkwithonepairtheirrolesQuicklycirculateafterstudentsstartHelpindividualpairsifneededKeepaneyeoutforwaninginterest,Waystogroupstudents,GroupstudentsaccordingtoseatingarrangementStudentsselecttheirowngroupmembers(risky)StrongstudentsandweakstudentsaremixedtogetherStrongstudentsandweakstudentsaregroupedseparatelytododifferenttasksGroupthestudentsbydrawinglotsQ:Whichwayisbest?Eachformofgroupinghasitsadvantagesanddisadvantages.Theteachershouldusethemostappropriategroupingmethodandvarytheformfromtimetotime.,5.4Disciplineinthelanguageclassroom,Whatdoesdisciplinemean?Disciplinereferstoacodeofconductwhichbindsateacherandagroupofstudentstogethersothatlearningcanbemoreeffective.WhataresomecharacteristicsofadisciplinedELTclassroom?Activity:Task6,Doesdisciplineguaranteeeffectivelearning?,No.Theremightbelittlelearningeventheclassisverydisciplined.Althoughdisciplineisnecessary,itisnotasufficientconditionforeffectivelearningasathoroughlyindisciplinedatmospherewillsurelyyieldnolearningatall.,examplesofindisciplinedacts,Arrivinglateforclass;Comingtoclasswithoutatextbookandnecessarymaterials;Failingtodohomework;Makingnoisesinclass;Notpayingattention;Refusingtocooperatewithpeers;Causingdisturbances;Goingtoclassunprepared;Threateningstudents;Beingabsent-minded,Howtomaintaindiscipline?,Whenstudentsareengagedinlearning,theywillbedisciplined.Howtoengagestudentsinlearning?Ssareclearaboutlearningpurpose;Ssareabletodotheworkbutfinditchallenging;Ssareemotionally,physicallyandintellectuallyinvolvedbythetasks;Thepresentation,varietyandstructureoftheworkandactivitiesgeneratecuriosityandinterest;Sshaveopportunitiestoaskquestionsandtryoutideas;Sscanseewhattheyhaveachievedandhowtheyhadmadeprogress;Ssgetafeelingofsatisfactionandenjoymentfromthework.,Whatpracticalclassroommanagementskillscanweusetoachievediscipline?,Activity:Task7PennyUr(1996)chosethefollowingtopten:1,3,4,6,8,10,11,15,17,19,Whatcausesdisciplineproblems?,Lavery(2001)Agapinthelesson(e.g.badplanning,equipmentfailstowork)UnclearinstructionsLackofteacherattentionTheteacherconcentratesonlengthyexplanationstooneindividualsothattheothersgetboredWorkistooeasyortoochallenging,Whatmeasurescanwetakeforindisciplinedactsandbadlybehavingstudents?,Harmer(1983)Actimmediately.Stoptheclass.Rearrangetheseats.Changetheactivity.Talktostudentsafterclass.Createacodeofbehavior.Urs(1996)adviceDealwithitquietly.Donttakethingspersonally.Dontusethreats.,5.5Questioningintheclassroom,5.5.1Whatarethefunctionsorpurposesofquestions?Tofocusstudentsattention;Toinvitethinkingandimagination;Tocheckunderstanding;Tostimulaterecallofinformation;Tochallengestudents;Toassesslearning;Toextendssthinkingfromtheconcreteandfactualtotheanalyticalandevaluative;Topromotereasoning,problemsolving,evaluation;Topromotessthinkingaboutthewayoftheirownlearning;,5.5.2Whattypesofquestionsarethere?,Closedandopenquestions;Displayandgenuinequestions;Lower-orderandhigh-orderquestions;Bloomstaxonomy(Nuttall,1982)KnowledgeComprehensionApplicationAnalysisSynthesisEvaluation,Levelsofthinking,5.5.3Howtomakequestioningmoreeffective?,Questionsshouldbecloselylinkedtothelearningobjectivesinthelesson;Questionsshouldbestagedsothatthelevelofchallengeincreasesasthelessonproceeds;Thereshouldbeabalancebetweenclosedandopen,lower-orderandhigher-orderquestions;Waittimeisimportanttoallowstudentstothinkthroughtheiranswers;Ssshouldbeprovidedopportunitiestoasktheirownquestionsandseektheirownanswers;Asecureandrelaxedatmosphereoftrustisneededandssopinionsandideasarevalued.,5.6Dealingwitherrors,Whatareerrors?Howaretheydifferentfrommistakes?Amistakerefersto“aperformanceerrorthatiseitherarandomguessoraslipoftongue,anditisafailureperformancetoaknownsystem”(Brown,2000:218-219)Anerrorhasdirectrelationwiththelearnerslanguagecompetence.Errorsdonotresultfromcarelessnessnorhesitation,butlackofknowledgeinthetargetlanguage.Amistakecanbeself-corrected;anerrorcannotbe.,Howtodealwitherrors?,Indealingwitherrorsandmistakesweneedtobeclearwhetherthetaskoractivityisfocusingonaccuracyorfluency.,Whentocorrecterrors?,Generally,itisbestnottointerruptstudentsduringfluencyworkunlesscommunicationbreaksdown.Letatrivialmistakepassifmostofthelanguageisright.Forsomecommonmistakes,takeanoteinmindfirstandcorrectafterthestudentsperformance.,Howtocorrecterrors?,Differentwaysandtechniques:DirectteachercorrectionIndirectteachercorrectionSelf-correctionPeercorrectionWholeclasscorrectionWhichtechniquestouse?Asageneralrule,indirectteachercorrectionisencouragedratherthandirectonestoavoiddamagingssself-esteemandconfidence.Inpractice,self-correctionisencouragedbeforeteachercorrectionorpeercorrection,esp.formistakes.Thewholeclasscorrectionisusedformainerrortypes(e.g.TheBigTen),TeacherA.T:Wheredoyoulive?S:Ilivesinthecity.T:No,thatswrong.Iliveinthecity.Nosonthefirstpersonsingul