classroommanagement英语教学法PPT课件.ppt

Classroom Management1l What is classroom management ?l What does classroom management involve?l Factors affecting classroom managementl Principles to follow for classroom managementT Th he e f fo oc cu us s f fo or r t th he e u un ni it t2Classroom management is precisely that skill which we, teachers, apply when we teach.Since we most likely teach in a classroom, this skill is called “classroom management”.I. What is classroom management?3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?4Teacher decisions and actionsTeacher attitudes and intentionsTeacher beliefs and valuesClassroom decisions and actions are greatly determined by the teacher’s own attitudes, intentions, beliefs and values.5 The role of the teacher Giving instructions Student grouping Discipline Questioning in the classroom Dealing with students’ errorsIII. Factors affecting classroom management63.1 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.7Before the classplannerØ Decides lesson content -language focus, texts, etc. Ø Decides lesson methodology Ø Chooses materials 8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 materials （according to pre-conceived syllabus） §Uses own materials, print-based, audio-visual （according to pre-conceived syllabus） Possibilities of choosing materials include：：9ü organizerü controllerü assessorü prompterüparticipantü resource-providerDuring classTextbook PP68-7210Organizer §Starts activities §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 11After class§Evaluates learner performance §Provides positive and negative feedback §Gives guidance on how to improve future performance evaluator12Teacher’s other roles P72u Facilitatoru guide u researcher13Facilitator §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 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.））143.2 Classroom instructionsRead the textbook from P73 to 74 and get some ideas about how to give classroom instructions effectively.15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 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. 16Teacher: Well, what I’m going to do? I’m going to ask you to get into pairs, but before that, there is something we’ve got to work out. So just jot down if you’ve got a pen, could you write this, then when we've finished that we’re going to do the next thing which involves more… Case 1:17commentObviously, this instruction is unplanned, and thus unstructured. Such kind of instruction is extremely confusing to students.18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.19commentIt is necessary to check students’ understanding of the teacher’s 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.20Case 3:Teacher: Do you understand?Student: Yes …21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 understanding, 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.22practiceSimplify the following instructions using less confusing language or a gesture.23Classroom instructions1. Now actually I would really like you if you could now stand up yes everyone please.Gesture (or Stand up).24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?25Classroom instructions3. Would you like to tell everyone the answer you were thinking of again because I don’t think they heard it when you spoke so quietly and I’m sure we’d all be interested in hearing it if you could please?Louder.26Classroom instructions4. Well that wasn’t really what I was hoping you’d say when 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 I’m looking for?What’s the name of the tense?27There are mainly four interaction models:v whole class work (lockstep) v individual work v pair work v group work Textbook P74-753.3 Interaction model28Discussion Do Task 4 and brainstorm the advantages and disadvantages of the four types of student grouping. 29groupingAdvantages Disadvantages LockstepØ All the class are concentrating; Ø good modeling from teacher;Ø comfortable in choral practiceü Students have little chance to speak;ü Same speed for different students;ü Nervous in front of the whole class;ü 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 indiscipline.30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-operation;P31431Reference bookRichards & Lockhart. Reflective Teaching in Second Language Classrooms. Chapter 7 Interaction in the second language classroom PP146-15432Some suggestions about student grouping Read the materials in the textbook from Page 75 to 77.33practiceTurn to Page 77 and do Task No. 5.343.4 DisciplineDiscipline does 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. 35Ø How to deal with the undisciplined acts?Textbook P81-82Ø Maintaining disciplineTextbook P79-8036To 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 classroom372. Why do teachers need proper questioning skills in teaching?P83383. Classification of question typesp Closed or open questionsp Display or genuine questionsp Lower-order or higher-order questionsp Bloom’s classification394. Criteria for Effective questioningl. Clarity: do 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?404. Criteria for Effective questioning3. 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-time before accepting a response can make the question available to a significantly larger number of learners.)41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 something inappropriate?42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 me.…Case 1:43commentØ Unclear questionsØ No concern for students’ psychologyØ Only concern about his / her own expected answersØ Indifferent responses to students’ answers 44Case 2: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 acrobats...45commentThe 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. 46PracticeTurn your books to Page 84 and do Task No. 9. 47P86Some tips for making questionsmore effective:483.6 Dealing with errorsp Errors and mistakesp When to correctp How to correctp Who to correct 49 IV. Principles to follow for classroom management 1. Choose the right interaction model. 2. Give proper instructions 3. Ensure that every student has task to do. 4. Control the timing of tasks. 5. Arrange proper seating 6. Correct mistakes at the right time with right methods.(Gu Yueguo, 1999) 50(1) Try to activate every student in class. Do not ignore any student. Give the poor students more help. (2) Foster a warm, safe, and orderly environment with no chaos. (3) Time all the activities. (4) Assign more tasks for quick students. (5) Remind the students of the timing. (6) Increase the variety of instructions. More things to remember51Read Unit Six: Teaching PronunciationThank you!Homework52。