2025年英语教学法unit5-Classroom-Management课件

Unit5ClassroomManagementDefinition

thewayteachersorganizewhatgoesonintheclassroom2.Sixconditionsforefficientclassroommanagement(Contentwewilldealinginthisunit)ClassroomManagementContent06DealingwithErrors02ClassroomInstructions

03StudentGrouping04DisciplineintheLanguageClassroom05QuestioningintheClassroom01TheRoleofTheTeacherTheRoleofTheTeacherPart1

Whattoteach…Beforetheclass:

aplanner

Howtoteach…

Whatresulttoachieve…

1)acontroller2)anassessor3)anorganiser

Duringtheclass:4)aprompter5)aparticipant6)aresource-providerAftertheclass:anevaluator

HowsuccessfullyhehasconductedtheclassHowefficientthelearningactivitieshavebeen…1)ControllerTheteachercontrolsthepacesothatactivitiesrunsmoothlyandefficiently．Theteachercontrolsthetime.

Theteachercontrolsthewholeclass.FunctionofcontrolItcanmakesurethestudentsusecertaintargetlanguageitemsaccuracy.Methods:controlledpracticehalf-controlledpracticefree-controlledpractice2)AssessorCorrectingmistakes(gentle,don’tmakeafussaboutstudentsmistakes)Organizingfeedback(notcritical,focusonstudents’progress,encouraging)3)OrganiserDesignandOrganisetasksStartsactivitiesGivesinstructionsClarifiesinstructionsDecideslengthofactivitiesDecidestomoveonfromonestagetoanotherKeepsfastfinishersoccupiedStopsactivitieswhereappropriate4)PrompterWhentoprompt?WhenstudentsarenotsurehowtostartWhenstudentsarenotsurewhattodonextWhenstudentsarenotsurewhattosaynextWhenstudentsdon’tseemtobereadyforananswerWhenstudentsfinishwithaveryshortanswer……

5)ParticipantWhattoparticipatein?Students’activities.Why?Monitoring+Participatingchangestheroleformanauthoritytoconversationalist,agoodchanceforstudentstopractiseEnglishwithasuperior.

6)Resource-providerTheteacher’sroleisthesameastheroleofinstructionmaterials.

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Teacher’snewrolesTeachers’rolesarenotstatic.WiththeimplementationofthenewEnglishcurriculum,teachersareexpectedtoputonnewroles:

Teachersasfacilitators(helper)TeachersasguidesTeachersasresearchersTask3(onP69)ThinkandCheckClassroomInstructionsPart2----thetypeoflanguageteachersusetoorganizeorguidelearning.WhentoGiveInstructionsTeacher’sEnglishintheclassGivedirectionsProvideexplanationsSettingrequirementsCheckcomprehensionDrawattentionMotivatelearnersGivingfeedbackAssignhomeworkEffectiveInstructions3.Bodylanguage2.Mother-tongueifnecessary1.SimpleinstructionsSimplifythefollowinginstructionsusinglessconfusinglanguageoragesture.ThinkandDoClassroominstructions1.NowactuallyIwouldreallylikeyouifyoucouldnowstandupyeseveryoneplease.Gesture(orStandup).2.IfIweretoaskyouforyouropiniononsmokingwhatdoyouthinkyoumightsaytomeinyourreply?ClassroominstructionsWhatdoyouthinkaboutsmoking?Classroominstructions3.WouldyouliketotelleveryonetheansweryouwerethinkingofagainbecauseIdon’tthinktheyhearditwhenyouspokesoquietlyandI’msurewe’dallbeinterestedinhearingitifyoucouldplease?Louder.StudentGroupingPart3Interactionmodelwholeclassworkpairworkgroupworkindividualworkwhentogroupstudentsinthoseways?wholeclassworkAllthestudentsareunderthecontroloftheteacher.A.PresentingnewlanguagepointsB.GivingexplanationsC.CheckinganswersD.Doingaccuracy-basedreproductionE.SummarizingteachingandlearningWhen:PairworkStudentsworkinpairsonanexerciseoratask.A.AdialoguereadingB.AgameC.Aninformation-gaptaskbetweenthetwostudentsWhen:GroupworkA.CommunicationB.Problem-solvingC.Conflict-handlingD.Collaboration(teamwork)When:Normally,3-5studentsasagroup※WaystoGroupStudentsAlternatives:1.seatingarrangement2.students’ownwills3.strongstudentsandweakstudentsmixedtogether4.strongstudentsandweakstudentsgroupedseparatelytododifferenttasks5.drawinglotsIndividualworkStudentsareexpectedtoworkontheirownattheirspeed.A.SilentreadingB.DoingwrittenexercisesC.WritingsomethingdownindividuallyafterbrainstorminginagroupD.IndividualspeechpreparationsWhen:1.YouasateacherwantyourstudentstopayattentiontotheusefulexpressionsinadailydialoguebetweenJackandMary.2.Youwantyourstudentstoscanatexttoteachthemthecognitivestrategyofacquiringspecificinformation.3.Youintendtomaketheusageofanewwordmasteredbythewholeclass.4.Youwantyourstudentstoacquiretheabilitytotalkaboutatopicinreallifeaftertheexpressionsofteninvolvedinthetopicaretaught.5.Youwantyourstudentstopreparefortalkingaboutagiventopic.ThinkandMatchDisciplineintheLanguageClassroomPart41).Disciplinevs.indiscipline

Discipline:acodeofconduct(行为准则）bindingateacherandstudentsformoreeffectivelearningIndisciplinedbehaviors:Students?Teachers?2).Sixmeasuresforindisciplinedacts:a.actimmediatelyb.stoptheclassc.rearrangetheseatsd.changetheactivitye.talktostudentsafterclassf.createacodeofbehavior3).Adviceaboutproblemsinclass:DealwithitquietlyDon’ttakethingspersonallyDon’tusethreatsQuestioningintheClassroomPart5--tofocusstudents’attention--tocheckunderstanding--toactivatethinking--tostimulaterecallofinformation--tochallengestudents--toassesslearning--toshowamodel1).Purposesofquestioning:2).Classificationofquestiontypes:(onP83)

higher-orderedlower-ordered3)CriteriaforEffectivequestioning:1.Clarity:

clearstatement,nomisguidance2.Learningvalue:

Berelevanttotheteachingaims3.Interest:Arousethestudents’interestinlearning4.Availability:

Withinthecapabilitiesofthestudents5.Extension:

Extensionoftheknowledge6.Teacherreaction:

patient,respectthestudentsLimitationsofTBLTinChinesecontextPart61)Errorsvs.Mistakes※Amistake

Itreferstoaperformanceerrorthatiseitherarandomguessor“aslipoftongue”anditisafailureperformancetoaknownsystem.

(Ithasnothingtodowithlanguagecompetencewhengiveenoughattention,itcanbes