Unit 5 classroom management(课堂管理)(教学PPT)

Unit10,Classroommanagement,1,Whatisclassroommanagement?Whatdoesclassroommanagementinvolve?FactorsaffectingclassroommanagementPrinciplestofollowforclassroommanagement,Thefocusfortheunit,2,Classroommanagementispreciselythatskillwhichteachersapplywhentheyteach.,Sinceteachersmostlikelyteachinaclassroom,theskilliscalled“classroommanagement”.,I.Whatisclassroommanagement?,3,Classroommanagementinvolvesbothdecisionsandactions.,Classroommanagementinvolvesteacherrecognizingoptions,makingdecisionsandputtingthemintoactions.,II.Whatdoesclassroommanagementinvolve?,4,Teacherdecisionsandactions,Teacherattitudesandintentions,Teacherbeliefsandvalues,Classroomdecisionsandactionsaregreatlydeterminedbytheteachersownattitudes,intentions,beliefsandvalues.,5,Question:,Howdoyouthinkofthetableabove?,6,TheroleoftheteacherGivinginstructionsStudentgroupingDisciplineQuestioningintheclassroomDealingwithstudentserrors,III.Factorsaffectingclassroommanagement,7,3.1Theroleoftheteacher,PleasedotheTask1onpage68.Theroleteacherplaysbeforetheclass,duringtheclassandaftertheclass.,8,Beforetheclass,planner,Decideslessoncontent-languagefocus,texts,etc.DecideslessonmethodologyChoosesmaterials,9,organizercontrollerassessorprompterparticipantresource-provider,Duringclass,10,Organizer,StartsactivitiesGivesinstructionsClarifiesinstructionsDecideslengthofactivitiesDecidestomoveonfromonestageofanactivitytoanotherKeepsfastfinishersoccupiedStopsactivitieswhereappropriate,11,controller,ControltheteachingpaceControlstudentsopportunityControltimeoftheteachingactivitiesBalancebetweencontrolandnocontrol,12,assessor,Correctingstudentserrors(gentle,dontmakeafussaboutstudentsmistakes)Organizingfeedback(notcritical,encouraging),13,prompter,Time(Studentsarenotsurewhat,how)GivinghintsElicitingmore,14,participant,Joinoneortwogroupsasanordinaryparticipant.Changehisrole,dontdominateorbeauthoritative,15,Afterclass,EvaluateslearnerperformanceProvidespositiveandnegativefeedbackGivesguidanceonhowtoimprovefutureperformance,evaluator,16,Tasks:,Pleasedothetask3onpage69.,17,Teachersotherroles,Facilitatorguideresearcher,18,Facilitator,ContributestopositiveclassdynamicsGivesadditionalinformationusefulornecessaryfortheactivity(e.g.languageinput,learningtips),19,Facilitator,Providesastimulusorprompt（forlearnerstodosomethingwiththelanguage,toshiftfocusofattention）Providesmotivation(stimulates,encourages,etc.)Providestechnicalsupport(operatesequipmentsuchascassettevideorecorders,overheadprojectors,etc.）,20,3.2Classroominstructions,ReadthetextbookfromP73to74andgetsomeideasabouthowtogiveclassroominstructionseffectively.,21,GivingInstructions,Economywithwords:theteachershoulduseasfewwordsaspossible.Simpleandclearlanguageatallpoints:languageshouldbeeasytounderstand.Demonstratewhatisneeded.,22,GivingInstructions,4.Checkstudentsunderstanding:theteachercancheckindividualstudentstomakesurethatstudentsunderstandtheinstructionsandknowwhattodo.5.Usethenativelanguagewhennecessary.6.Varytheinstructionsnowandthen.,23,Teacher:Well,whatImgoingtodo?Imgoingtoaskyoutogetintopairs,butbeforethat,thereissomethingwevegottoworkout.Sojustjotdownifyouvegotapen,couldyouwritethis,thenwhenwevefinishedthatweregoingtodothenextthingwhichinvolvesmore,Case1:,24,comment,Obviously,thisinstructionisunplanned,andthusunstructured.Suchkindofinstructionisextremelyconfusingtostudents.,25,Case2:,Teacher:Myinstructionsaresoclearbutallthestudentsdiddifferentthings-andnoneofthemdidwhatIaskedthemtodo.,26,comment,Itisnecessarytocheckstudentsunderstandingoftheteachersinstruction.Asimplewayistoaskastudentortwotorepeatthemback.Inthisway,theteachercanmakesurethatthestudentsreallyknowwhattheyaretodo.,27,Case3:,Teacher:Doyouunderstand?Student:Yes,28,comment,Thiswayofcheckingstudentsunderstandingisuseless.Teachersneedtogetclearinformationaboutwhatstudentshavetakenin.Thebestwaytodothisistogetstudentstodemonstratetheirunderstanding,forexamplebyusingthelanguageinasentence,orbyrepeatinganinstruction,orbyexplainingtheirinterpretationsofanidea.Thisprovidesrealevidence,ratherthanvague,possiblyuntrueinformation.,29,practice,Simplifythefollowinginstructionsusinglessconfusinglanguageoragesture.,30,Classroominstructions,1.NowactuallyIwouldreallylikeyouifyoucouldnowstandupyeseveryoneplease.,Gesture(orStandup).,31,2.IfIweretoaskyouforyouropiniononsmokingwhatdoyouthinkyoumightsaytomeinyourreply?,Classroominstructions,Whatdoyouthinkaboutsmoking?,32,Classroominstructions,3.WouldyouliketotelleveryonetheansweryouwerethinkingofagainbecauseIdontthinktheyhearditwhenyouspokesoquietlyandImsurewedallbeinterestedinhearingitifyoucouldplease?,Louder.,33,Classroominstructions,4.WellthatwasntreallywhatIwashopingyoudsaywhenIaskedthatquestion.IwasactuallylookingforthenameoftheverbtensenotanexamplesentencebutwhatyougavemewasfineonlydoesanyoneIwonderhavetheanswerImlookingfor?,Whatsthenameofthetense?,34,Therearemainlyfourinteractionmodels:,wholeclasswork(lockstep),individualwork,pairwork,groupwork,3.3Interactionmodel,35,Discussion,DoTask4andbrainstormtheadvantagesanddisadvantagesofthefourtypesofstudentgrouping.,36,37,38,Somesuggestionsaboutstudentgrouping,ReadthematerialsinthetextbookfromPage75to77.,39,practice,TurntoPage77anddoTaskNo.5.,40,3.4Discipline,Disciplinedoesnotmeanaseriesofpunishmentmetedtobadlybehavedstudents.Disciplineherereferstoacodeofconduct,whichbindsateacherandagroupofstudentstogethersothatlearningcanbemoreeffective.,41,Howtodealwiththeundisciplinedacts?,TextbookP81-82,Maintainingdiscipline,TextbookP79-80,42,TofocusstudentsattentionToinvitethinkingandimaginationTocheckunderstandingTostimulaterecallofinformationTochallengestudentsToassesslearning,1.Whydoteachersneedtoaskquestionsintheclassroom?,3.5Questioningintheclassroom,43,2.Whydoteachersneedproperquestioningskillsinteaching?,P83,44,3.CriteriaforEffectivequestioning,l.Clarity:dothelearnersimmediatelygraspnotonlywhatthequestionmeans,butalsowhatkindofananswerisrequired?2.Learningvalue:doesthequestionstimulatethinkingandresponsesthatwillcontributetofurtherlearningofthetargetmaterial?Orisitirrelevant,unhelpfulormerelytime-filling?,45,3.CriteriaforEffectivequestioning,3.Interest:dolearnersfindthequestioninteresting,challenging,stimulating?4.Availability:canmostofthemembersoftheclasstrytoanswerit?oronlythemoreadvanced,confident,knowledgeable?(Notethatthemereadditionofafewsecondswait-timebeforeacceptingaresponsecanmakethequestionavailabletoasignificantlylargernumberoflearners.),46,3.CriteriaforEffectivequestioning,5.Extension:doesthequestioninviteandencourageextendedand/Orvariedanswers?6.Teacherreaction:arethelearnerssurethattheirresponseswillberelatedtowithrespect,thattheywillnotbeputdownorridiculediftheysaysomethinginappropriate?,47,Teacher:Daud,Lookatthepicture.Whatisthemandoing?Daud:(afterapause)Heiswalking.Teacher:Yes,quiteright.Heiswalking.Whatelse?Daud:(doubtfully)Hehasahat.Teacher:No,no!Sitdown!John!Youtellme.,Case1:,48,comment,UnclearquestionsNoconcernforstudentspsychologyOnlyconcernabouthis/herownexpectedanswersIndifferentresponsestostudentsanswers,49,Case2:,Exchange1T:Nowwearegoingtodiscusscircuses.Haveyoueverbeentoacircus?Ss:(immediately)Yes,yes.T:Yes.Whereyouseeclowns,andhorsesandelephantsandacrobats.,50,comment,Theteachersaysexplicitlythattheintentionistodiscuss;buttheintroductoryquestion,thoughclear,actuallydiscouragesdiscussion:itisayes/noquestion,invitingasingle,briefanswer,lackingextension,andnotforwardingthedeclaredteachingobjective.,51,P86,Sometipsformaki