unit-5-Classroom-Management-英语教学法

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Unit5classroommanagement(课堂管理组织)

3. 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.
II. What does classroom management involve?
Classroom management involves both decisions and actions.
Classroom management involves teacher recognizing options, making decisions and putting them into actions.
Teacher beliefs and values
Question:
How do you think of the table above?
III. Factors affecting classroom management
The role of the teacher Giving instructions Student grouping Discipline Questioning in the classroom Dealing with students’ errors
Giving Instructions
1. Economy with words: the teacher should use as few words as possible.

英语学科教学论unit5-Classroom-Management

V. Classroom instructions 1. It refers to the type of language teachers use to organise or guide learing.
2. What do they include? P-73
3. Rules for making instructions effective
•Less dynamic classroom; •No co-operation;
VII. Discipline in the language classroom
No discipline, no order
(1). What’s the final goal of discipline in the language classroom?
Whole class concentrating.
•Same speed for different students;
work
•Good modeling from •comfortable in choral
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Classification of question types
•Closed questions: questions with only one single correct answer. •Open questions: may invite many different answers. .
Classification of question types
•Lower-order questions: those simply require recalling of information or memorisation of facts. •Higher-ordered questions: require more reasoning ,analysis, and evaluation.

unit-5-Classroom-Management-英语教学法只是分享

5.1.3 Teacher as organiser
What to organise? – (in-class or out-of-class) activities (in TBLT)
How to organise? – Before the activity: what the activity is going to be like, anticipated problems; clear instructions given to students (with T’s demonstration) – During the activity: overhear what the students are saying, rectify wrong practices; take notes for later feedback
5.1.1 Teacher as controller
What does the teacher control? 1. What to learn • Target language items, key structures, useful words and expressions… 2. How to learn • The pace of learning, class time, discipline, (reproduction) activities, etc.
5.1 The role of the teacher
• Harmer (1983) 1. Controller 2. Assessor 3. Organiser 4. Prompter 5. Participant 6. Resource-provider …
Activity: Task 3

英语教学法

Talk to students after class Create a code of bahaviour
Ur gives the following advice about problems in class:
Deal with it quietly
Don't take things personally
• So, the conclusion we draw from the above analysis is that teachers need the skills and judgement to be able to select and apply whichever grouping method--whole class work, group/pair work or individual study--- is appropriate to the task at hand.
• It is worth pointing out that seating in groups does not necessarily mean that they are working as a group.
• Effective group work depends on careful preparation and meticulous management.
Teachers are advised not to use the following ways solve discipline preblems which have proved not useful or effective
1.threats 2.giving lines 3.pubilc humiliation by putting them in the corner 4.giving written homework 5.putting them in the corridor 6.shouting loudly 7.punishing the whole class for the behaviour of a few.

Unit_5__Classroom_Management

Whole class work
It is where all the students are under the control of the teacher. They are all doing the same activity at the same rhythm and pace. It is often adopted when the teacher is presenting new language, giving explanations,checking answers.
5.4 Discipline in the language classroom
1. What discipline mean in language classroom?
Discipline does not mean a series of punishment meted out to badly behaved students Here it refers to a code of conduct which binds a teacher and a group of students together so that learning can be more effective ,it is important to relise that the code of conduct that determines the behavior of a class is as necessary for the teacher as it is for the students
Assessor
As an assessor the teacher does two things. That is, correcting mistakes and feedback.

Unit 5 Classroom Management

Tips for making questioning more effective
Questions should be closely linked to the learning

objectives in the lesson Questions should be staged so that the level of challenge increases as the learning proceeds. There should be a balance between closed and open, lower-order and higher-order questions. Wait time is important to allow students to think through their answers. Students should be provided opportunities to ask their own questions and seek their own answers. A secure and relaxed atmosphere of trust is needed and students’ opinions and ideas are valued.
assessor, organizer, prompter, participant and resource provider.
Teacher’s new roles
Facilitators
Guide Researcher
Classroom instructions
Classroom instructions refer to the type of

unit_5_Classroom_Management 英语教学法

• Teacher as researcher – Observe a problem, reflect on the reasons, think about possible solutions, implement the solutions and evaluate the results…
Teachers are not expected to do all the talking in class.
Tip: Demonstration is usually more effective than words.
5.3 Student grouping
What to group? – Whole class work, pair work, group work, individual study
• What do you think of the jug-and-mug metaphor?
5.1.7 Teacher’s new roles
• Teachers’ roles are not static. They change with the development of the society. (Fu, 2001)
incorrectness had occurred, but not making a big fuss about it. (Harmer, 1983) 2. Organising feedback – The feedback should be focused on students’ success or progress so that a success-oriented learning atmosphere can be created.

Unit-5-classroom-management(课堂管理)只是课件

Unit-5-classroommanagement(课堂管理)
I. What is classroom management?
Classroom management is precisely that skill which teachers apply when they teach.
Since teachers most likely teach in a classroom, the skill is called “classroom management”.
feedback Gives guidance on how to
improve future performance
Tasks:
Please do the task 3 on page 69.
Teacher’s other roles
Facilitator guide researcher
planner
➢ Decides lesson content language focus, texts, etc. ➢ Decides lesson methodology ➢ Chooses materials
During class
✓ organizer ✓ controller ✓ assessor ✓ prompter ✓participant ✓ resource-provider
Provides technical support (operates equipment such as cassette ／video recorders, overhead projectors, etc.）
Organizer
Starts activities Gives instructions Clarifies instructions Decides length of activities Decides to move on from one stage of

Unit 5 classroom management(课堂管理)(教学PPT)

an activity to another Keeps fast finishers occupied Stops activities where appropriate
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controller
Control the teaching pace Control students opportunity Control time of the teaching activities
Unit 10 Classroom management
1
What is classroom management ?
What does classroom management involve?
Factors affecting classroom management
Principles to follow for classroom management
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Classroom decisions and actions are greatly determined by the teacher’s own attitudes, intentions, beliefs and values.
Teacher decisions and actions Teacher attitudes and intentions
3
II. What does classroom management involve?
Classroom management involves both decisions and actions.
Classroom management involves teacher recognizing options, making decisions and putting them into actions.

Unit 5 classroom management(课堂管理) ppt课件

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Case 2:
Teacher: My instructions are so clear—but all the students did different things--and none of them did what I asked them to do.
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comment
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I. What is classroom management?
Classroom management is precisely that skill which teachers apply when they teach.
Since teachers most likely teach in
involves more…
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comment
Obviously, this instruction is unplanned, and thus unstructured. Such kind of instruction is extremely confusing to students.
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Tasks:
Please do the task 3 on page 69.
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Teacher’s other roles
Facilitator guide researcher
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Facilitator
Contributes to positive class dynamics Gives additional information useful or
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Eriement
• Aims of this unit: 1. The role of the teacher 2. Classroom instructions 3. Student grouping 4. Discipline in the language classroom 5. Questioning in the classroom 6. Dealing with errors
5.1 The role of the teacher
• Harmer (1983) 1. Controller 2. Assessor 3. Organiser 4. Prompter 5. Participant 6. Resource-provider …
Activity: Task 3
• Decide what role the teacher is playing in each activity.
What is classroom management?
• Classroom management is the way teachers organize what goes on in the classroom.
• Q: How important is it? • The most effective activities will be made useless if
How much control is needed? – Appropriate degree of control – Different activities need a different degrees of control. – The more communicative an activity, the less control it needs.
the learning activities. 4. There is discipline as well as harmony in
the class. 5. The teacher asks appropriate questions. 6. The students’ errors are treated properly.
5.1.4 Teacher as prompter
When to prompt?
– When students are not sure how to start an activity, or what to do next, or what to say next…
5.1.1 Teacher as controller
What does the teacher control? 1. What to learn • Target language items, key structures, useful words and expressions… 2. How to learn • The pace of learning, class time, discipline, (reproduction) activities, etc.
How to achieve efficient classroom management?
1. The teacher plays appropriate roles. 2. The teacher provides clearer instructions. 3. Students are grouped in a way suitable for
5.1.2 Teacher as assessor
What does the teacher do as an assessor? 1. Correcting mistakes
– The correcting should be gentle, not harsh. – Gentle correcting involves showing that
the teacher does not organize them efficiently (Harmer, 1983). • Q: What is the goal of classroom management? • To create an atmosphere conducive to interacting in English in meaningful ways (Gebhard, 1996).
incorrectness had occurred, but not making a big fuss about it. (Harmer, 1983) 2. Organising feedback – The feedback should be focused on students’ success or progress so that a success-oriented learning atmosphere can be created.
5.1.3 Teacher as organiser
What to organise? – (in-class or out-of-class) activities (in TBLT)
How to organise? – Before the activity: what the activity is going to be like, anticipated problems; clear instructions given to students (with T’s demonstration) – During the activity: overhear what the students are saying, rectify wrong practices; take notes for later feedback