Unit5ClassroomManagement市公開課一等獎省賽課微課金獎課件

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