classroom-management 英語教學(xué)法

1、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 we, teachers, apply when we teach.Since we most likely teach in a classroom, this skill i

2、s 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 and actionsTeacher attitudes and

3、 intentionsTeacher beliefs and valuesClassroom decisions and actions are greatly determined by the teachers own attitudes, intentions, beliefs and values. The role of the teacher Giving instructions Student grouping Discipline Questioning in the classroom Dealing with students errorsIII. Factors aff

4、ecting classroom management3.1 The role of the teacher Modern teaching methodology sees teaching as the emancipation of human nature.In the whole process of instruction, teacher and student both play a subjective role.Before the classplanner Decides lesson content -language focus, texts, etc. Decide

5、s lesson methodology Chooses materials Uses assigned course materials, e.g. course book and associated audio-visual materials Uses assigned course materials, but supplement from other published or own materials Assembles materials from a variety of published sources, e.g. course books, supplementary

6、 materials （according to pre-conceived syllabus） Uses own materials, print-based, audio-visual （according to pre-conceived syllabus） Possibilities of choosing materials include： organizer controller assessor prompterparticipant resource-providerDuring classTextbook PP68-72Organizer Starts activities

7、 Gives instructions Clarifies instructions Decides length of activities Decides to move on from one stage of an activity to another Keeps fast finishers occupied Stops activities where appropriate After class Evaluates learner performance Provides positive and negative feedback Gives guidance on how

8、 to improve future performance evaluatorTeachers other roles P72u Facilitatoru guide u researcherFacilitator Contributes to positive class dynamics Gives additional information useful or necessary for the activity (e.g. language input, learning tips) Provides a stimulus or prompt （for learners to do

9、 something with the language, to shift focus of attention） Provides motivation (stimulates, encourages, cajoles, etc.) Provides technical support (operates equipment such as cassette video recorders, overhead projectors, etc.）3.2 Classroom instructionsRead the textbook from P73 to 74 and get some id

10、eas 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 be easy to understand. 3. Demonstrate what is needed. 4. Check students understanding: the

11、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 then. Teacher: Well, what Im going to do? Im going to ask you to get into pairs, but before that, there is som

12、ething 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 instruction is unplanned, and thus unstructured. Such kind of instruction is extremely confusing to students

13、.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 instruction. A simple way is to ask a student or two to repeat them back. In this way, the teacher can make s

14、ure 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 information about what students have taken in. The best way to do this is to get students to demonstrate their under

15、standing, 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, possibly untrue information.practiceSimplify the following instructions using less confusing language or a ges

16、ture.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 do you think you might say to me in your reply?Classroom instructionsWhat do you think about smoking?Classro

17、om 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 it if you could please?Louder.Classroom instructions4. Well that wasnt really what I was hoping youd say w

18、hen 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?Whats the name of the tense?There are mainly four interaction models:v whole class work (lockstep) v individ

19、ual work v pair work v group work Textbook P74-753.3 Interaction modelDiscussion Do Task 4 and brainstorm the advantages and disadvantages of the four types of student grouping. groupingAdvantages Disadvantages Lockstep All the class are concentrating; good modeling from teacher; comfortable in chor

20、al 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-operation;Relaxing atmosphere;Students stray away from the task;Using native language;Noise and indisci

21、pline.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;Difficult to group;Individual studyNo outside pressure;Study at own speed;Less dynamic classroom;No co-oper

22、ation;P314Richards & Lockhart. Reflective Teaching in Second Language Classrooms. Chapter 7 Interaction in the second language classroom PP146-154Some 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 doe

23、s not mean a series of punishment meted out 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. How to deal with the undisciplined acts?Textbook P81-82Maintaining disciplineTextbook P79

24、-80To 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 classroom2. Why do teachers need proper questioning skills

25、 in teaching?P833. Classification of question typesp Closed or open questionsp Display or genuine questionsp Lower-order or higher-order questionsp Blooms classification4. Criteria for Effective questioningl. Clarity: do the learners immediately grasp not only what the question means, but also what

26、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 merely time-filling?4. Criteria for Effective questioning3. Interest: do learners find the question i

27、nteresting, 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 seconds wait-time before accepting a response can make the question available to a significantly lar

28、ger number of learners.)4. 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 responses will be related to with respect, that they will not be put down or ridiculed if they say some

29、thing inappropriate?Teacher: David, Look at the picture. What is the man doing?David: (after a pause) He is walking.Teacher: Yes, quite right. He is walking. What else?David: (doubtfully) He has a hat.Teacher: No, no! Sit down! John! You tell ment Unclear questions No concern for students psychology

30、 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 d