Unit 5 classroom management(課堂管理)

1、Unit 10,Classroom management,What is classroom management ? What does classroom management involve? Factors affecting classroom management Principles to follow for classroom management,The focus for the unit,Classroom management is precisely that skill which teachers apply when they teach.,Since tea

2、chers most likely teach in a classroom, the skill is called “classroom management”.,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 clas

3、sroom management involve?,Teacher decisions and actions,Teacher attitudes and intentions,Teacher beliefs and values,Classroom decisions and actions are greatly determined by the teachers own attitudes, intentions, beliefs and values.,Question:,How do you think of the table above?,The role of the tea

4、cher Giving instructions Student grouping Discipline Questioning in the classroom Dealing with students errors,III. Factors affecting classroom management,3.1 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.,Befor

5、e the class,planner,Decides lesson content -language focus, texts, etc. Decides lesson methodology Chooses materials,organizer controller assessor prompter participant resource-provider,During class,Organizer,Starts activities Gives instructions Clarifies instructions Decides length of activities De

6、cides to move on from one stage of an activity to another Keeps fast finishers occupied Stops activities where appropriate,controller,Control the teaching pace Control students opportunity Control time of the teaching activities Balance between control and no control,assessor,Correcting students err

7、ors (gentle, dont make a fuss about students mistakes) Organizing feedback (not critical, encouraging),prompter,Time (Students are not sure what, how) Giving hints Eliciting more,participant,Join one or two groups as an ordinary participant. Change his role, dont dominate or be authoritative,After c

8、lass,Evaluates learner performance Provides positive and negative feedback Gives guidance on how to improve future performance,evaluator,Tasks:,Please do the task 3 on page 69.,Teachers other roles,Facilitator guide researcher,Facilitator,Contributes to positive class dynamics Gives additional infor

9、mation useful or necessary for the activity (e.g. language input, learning tips),Facilitator,Provides a stimulus or prompt （for learners to do something with the language, to shift focus of attention） Provides motivation (stimulates, encourages, etc.) Provides technical support (operates equipment s

10、uch as cassette video recorders, overhead projectors, etc.）,3.2 Classroom instructions,Read the textbook from P73 to 74 and get some ideas about how to give classroom instructions effectively.,Giving Instructions,Economy with words: the teacher should use as few words as possible. Simple and clear l

11、anguage at all points: language should be easy to understand. Demonstrate what is needed.,Giving Instructions,4. 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 necessa

12、ry. 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 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 whic

13、h involves more,Case 1:,comment,Obviously, this instruction is unplanned, and thus unstructured. Such kind of instruction is extremely confusing to students.,Case 2:,Teacher: My instructions are so clearbut all the students did different things- and none of them did what I asked them to do.,comment,

14、It 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 sure that the students really know what they are to do.,Case 3:,Teacher: Do you understand? Student: Yes ,comment,This way of ch

15、ecking 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 understanding, for example by using the language in a sentence, or by repeating an instruction, or by explaining their i

16、nterpretations of an idea. This provides real evidence, rather than vague, possibly untrue information.,practice,Simplify the following instructions using less confusing language or a gesture.,Classroom instructions,1. Now actually I would really like you if you could now stand up yes everyone pleas

17、e.,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 instructions,What do you think about smoking?,Classroom instructions,3. Would you like to tell everyone the answer you were thinking of again because I dont th

18、ink they heard it when you spoke so quietly and Im sure wed all be interested in hearing it if you could please?,Louder.,Classroom instructions,4. 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 senten

19、ce 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:,whole class work (lockstep),individual work,pair work,group work,3.3 Interaction model,Discussion,Do Task 4 and brainstorm the advantages

20、and disadvantages of the four types of student grouping.,Some suggestions about student grouping,Read the materials in the textbook from Page 75 to 77.,practice,Turn to Page 77 and do Task No. 5.,3.4 Discipline,Discipline does not mean a series of punishment meted to badly behaved students. Discipli

21、ne 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 P81-82,Maintaining discipline,Textbook P79-80,To focus students attention To invite thinking and imagination To check

22、understanding To stimulate recall of information To challenge students To assess learning,1. Why do teachers need to ask questions in the classroom?,3.5 Questioning in the classroom,2. Why do teachers need proper questioning skills in teaching?,P83,3. Criteria for Effective questioning,l. Clarity: d

23、o 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 contribute to further learning of the target material? Or is it irrelevant, unhelpful or merely time-filling

24、?,3. Criteria for Effective questioning,3. Interest: do learners find the question interesting, 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-ti

25、me before accepting a response can make the question available to a significantly larger number of learners.),3. Criteria for Effective questioning,5.Extension: does the question invite and encourage extended and/Or varied answers? 6.Teacher reaction: are the learners sure that their responses will

26、be related to with respect, that they will not be put down or ridiculed if they say something inappropriate?,Teacher: Daud, Look at the picture. What is the man doing? Daud: (after a pause) He is walking. Teacher: Yes, quite right. He is walking. What else? Daud: (doubtfully) He has a hat. Teacher:

27、No, no! Sit down! John! You tell me. ,Case 1:,comment,Unclear questions No concern for students psychology Only concern about his / her own expected answers Indifferent responses to students answers,Case 2:,Exchange 1 T: Now we are going to discuss circuses. Have you ever been to a circus? Ss: (imme

28、diately) Yes, yes. T: Yes. Where you see clowns, and horses and elephants and acrobats.,comment,The 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 extension, and not forwarding the declared teaching objective.,P86,Some tips for making que