Unit5classroommanagement课堂管理省公共课一等奖全国赛课获奖课件.pptx

Unit 10 Classroom management 第1页l What is classroom management?l What does classroom management involve?l Factors affecting classroom managementl Principles to follow for classroom managementThe The focus focus for the for the unitunit第2页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?第3页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?第4页Teacher decisions and actionsTeacher attitudes and intentionsTeacher beliefs and valuesClassroom decisions and actions are greatly determined by the teachers own attitudes,intentions,beliefs and values.第5页Question:nHow do you think of the table above?第6页 The role of the teacher Giving instructions Student grouping Discipline Questioning in the classroom Dealing with students errorsIII.Factors affecting classroom management第7页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.第8页Before the classplanner Decides lesson content-language focus,texts,etc.Decides lesson methodology Chooses materials 第9页 organizer controller assessor prompterparticipant resource-providerDuring class第10页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 第11页controllernControl the teaching pacenControl students opportunitynControl time of the teaching activitiesnBalance between control and no control 第12页assessornCorrecting students errors(gentle,dont make a fuss about students mistakes)nOrganizing feedback(not critical,encouraging)第13页prompternTime(Students are not sure what,how)nGiving hintsnEliciting more第14页participantnJoin one or two groups as an ordinary participant.nChange his role,dont dominate or be authoritative 第15页After classnEvaluates learner performance nProvides positive and negative feedback nGives guidance on how to improve future performance evaluator第16页Tasks:nPlease do the task 3 on page 69.第17页Teachers other roles u Facilitatoru guide u researcher第18页Facilitator nContributes to positive class dynamics nGives additional information useful or necessary for the activity(e.g.language input,learning tips)第19页 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.）第20页3.2 Classroom instructionsRead the textbook from P73 to 74 and get some ideas about how to give classroom instructions effectively.第21页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.第22页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.第23页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 which involves more Case 1:第24页commentObviously,this instruction is unplanned,and thus unstructured.Such kind of instruction is extremely confusing to students.第25页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.第26页commentIt 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.第27页Case 3:Teacher:Do you understand?Student:Yes 第28页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.第29页practiceSimplify the following instructions using less confusing language or a gesture.第30页Classroom instructions1.Now actually I would really like you if you could now stand up yes everyone please.Gesture(or Stand up).第31页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?第32页Classroom instructions3.Would you like to tell everyone the answer you were thinking of again because I dont think they heard it when you spoke so quietly and Im sure wed all be interested in hearing it if you could please?Louder.第33页Classroom instructions4.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 sentence but what you gave me was fine only does anyone I wonder have the answer Im looking for?Whats the name of the tense?第34页There are mainly four interaction models:v whole class work(lockstep)v individual work v pair work v group work 3.3 Interaction model第35页Discussion Do Task 4 and brainstorm the advantages and disadvantages of the four types of student grouping.第36页groupingAdvantages Disadvantages Whole classwork All the class are concentrating;good modeling from teacher;comfortable in choral practice Students have little chance to speak;Same speed for different students;Nervous in front of the whole class;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.第37页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;第38页Some suggestions about student grouping Read the materials in the textbook from Page 75 to 77.第39页practiceTurn to Page 77 and do Task No.5.第40页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.第41页 How to deal with the undisciplined acts?Textbook P81-82 Maintaining disciplineTextbook P79-80第42页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 classroom第43页2.Why do teachers need proper questioning skills in teaching?P83第44页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?第45页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.)第46页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?第47页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:第48页comment Unclear questions No concern for students psychology Only concern about his/her own expected answers Indifferent responses to students answers 第49页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.第50页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.第51页P86Some tips for making questionsmore effective:第52页3.6 Dealing with errorsp Errors and mistakesp When to correctp How to correctp Who to correct 第53页 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.第54页(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 remember第55页AssignmentnPlease write a reflection on your classroom management.(teachers role in class;teachers instructions;students grouping;skills of questioning;attitude and skills to students errors.)第56页第57页