Unit5classroommanagement课堂管理教学PPT课件.ppt

Unit 10 Classroom management 1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 teachers apply when they teach.Since teachers most likely teach in a classroom, the 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Question:nHow do you think of the table above?6 The role of the teacher Giving instructions Student grouping Discipline Questioning in the classroom Dealing with students’ errorsIII. Factors affecting classroom management7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.8Before the classplannerØ Decides lesson content -language focus, texts, etc. Ø Decides lesson methodology Ø Chooses materials 9ü organizerü controllerü assessorü prompterüparticipantü resource-providerDuring class10Organizer nStarts activities nGives instructions nClarifies instructions nDecides length of activities nDecides to move on from one stage of an activity to another nKeeps fast finishers occupied nStops activities where appropriate 11controllernControl the teaching pacenControl students opportunitynControl time of the teaching activitiesuBalance between control and no control 12assessornCorrecting students’ errors (gentle, don’t make a fuss about students mistakes)nOrganizing feedback (not critical, encouraging)13prompternTime (Students are not sure what, how) nGiving hintsnEliciting more14participantnJoin one or two groups as an ordinary participant.nChange his role, don’t dominate or be authoritative 15After classnEvaluates learner performance nProvides positive and negative feedback nGives guidance on how to improve future performance evaluator16Tasks:nPlease do the task 3 on page 69.17Teacher’s other roles u Facilitatoru guide u researcher18Facilitator nContributes to positive class dynamics nGives additional information useful or necessary for the activity (e.g. language input, learning tips) 19 FacilitatornProvides a stimulus or prompt （（for learners to do something with the language, to shift focus of attention）） nProvides motivation (stimulates, encourages, etc.) nProvides technical support (operates equipment such as cassette ／／video recorders, overhead projectors, etc.））203.2 Classroom instructionsRead the textbook from P73 to 74 and get some ideas about how to give classroom instructions effectively.21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. 22Giving Instructions4. 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.23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 1:24commentObviously, this instruction is unplanned, and thus unstructured. Such kind of instruction is extremely confusing to students.25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.26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.27Case 3:Teacher: Do you understand?Student: Yes …28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.29practiceSimplify the following instructions using less confusing language or a gesture.30Classroom instructions1. Now actually I would really like you if you could now stand up yes everyone please.Gesture (or Stand up).31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?32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.33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?34There are mainly four interaction models:v whole class work (lockstep) v individual work v pair work v group work 3.3 Interaction model35Discussion Do Task 4 and brainstorm the advantages and disadvantages of the four types of student grouping. 36groupingAdvantages Disadvantages Whole classwork Ø 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.37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;38Some suggestions about student grouping Read the materials in the textbook from Page 75 to 77.39practiceTurn to Page 77 and do Task No. 5.403.4 DisciplineDiscipline does not mean a series of punishment meted 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. 41Ø How to deal with the undisciplined acts?Textbook P81-82Ø Maintaining disciplineTextbook P79-8042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 classroom432. Why do teachers need proper questioning skills in teaching?P83443. 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?453. 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.)463. 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?47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: No, no! Sit down! John! You tell me.…Case 1:48commentØ Unclear questionsØ No concern for students’ psychologyØ Only concern about his / her own expected answersØ Indifferent responses to students’ answers 49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...50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. 51P86Some tips for making questionsmore effective:523.6 Dealing with errorsp Errors and mistakesp When to correctp How to correctp Who to correct 53 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.54(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 remember55AssignmentnPlease write a reflection on your classroom management. (teacher’s role in class; teacher’s instructions; students’ grouping; skills of questioning; attitude and skills to students’ errors. )5657。