classroommanagement學科教學理論PPT課件

1、第1頁/共47頁第2頁/共47頁Planning lags behind reality. So good lesson planning does not mean you will teach well.第3頁/共47頁The National English CurriculumLesson Planning / DesignClassroom ManagementSuccessful Teaching & LearningTheoryPractice第4頁/共47頁What is classroom management? Classroom management is the

2、 way teachers organize what goes on in the classroom.The goal of classroom management is to create an atmosphere conductive to interacting in English in meaningful ways.第5頁/共47頁What managerial skills?Good managerial skills are essential to good teaching.Teachers rolesInstructionGrouping studentsQues

3、tioningTreating errorsDiscipline and harmony第6頁/共47頁I.Teachers RolesUnder the curriculum, the teacher plays multiple and flexible roles in different teaching conditions.第7頁/共47頁Three Stages of Teaching1. before the class2. during the class3. after the class第8頁/共47頁Teachers Roles in the Classtime1. C

4、ontroller2. Assessor3. Organizer4. Prompter5. Participant6. Resource-provider7. Atmosphere creator (Task 3 on Page 69) 第9頁/共47頁New Roles in the 21st Century 1. Facilitator 2. Guides 3. Researcher第10頁/共47頁Activity 1Watch the video and identify the teachers different roles in different teaching stages

5、. 第11頁/共47頁II. Classroom InstructionThe type of language teachers use to organize or guide learning.Activity 2 Watch the video again and tell: What classroom English is good and when the teacher gives instructions. 第12頁/共47頁Effective InstructionOpportunitiesSupra-segmentalsBody languageMother tongue

6、 ifnecessarySimple EnglishGood classroomlanguage第13頁/共47頁More opportunities should be given to the learners. That is f o r t h e l e a r n e r s m o r e participation in the learning process. 第14頁/共47頁When to Give InstructionsTeachers English In the classGive directionsGive explana-tionsCheck thelea

7、rnersDrawattentionMotivatelearnersGivefeedbackAssignhome-work第15頁/共47頁III. Student Grouping1.Whole class work2.Pair work3.Group work4.Individual studyRead through Section 3(P 74) and answer:when to group students in those ways.第16頁/共47頁1.Whole class workAll the students are under the control of the

8、teacher.A.Presenting new language pointsB.Giving explanationsC.Checking answersD.Doing accuracy-based reproductionE.Summarizing teaching and learningWhen:第17頁/共47頁2.Pair workStudents work in pairs on an exercise or a task.A.A dialogue readingB.A gameC.An information-gap task between the two students

9、When:第18頁/共47頁3.Group workCommunication Problem-solvingProject management Collaboration (teamwork) 第19頁/共47頁Ways to Group StudentsAlternatives:1. seating arrangement2. students own wills3. strong students and weak students mixed together4. strong students and weak students grouped separately to do d

10、ifferent tasks5. drawing lots第20頁/共47頁4.Individual StudyStudents are expected to work on their own at their speed. A.Silent readingB.Doing written exercisesC.Writing something down individually after brainstorming in a groupD.Individual speech preparationsWhen:第21頁/共47頁Match1.You as a teacher want y

11、our students to pay attention to the useful expressions in a daily dialogue between Jack and Mary.2.You want your students to scan a text to teach them the cognitive strategy of acquiring specific information.3.You intend to make the usage of a new word mastered by the whole class.4.You want your st

12、udents to acquire the ability to talk about a topic in real life after the expressions often involved in the topic are taught.5.You want your students to prepare for talking about a given topic.第22頁/共47頁To sum up successful grouping Rules: 1.Whole class is normally for new language items. 2.Always f

13、ollow a similar procedure 3.Before the task, assign roles clearly to all the students 4.Double-check that students know their roles. 5.Demonstration is better than explanation.第23頁/共47頁 More rules: 6.Circulate after students start. 7.Help individual pairs or groups if needed. 8.If noise or indiscipl

14、ine rises to an excessive level, the teacher can stop the activity, explain the problem and ask the students to continue more quietly. 9.If some pairs or groups finish the task early, the teacher may encourage them to continue the task one way or another.第24頁/共47頁IV. Classroom QuestioningQuestioning

15、 is the most common form of interaction between the teacher and the students.第25頁/共47頁Functions1.focus students attention2.activate thinking and imagination3.check understanding4.stimulate recall of information5.challenge students6.assess learning7.show a model第26頁/共47頁Facts:More low-order questions

16、Less questions from studentsLack of genuine questions第27頁/共47頁Question Types1. closed and open questions2. lower-order and higher-order questions第28頁/共47頁Useful Verbs Sample Question Stemstelllistdescriberelatelocatewritefindstatename What happened after.?How many.?Who was it that.?Can you name the.

17、?Describe what happened at.?Who spoke to.?Can you tell why.?Find the meaning of.?What is.?Which is true or faKnowledge/Remembering第29頁/共47頁Useful Verbs Sample Question Stemsexplaininterpretoutlinediscussdistinguishpredictrestatetranslatecomparedescribe Can you write in your own words.?Can you write

18、a brief outline.?What do you think could happen next.?Who do you think.?What was the main idea.?Who was the key character.?Can you distinguish between.?What differences exist between.?Can you provide an example of what you mean.?Can you provide a definition for.? Understanding/Comprehension第30頁/共47頁

19、Useful Verbs Sample Question Stemssolveshowuseillustrateconstructcompleteexamineclassify Do you know another instance where.?Could this have happened in.?Can you group by characteristics such as.?What factors would you change if.?Can you apply the method used to some experience of your own.?What que

20、stions would you ask of.?From the information given, can you develop a set of instructions about.?Would this information be useful if you had a .? Applying第31頁/共47頁Useful Verbs Sample Question StemsanalysedistinguishexaminecomparecontrastinvestigatecategorizeidentifyexplainseparateHow was this simil

21、ar to.?What was the underlying theme of.?What do you see as other possible outcomes?Why did . changes occur?Can you compare your . with that presented in.?Can you explain what must have happened when.?How is . similar to .?What are some of the problems of.?What was the turning point in the game?What

22、 was the problem with.? Analyzing第32頁/共47頁Useful VerbsSample Question Stemsjudgeselectchoosedecidejustifydebateverifyarguerecommendassessdiscussdetermine Is there a better solution to.Judge the value of.Can you defend your position about.?Do you think . is a good or a bad thing?How would you have ha

23、ndled.?What changes to . would you recommend?Do you believe?Are you a . person?How would you feel if.?How effective are.?What do you think about.? Evaluating第33頁/共47頁Useful VerbsSample Question Stemscreateinventcomposepredictplanconstructdesignimagineproposedeviseformulate Can you design a . to .?Wh

24、y not compose a song about.?Can you see a possible solution to.?If you had access to all resources how would you deal with.?Why dont you devise your own way to deal with.?How many ways can you.?Can you create new and unusual uses for.?Can you write a new recipe for a tasty dish?Can you develop a pro

25、posal which would. Creating第34頁/共47頁Effective Questioning1.Questions should be closely linked to the learning objectives.2. Questions should be staged so that the level of challenge increases as the lesson proceeds.3. There should be a balance between closed and open, low-order and high order questi

26、ons.4. Wait time is important to allow students to think through their answers.5. Opportunities to ask questions6. A secure and relaxed atmosphere of trust第35頁/共47頁Activity 3 (oral work) Design 6 questions for the given passage.第36頁/共47頁V.Errors and Mistakes1.A mistake is a performance error that is

27、 either a random guess or a slip of the tongue.2.An error has direct relation with the learners language competence because of the lack of the knowledge in the target language.第37頁/共47頁Decide whether a mistake or an error is involved in the following. 1. “seashore” for “she sore” 2. “I need a sextet

28、” for “I need a sextant” 3. “This is the journal of the editor” for “This is the editor of the journal” 4. “Women play an increasingly important part in society today. Long age, women only did something in the kitchen or at home. Now many of them have serious jobs to serve for people. What men can d

29、o so can women.”第38頁/共47頁When to correct Fluency Accuracy第39頁/共47頁How to Correct Self-correction Peer correction Indirect teacher correction Whole class correction Direct correction第40頁/共47頁Good managerial skills in organizing an English class i n c re a s e yo u r c h a n c e s of success. Playing

30、proper roles Giving instructions Grouping students Asking questions Treating errors Maintaining discipline and harmony第41頁/共47頁第42頁/共47頁Effective Group WorkGroup work requirementsA.B.C.D.E.第43頁/共47頁 A.Group ProcessGround Rules Schedule Roles and Tasks B.Establishing TrustElaborate conditionsErrors C.Effective CommunicatingClear requirementsMore resources D.Collaborative activitiesA real sense of collaboration outcome E.Managing Conflicts 第44頁/共47頁Strategies for Handling Conflicts1.Keep the interests of the group as the focus. 2.Listen to each oth