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

1、 Unit 10 Classroom management 1l What is classroom management ?l What does classroom management involve?l Factors affecting classroom managementl Principles to follow for classroom management2Classroom management is precisely that skill which teachers apply when they teach.Since teachers most likely

2、 teach in a classroom, the skill is called “”.I. What is classroom management?3Classroom 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?4Teacher decisi

3、ons and actionsTeacher attitudes and intentionsTeacher beliefs and valuesClassroom decisions and actions are greatly determined by the teachers own attitudes, intentions, beliefs and values.5Question:nHow do you think of the table above?6 The role of the teacher Giving instructions Student grouping

4、Discipline Questioning in the classroom Dealing with students errorsIII. Factors affecting classroom management73.1 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.8Before the classplanner Decides lesson content -

5、language focus, texts, etc. Decides lesson methodology Chooses materials 9 organizer controller assessor prompterparticipant resource-providerDuring class10Organizer nStarts activities nGives instructions nClarifies instructions nDecides length of activities nDecides to move on from one stage of an

6、activity to another nKeeps fast finishers occupied nStops activities where appropriate 11controllernControl the teaching pacenControl students opportunitynControl time of the teaching activitiesuBalance between control and no control 12assessornCorrecting students errors (gentle, dont make a fuss ab

7、out students mistakes)nOrganizing feedback (not critical, encouraging)13prompternTime (Students are not sure what, how) nGiving hintsnEliciting more14participantnJoin one or two groups as an ordinary participant.nChange his role, dont dominate or be authoritative 15After classnEvaluates learner perf

8、ormance nProvides positive and negative feedback nGives guidance on how to improve future performance evaluator16Tasks:nPlease do the task 3 on page 69.17Teachers other roles u Facilitatoru guide u researcher18Facilitator nContributes to positive class dynamics nGives additional information useful o

9、r necessary for the activity (e.g. language input, learning tips) 19 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 cas

10、sette video recorders, overhead projectors, etc.）203.2 Classroom instructionsRead the textbook from P73 to 74 and get some ideas about how to give classroom instructions effectively.21Giving Instructions 1.Economy with words: the teacher should use as few words as possible. 2.Simple and clear langua

11、ge at all points: language should be easy to understand. 3.Demonstrate what is needed. 22Giving 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

12、. 6. Vary the instructions now and then.23Teacher: 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

13、 involves more 24commentObviously, this instruction is unplanned, and thus unstructured. Such kind of instruction is extremely confusing to students.25Teacher: My instructions are so clearbut all the students did different things- and none of them did what I asked them to do.26commentIt is necessary

14、 to check students understanding of the teachers instruction. 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.27Teacher: Do you understand?Student: Yes 28commentThis way of checking students underst

15、anding is useless. Teachers need to get clear information 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 id

16、ea. This provides real evidence, rather than vague, possibly untrue information.29practiceSimplify the following instructions using less confusing language or a gesture.30Classroom instructions1. Now actually I would really like you if you could now stand up yes everyone please.Gesture (or Stand up)

17、.312. If I were to ask you for your opinion on smoking what do you think you might say to me in your reply?Classroom instructionsWhat do you think about smoking?32Classroom instructions3. Would you like to tell everyone the answer you were thinking of again because I dont think they heard it when yo

18、u spoke so quietly and Im sure wed all be interested in hearing it if you could please?Louder.33Classroom 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 wa

19、s fine only does anyone I wonder have the answer Im looking for?Whats the name of the tense?34There are mainly four interaction models:v whole class work (lockstep) v individual work v pair work v group work 3.3 Interaction model35Discussion Do Task 4 and brainstorm the advantages and disadvantages

20、of the four types of student grouping. 36groupingAdvantages Disadvantages 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 enou

21、gh communication;Pair work More chance for practice;Encouraging co-operation;Relaxing atmosphere;Students stray away from the task;Using native language;Noise and indiscipline.37groupingAdvantages Disadvantages Group workCommunication in its real sense;More dynamic than pair work;promoting self-reli

22、ance;The same as those in pair work;some students might dominate;Difficult to group;Individual studyNo outside pressure;Study at own speed;Less dynamic classroom;No co-operation;38Some suggestions about student grouping Read the materials in the textbook from Page 75 to 77.39practiceTurn to Page 77

23、and do Task No. 5.40Discipline does not mean a series of punishment meted to badly 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. 41 How to deal with the undisciplined acts?Textbook P81-82M

24、aintaining disciplineTextbook P79-8042To focus students attentionTo invite thinking 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 classroom432. Why do te

25、achers need proper questioning skills in teaching?P83443. Criteria for Effective questioningl. 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 cont

26、ribute to further learning of the target material? Or is it irrelevant, unhelpful or merely time-filling?453. 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

27、only the more advanced, confident, knowledgeable? (Note that the mere addition of a few seconds wait-time before accepting a response can make the question available to a significantly larger number of learners.)463. Criteria for Effective questioning5.Extension: does the question invite and encoura

28、ge extended and/Or varied answers?6.Teacher reaction: are the learners sure that their responses will be related to with respect, that they will not be put down or ridiculed if they say something inappropriate?47Teacher: Daud, Look at the picture. What is the man doing?Daud: (after a pause) He is wa

29、lking.Teacher: Yes, quite right. He is walking. What else?Daud: (doubtfully) He has a hat.Teacher: No, no! Sit down! John! You tell me.48comment Unclear questions No concern for students psychology Only concern about his / her own expected answers Indifferent responses to students answers 49Exchange

30、 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 acrobats.50commentThe 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 extens