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Unit5ClassroomManagementWhatdoesclassroommanagementmean?
Itmeansthewayteachersorganizewhatgoesonintheclassroom.What’sthegoalofit?
ThegoalofitistocreateanatmosphereconducivetointeractinginEnglishinmeaningfulways.1/27
Whatisanefficientclassroommanagementlike?
Itcanbeachievedwhenthefollowingsixconditionsaremet.
1.Whatrolesdoteachersplayintheclassroom?2.Howtogiveeffectiveclassroominstructions?3.Whatarethedifferentwaysforstudentsgrouping?4.Howtomaintaindisciplinesintheclassroom?5.Howtoaskeffectivequestions?6.Howtotreatshudders’errorsintheclassroom?2/275.1Theroleoftheteacher
Whattoteach…Beforetheclass:
aplanner
Howtoteach…
Whatresulttoachieve…
acontroller
anassessor
anorganizer
Duringtheclass:
aprompter
aparticipant
aresource-providerAftertheclass:anevaluator
HowsuccessfullyhehasconductedtheclassHowefficientthelearningactivitieshavebeen…3/27ControllerTheteachercontrolsthepacesothatactivitiesrunsmoothlyandefficiently.Theteachercontrolsthetime.
Theteachercontrolsthewholeclass.FunctionofcontrolItcanmakesurethestudentsusecertaintargetlanguageitemsaccuracy.Methods:controlledpracticehalf-controlledpracticefree-controlledpractice4/27Assessor
Asanassessortheteacherdoestwothings.Thatis,correctingmistakesandfeedback.
Methods:
Correctingmistakesshouldbegentleandwhenorganizefeedbackshouldfocusonstudentssuccessorprogresssothatasuccess-orientedlearningatmospherecanbecreated.5/27
Prompter
Whenstudentsarenotsurehowtostartanactivity,orwhattodonext,orwhattosaynext,theteachershouldgiveappropriateprompts.6/27
ParticipantTask-basedteachingmethodsencouragetheteachertoparticipateinstudents'activities
Resource-providerTheteacher’sroleisthesameastheroleofinstructionmaterials.7/27
Teacher’snewrolesTeachers’rolesarenotstatic.TheychangewiththeimplementationofthenewEnglishcurriculum.Teachersareexpectedtoputonnewroles
Teachersasfacilitators(helper)TeachersasguidesTeachersasresearchers8/275.2Classroominstructions
Classroominstructionsrefertothetypeoflanguageteachersusetoorganizeorguidelearning.
Theyinclude
(1)givingdirectionstotasksoractivities(2)providingexplanationstoaconceptorlanguagestructure(3)settlingrequirements(4)checkingcomprehension(5)drawingattention(6)motivatinglearners(7)givingfeedback(8)assigninghomework9/27Rulesformakingclearinstructions1.tousesimpleinstructionsandmakethemsuitthecomprehensionlevelofthestudents;2.tousethemother-tongueonlywhenitisnecessary;3.GivestudentstimetogetusedtolisteningtoEnglishinstructorsandhelpthemmakeanefforttounderstandthem;4.SometimesitcanbequitecomplicatedtogiveinstructionsinEnglishforacomplicatedtask,thebestthingtodoistomodalthetask;5.Trytoavoidlengthyexplanation,remember
demonstration
isusuallymoreeffectivethanwordskeepyourowntalkingtoaminimumduringtheactivities.10/275.3StudentgroupingThemostcommonstudentgroupingsarewholeclasswork,pairwork,groupworkandindividualstudy.1.Whatiswholeclasswork?P.74
pairwork?groupwork?individualwork?2.Whendoweusethesework?3.Whataretheadvantagesanddisadvantages(task4)ofthesefourtypesofstudentgrouping?4.Groupingmethods11/27Wholeclasswork
Itiswhereallthestudentsareunderthecontroloftheteacher.Theyarealldoingthesameactivityatthesamerhythmandpace.
Itisoftenadoptedwhentheteacherispresentingnewlanguage,givingexplanations,checkinganswers.
Pairwork
Itiswherethestudentsworkinpairsonanexercisesoratask.
Itcouldbeadialoguereading,agameoraninformation-gaptaskbetweentwostudents.
12/27GroupworkItiswherethestudentsworkinsmallgroups.Eachgrouphas3,4,or5students.Itismostbeneficialwhentheactivityrequirecontributionfrommorethantwostudents.Theteachercanjoineachgroupasaparticipant.IndividualstudyItisthestageduringtheclasswherethestudentsarelefttoworkontheirownandattheirownspeed.Usuallytheyaredoingthesametask,buttheteachermaygivethemachoiceoftasks.13/27Task4.P.75Whataretheadvantagesanddisadvantagesofthefourstudentgrouping?Whatshouldteachersdowhenorganizingwholeclasswork,pairwork,groupworkanindividualizedlearning?14/275.4Disciplineinthelanguageclassroom1.Whatdisciplinemeaninlanguageclassroom?DisciplinedoesnotmeanaseriesofpunishmentmetedouttobadlybehavedstudentsHereitreferstoacodeofconductwhichbindsateacherandagroupofstudentstogethersothatlearningcanbemoreeffective,itisimportanttorelisethatthecodeofconductthatdeterminesthebehaviorofaclassisasnecessaryfortheteacherasitisforthestudents15/272.WhatisatypicaldisciplinedELTclassroomlike?
Thepossiblecharacteristicsofdisciplinedclassroomsasfollowing.(1)Theclassisundertheteacher’scontrol.(2)Theclassisquiet.(3)Theteacherandstudentsarecooperatingsmoothly.(4)Theteacherandstudentsshowrespecttoeachother.(5)Thelessonisproceedingaccordingtoaplan.(6)Learningistakingplace.16/27
3.Whatshouldwedowhenindisciplineoccurs?
(1)Actimmediately.(2)Stoptheclass.(3)Rearrangetheseats.(4)Changetheactivities.(5)Talktostudentsafterclass.(6)Createcodeofdevoir.(7)Dealwithitquietly.(8)Don’ttakethingspersonally.(9)Don’tusethreats.17/275.5Questioningintheclassroom1.Whatarequestionsfor?
Workingroupsanddiscussthefunctionsorpurposesofquestionsinteaching.(1)Teachersusequestionstofocusstudentsattention(2)Toinvitethinkingandimaginaries(3)Tocheckunderstanding(4)Tostimulaterecallofinformation(5)TochallengestudentsandtoassesslearningQuestionsshouldbewiseandpurposeful,contributingtotheoverallobjectivesofthelessonstimulatingthedevelopmentofknowledgeandthinking.18/27
2.Classificationofquestiontypes
Questionshavebeenclassifiedusingdifferentcriteria,mainlybasedonthelevelofthinkinginvolvedinansweringthequestions.P.83
(1)Closedandopenquestions(2)Displayandgenuinequestions(3)Lower-orderandhigher-orderquestions.(4)Taxonomy19/27*
Closequestion
Itreferstothosewithonlyonesinglecorrectanswer.
Openquestion
Itmayinvitemanydifferentanswers.*
DisplayquestionsTheanswersarealreadyknowntotheteachersandtheyareusedforcheckingifstudentsknowtheanswers,too.
Genuinequestions
Theyareusedtofindnewinformationandoftenreflectrealcontexts,theyaremorecommunicative.*
Lower-orderquestion
Itreferstothosethatsimplyrequirerecallingofinformationormemorizationoffacts.
Higher-orderquestion
Itrequiresmorereasoning,,analysisandevoluation.
20/27*TaxonomyproposedbyBloom,whichunderpinsthedifferentquestiontypes.P.83
1.Knowledge2.Comprehension3.Application4.Analysis5.Synthesis6.Evaluation21/27Howtomakethestudentsaskmorequestions?
ItisaskillCreateameaningfulcontextandmotivatestudentstoaskgenuinequestionsonthebasisofthelimitedlanguageavailabletothem.Effectivequestioningalsodependsonhowquestionsareasked.Tipsformakingquestioningmoreeffective:P.8622/275.6Dealingwitherrors
Itisimportantforbothteachersandlearnerstoacceptthefactthaterrorsareaninevitablepartofthelearningprocess.Throughlearners’errors,wecanseewhattheyarestrugglingtomaster,whatcontentstheyhavemisunderstoodandwhatextraworktheym
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