Unit 5 classroom management(课堂管理)

1、 Unit 10 Classroom management l What is classroom management ?l What does classroom management involve?l Factors affecting classroom managementl Principles to follow for classroom managementClassroom management is precisely that skill which teachers apply when they teach.Since teachers most likely t

2、each in a classroom, the skill is called “”.I. What is classroom management?Classroom management involves both decisions and actions.Classroom management involves teacher recognizing options, making decisions and putting them into actions.II. What does classroom management involve?Teacher decisions

3、and actionsTeacher attitudes and intentionsTeacher beliefs and valuesClassroom decisions and actions are greatly determined by the teachers own attitudes, intentions, beliefs and values.Question:nHow do you think of the table above? The role of the teacher Giving instructions Student grouping Discip

4、line Questioning in the classroom Dealing with students errorsIII. Factors affecting classroom management3.1 The role of the teacher Please do the Task 1 on page 68. The role teacher plays before the class, during the class and after the class.Before the classplanner Decides lesson content -language

5、 focus, texts, etc. Decides lesson methodology Chooses materials organizer controller assessor prompterparticipant resource-providerDuring classOrganizer nStarts activities nGives instructions nClarifies instructions nDecides length of activities nDecides to move on from one stage of an activity to

6、another nKeeps fast finishers occupied nStops activities where appropriate controllernControl the teaching pacenControl students opportunitynControl time of the teaching activitiesuBalance between control and no control assessornCorrecting students errors (gentle, dont make a fuss about students mis

7、takes)nOrganizing feedback (not critical, encouraging)prompternTime (Students are not sure what, how) nGiving hintsnEliciting moreparticipantnJoin one or two groups as an ordinary participant.nChange his role, dont dominate or be authoritative After classnEvaluates learner performance nProvides posi

8、tive and negative feedback nGives guidance on how to improve future performance evaluatorTasks:nPlease do the task 3 on page 69.Teachers other roles u Facilitatoru guide u researcherFacilitator nContributes to positive class dynamics nGives additional information useful or necessary for the activity

9、 (e.g. language input, learning tips) FacilitatornProvides a stimulus or prompt （for learners to do something with the language, to shift focus of attention） nProvides motivation (stimulates, encourages, etc.) nProvides technical support (operates equipment such as cassette video recorders, overhead

10、 projectors, etc.）3.2 Classroom instructionsRead the textbook from P73 to 74 and get some ideas about how to give classroom instructions effectively.Giving Instructions 1.Economy with words: the teacher should use as few words as possible. 2.Simple and clear language at all points: language should b

11、e easy to understand. 3.Demonstrate what is needed. Giving Instructions4. Check students understanding: the teacher can check individual students to make sure that students understand the instructions and know what to do. 5. Use the native language when necessary. 6. Vary the instructions now and th

12、en.Teacher: Well, what Im going to do? Im going to ask you to get into pairs, but before that, there is something weve got to work out. So just jot down if youve got a pen, could you write this, then when weve finished that were going to do the next thing which involves more commentObviously, this i

13、nstruction is unplanned, and thus unstructured. Such kind of instruction is extremely confusing to students.Teacher: My instructions are so clearbut all the students did different things- and none of them did what I asked them to mentIt is necessary to check students understanding of the teachers in

14、struction. A simple way is to ask a student or two to repeat them back. In this way, the teacher can make sure that the students really know what they are to do.Teacher: Do you understand?Student: Yes commentThis way of checking students understanding is useless. Teachers need to get clear informati

15、on about what students have taken in. The best way to do this is to get students to demonstrate their understanding, for example by using the language in a sentence, or by repeating an instruction, or by explaining their interpretations of an idea. This provides real evidence, rather than vague, pos

16、sibly untrue information.practiceSimplify the following instructions using less confusing language or a gesture.Classroom instructions1. Now actually I would really like you if you could now stand up yes everyone please.Gesture (or Stand up).2. If I were to ask you for your opinion on smoking what d

17、o you think you might say to me in your reply?Classroom instructionsWhat do you think about smoking?Classroom instructions3. Would you like to tell everyone the answer you were thinking of again because I dont think they heard it when you spoke so quietly and Im sure wed all be interested in hearing

18、 it if you could please?Louder.Classroom instructions4. Well that wasnt really what I was hoping youd say when I asked that question. I was actually looking for the name of the verb tense not an example sentence but what you gave me was fine only does anyone I wonder have the answer Im looking for?W

19、hats the name of the tense?There are mainly four interaction models:v whole class work (lockstep) v individual work v pair work v group work 3.3 Interaction modelDiscussion Do Task 4 and brainstorm the advantages and disadvantages of the four types of student grouping. groupingAdvantages Disadvantag

20、es Whole classwork All the class are concentrating; good modeling from teacher; comfortable in choral practice Students have little chance to speak; Same speed for different students; Nervous in front of the whole class; Not enough communication;Pair work More chance for practice;Encouraging co-oper

21、ation;Relaxing atmosphere;Students stray away from the task;Using native language;Noise and indiscipline.groupingAdvantages Disadvantages Group workCommunication in its real sense;More dynamic than pair work;promoting self-reliance;The same as those in pair work;some students might dominate;Difficul

22、t to group;Individual studyNo outside pressure;Study at own speed;Less dynamic classroom;No co-operation;Some suggestions about student grouping Read the materials in the textbook from Page 75 to 77.practiceTurn to Page 77 and do Task No. 5.Discipline does not mean a series of punishment meted to ba

23、dly behaved students. Discipline here refers to a code of conduct, which binds a teacher and a group of students together so that learning can be more effective. How to deal with the undisciplined acts?Textbook P81-82Maintaining disciplineTextbook P79-80To focus students attentionTo invite thinking

24、and imaginationTo check understanding To stimulate recall of informationTo challenge studentsTo assess learning 1. Why do teachers need to ask questions in the classroom?3.5 Questioning in the classroom2. Why do teachers need proper questioning skills in teaching?P833. Criteria for Effective questio

25、ningl. Clarity: do the learners immediately grasp not only what the question means, but also what kind of an answer is required?2. Learning value: does the question stimulate thinking and responses that will contribute to further learning of the target material? Or is it irrelevant, unhelpful or mer

26、ely time-filling?3. Criteria for Effective questioning3. Interest: do learners find the question interesting, challenging, stimulating?4. Availability: can most of the members of the class try to answer it? or only the more advanced, confident, knowledgeable? (Note that the mere addition of a few se

27、conds wait-time before accepting a response can make the question available to a significantly larger number of learners.)3. Criteria for Effective questioning5.Extension: does the question invite and encourage extended and/Or varied answers?6.Teacher reaction: are the learners sure that their respo

28、nses will be related to with respect, that they will not be put down or ridiculed if they say something inappropriate?Teacher: Daud, Look at the picture. What is the man doing?Daud: (after a pause) He is walking.Teacher: Yes, quite right. He is walking. What else?Daud: (doubtfully) He has a hat.Teac

29、her: No, no! Sit down! John! You tell ment Unclear questions No concern for students psychology Only concern about his / her own expected answers Indifferent responses to students answers Exchange 1T: Now we are going to discuss circuses. Have you ever been to a circus?Ss: (immediately) Yes, yes.T: Yes. Where you see clowns, and horses and elephants and mentThe teacher says explicitly that the intention is to discuss; but the introductory question, though clear, actually discourages discussion: it is a yes/no question, inviting a single, brief answer, lacking exte