Unit 5 classroom management(课堂管理)

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课堂管理英文作文

课堂管理英文作文英文：Classroom management is an important aspect of teaching. As a teacher, I believe that a well-managed classroom is essential for effective learning. One of the most important things to consider when managing a classroom isestablishing clear rules and expectations. This can be accomplished by creating a classroom contract or agreement with the students at the beginning of the school year.Another important aspect of classroom management is creating a positive and supportive learning environment. This can be achieved by fostering positive relationshipswith students and encouraging them to respect one another. Additionally, using positive reinforcement such as praise and rewards can also help to create a positive classroom environment.It is also important to be consistent with discipline.When a rule is broken, it is important to follow through with consequences that were established at the beginning of the school year. This helps to create a sense of fairness and consistency in the classroom.Finally, I believe that communication is key when it comes to classroom management. It is important to communicate with students, parents, and other teachers to ensure that everyone is on the same page. This can include regular parent-teacher conferences, newsletters, and open communication channels for students to express their concerns.中文：课堂管理是教学的重要方面。

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.

英语教学法教程期末考试串讲稿

Unit 1 Language and language learning1.2 views on languagein the structural view, language is a system of structurally related elements which include phonological units, grammatical units, grammatical operations, lexical items to transmission of meaning. Therefore the target of language learning is to mastery these elements. 结构观把语言看做是结构上相关联的元素的系统，包括语音单位，语法单位，语法操作，词项。

语言学习目标是掌握这些元素。

In the communicative/functional view, language is regards as a vehicle for express functional meaning. Although the grammatical characteristics are included, however, the semantic and communicative dimensions of language are more emphasized. In this view the target of language learning is to learn to express communication functions and categories of meaning. 交际/功能观，语言是表达功能性意义的载体。

虽然语法特点依然包括在内，但更强调语言的语义和交际层面。

因此语言学习目标是学习表达通讯功能和意义类别。

英语教学法unit5-Classroom Management

Unit 5
Classroom Management
Classroom Management
1. Definition the way teachers organize what goes on in the classroom
2. Six conditions for efficient classroom management (Content we will dealing in this unit)
Louder.
Part 3
Student Grouping
Interaction model
whole class work pair work group work individual work
➢ when to group students in those ways?
whole class work
2) Assessor
• Correcting mistakes (gentle, don’t make a fuss about students mistakes)
• Organizing feedback (not critical, focus on students’ progress, encouraging)
1.You as a teacher want your students to pay attention to the useful expressions in a daily dialogue between Jack and Mary.
2.You want your students to scan a text to teach them the cognitive strategy of acquiring specific information.

课堂管理英文作文

课堂管理英文作文Classroom management is an essential aspect of teaching. It involves creating a positive and productive learning environment for students. This can be achieved throughclear communication, consistent expectations, and fair consequences for misbehavior.One effective strategy for classroom management is establishing and communicating clear expectations for behavior. This can include rules for participation, respect for others, and consequences for breaking the rules. By setting clear expectations, students know what is expectedof them and can work towards meeting those expectations.Another important aspect of classroom management is building positive relationships with students. This can be done through getting to know students on a personal level, showing interest in their lives, and providing support when needed. Building these positive relationships can help to create a sense of community in the classroom and can leadto better behavior and engagement.Consistency is also key in classroom management. Teachers should be consistent in their expectations and consequences for misbehavior. This can help to create a sense of fairness and predictability for students, which can lead to better behavior and a more positive learning environment.In addition to these strategies, it's important for teachers to be proactive in their approach to classroom management. This can involve addressing potential issues before they escalate, providing clear and consistent feedback, and seeking support from colleagues or administrators when needed.Overall, effective classroom management is essentialfor creating a positive and productive learning environment for students. By setting clear expectations, building positive relationships, being consistent, and being proactive, teachers can create a classroom where students feel safe, supported, and engaged in their learning.。

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
11
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
4
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.

课堂管理英文作文6

课堂管理英文作文6英文：Classroom management is a crucial aspect of teaching. It is the foundation of a successful learning environment. As a teacher, I believe that effective classroom management is essential to promote a positive and productive learning environment.One of the key strategies for classroom management is establishing clear expectations and rules. This can be achieved by setting guidelines for behavior and communicating them to the students. When students know what is expected of them, they are more likely to behave appropriately.Another important aspect of classroom management is building positive relationships with students. This can be done by showing interest in their lives and engaging with them on a personal level. When students feel valued andrespected, they are more likely to be invested in their learning.Additionally, it is important to differentiate instruction to meet the needs of all students. This can be done by providing a variety of activities and assessments that cater to different learning styles and abilities. When students feel challenged and supported, they are morelikely to be engaged in their learning.Overall, effective classroom management is essential to create a positive and productive learning environment. By setting clear expectations, building positive relationships, and differentiating instruction, teachers can create a classroom that promotes academic success and personal growth.中文：课堂管理是教学的关键方面。

英语课堂管理 Classroom Management

Classroom ManagementBy Sophie LeeClassroom management is the way teachers organize what goes on in the classroom (Harmer, 1983:200). Efficient classroom management requires teachers to play appropriate roles, provide clear instructions, maintain discipline，and group students in a appropriate way etc.It’s no doubt that teachers play an important role in classroom management. Teachers often act as a controller, assessor, organizer, prompter, participant and resource-provider. As far as I am concerned, organizer and assessor are the basic and vital roles among the various roles. First of all, as an organizer, teachers need to design and organize tasks, time and just everything in class. Without it, teachers would get lost and have no clues what to do in class, also students would feel bored at the same time. Secondly, teachers are considered an assessor, and need to correct mistakes as well as organize feedback. In this way, students can realize their mistakes, learn from it and thus make progress in study. But teachers should correct students’mistakes gently and avoid hurting students’ feelings. I remember when I was in primary school, one of my classmates greeted a female teacher by saying,“How old are you?”. The teacher smiled and said,“it’s very good that you know how to ask about people’s age. But next time please say,‘How are you？’when you try to greet people. That’s more polite. OK?”“OK! How are you, Mrs Zhang ?”.The student acted immediately and happily. I was impressed by the teacher’s gentle and effective words.Regarding to the different sizes, student grouping include whole class work, pair work, group work and individual study. I think they are equally important and suitable for different situations. To begin with, whole class work is a must in class, and teachers use it to present knowledge, so that students are given equal opportunities and time in the learning process. As students, we definitely feel involved in this way and would pay more attention to what the teacher is saying. What’s more, pair work ensures students to practice what have learned efficiently which benefit them enormously. Thirdly, group work is an excellent way for students to brainstorm ideas. We practice this a lot in class and it helps us become mare creative and active. Group work also enables us to use English to express our ideas clearly. Last but not least, individual study is also necessary to us. Especially after brainstorming in a group, we can write things down on our own.Speaking of the principals of classroom management, I think maintaining discipline is crucial to the effective learning in class. If teachers fail to maintain discipline, the class can be a mess, and none of the students would be able to learn anything efficiently. For instance, at the beginning of my middle school life, my class was often chaotic. Most teachers would act immediately and stopped the class until everyone wasin order again. That was really a headache for our head teacher, but she dealt with it nicely. She rearranged the seat and separated the troublesome students. Gradually, the discipline of our class became much better and students did a better job in study as well.Reference：1）Wang,Q.(2006).A Course of English Teaching. Beijing: Higher Education Press.。

王蔷英语教学法教程第二版 Unit5

第5章Classroom management 理论知识多1. 课堂管理定义及goalClassroom management is the way teachers organize what goes on in the classroom.The goal of classroom management is to create an atmosphere conductive to interacting in English in meaningful ways.2. How to achieve effective classroom management?Effective classroom management can be achieved when the following six conditions are met：1) The teacher plays appropriate roles2) The teacher provides clear instructions.3) Suitable grouping of the students4) Discipline as well as harmony in the class.5) Asking appropriate questions.6) Treating students’ errors properly.第一部分教师角色一、The role of the teacher 教师角色2+6+3(1) Before the class—Planner 课前—设计者Before class, the teacher is a planner, who plans what to teach, how to teach, and what result to achieve. (2) During the class课中Based on the functions the teacher performs in different activities, Harmer defines the teacher’s roles as controller, assessor, prompter, participant, organizer, and resource-provider.①Controller 管理者An appropriate degree of control of the teacher over the class is vital in formal language teaching. The teacher controls the pace so that activities run smoothly and efficiently. For example, when students do skimming and scanning tasks, it is very important for teacher to control time.②Assessor评定者It is a major part of a teacher’s job to assess the students’ work. The teacher does two things: Correcting mistakes : The correcting should be gentle, not harsh.Organizing feedback: The feedback should be focused on students’ success or progress so that a success-oriented learning atmosphere can be created.③Prompter 促进者When students are not sure how to start an activity, or what to do next, or what to say next, the teacher should give appropriate prompts. The teacher should do:Giving hints （just like time, place…）;Eliciting more （by saying “and…?” “Anything else?” Yes, but why…? ）④Participant参与者Task-based teaching methods encourage the teacher to participate in students’ activities. Besides monitoring the class, the teacher can also join one or two groups as an ordinary participant. It is a good chance for students to practice English with a superior.⑤Organizer组织者One of the teacher’s major tasks is to design and organize tasks that students can perform in the class.⑥Resource-provider信息提供者The teacher is considered a good and convenient resource for the students. However, when students are supposed to work on their own, the teacher should withhold his readiness to provide resources.⑦Teacher’s new roles教师的新角色Teachers’ roles are not static. They change with the development of the society. The new curriculum requires the teacher to put on the following new roles: facilitator, guides, and researchers.1) Facilitators 辅助者:The teacher should function as a facilitator to students’ learning rather than simply transmitting knowledge. The teacher needs to create a positive learning environment, use various strategies to motivate learners, guide students in planning and assessing their learning and develop their learning strategies.2) Guides 指导者:During the process of education, teachers should position themselves as guides.The teacher needs to activate students’ prior knowledge; find their interests and explore potential capabilities; and evaluate their development fairly from an all-round perspective.3) Researchers 研究者:Good teachers are not only those with experience, but with rationalized thinking. Good teachers constantly reflect on what they do as a teacher and how their learners learn as learners.The teacher needs to make sense of what they do and how they affect learners; what their learners do and how learning is affected. Observe a problem, reflect on the reasons, think about possible solutions, implement the solutions and evaluate the results.(3) After the class—Evaluator课后—评估者After class the teacher is an evaluator, who evaluates not only how successfully he/she has conducted the class but also how efficient the learning activities have been.第二部分课堂指导一、课堂教学指导遵循的3个原则：Classroom instructions refer to the type of language teachers use to organize or guide learning. They include all classroom language that teachers may use for teaching purposes as well as for managing teaching.There are rules to follow for making instructions effective:The first rule is to use simple instructions and make them suit the comprehension level of the students. Make your own comments as simple and as natural as possible: “really?”, “Who is next?”The second rule is to use the mother-tongue only when it is necessary, and your lessons should be in the target language. Teachers can use body language to assist understanding.The third rule is that teachers should be careful not to do all the talking in class, and demonstration is usually more effective than words.第三部分分组一、The most common student groupings 最常见的学生分组4个①Whole class work refers to the time when all the students are under the control of the teacher. They are all doing the same activity at the same rhythm and pace. It happens when the teacher is presenting new language, giving explanation, checking answers, doing accuracy-based reproduction, or summarizing learning.②Pair work refers to the time when students work in pairs on an exercise or a task. It could be a dialogue reading, a game or an information-gap task between the two students.③Group work refers to the time when students work in small groups. Each group may have 3, 4, or 5 students, depending on the activity. Effective group work depends on careful preparation and meticulous management.④Individual study is the stage when students are expected to work on their own at their own speed.It involves activities such as silent reading, doing written exercises, writing something down individually after brainstorming in a group, or individual speech preparations.二、分组的优缺点第四部分纪律一、Discipline vs. indiscipline纪律和无纪律Discipline refers to a code of conduct which binds a teacher and a group of students together so that learning can be more effective. The ultimate goal of discipline is to make more effective learning possible. Indisciplined atmosphere will surely yield no learning at all. Indisciplined acts are not confined to students. Certain acts on the teacher’s part are also considered as indisciplined.二、The goal of disciplineThe ultimate goal of discipline is to make more effective learning possible, but the relationship between discipline and learning is not so straight forward as it appears.三、Characteristics of a disciplined ELT classroom.The class is under the teacher’s control.The classroom is quiet.Learning is taking place.The teacher and students show respect to each other.The teacher and students are cooperating smoothlyThe lesson is proceeding according plan四、课堂纪律的好处：It is easier to activate students in the way the teacher wants, and the time will be probably spent on learning tasks, rather than wasted.五、不良表现：学生：Students’ indisciplined acts will be numerous, such as arriving late for class, coming to class without a textbook and necessary materials, making noises in class, failing to do homework and not paying attention.教师：Certain acts on the teacher’s part are also considered as indisciplined, such as being late for class, going to class unprepared, being inconsistent, threatening students, being absent minded, etc.六、维持纪律A variety of teacher’s behavior contribute to discipline, such as the teacher’s choice of methodology, their interpersonal relationships with students, and their preparation for the lesson.When students are engaged in learning, they will be disciplined. They become engaged when: Students are clear about learning purpose.Students are able to do the work but find it challenging.Students are emotionally, physically and intellectually involved by the tasks.The presentation, variety and structure of the work and activities generate curiosity and interest.Students have opportunities to ask questions and try out ideas.Students can see what they have achieved and how they had made progress.Students get a feeling of satisfaction and enjoyment from the work.七、What measures can we take for indisciplined acts and badly behaving students? 措施(1) Harmer suggests: 学生明白犯错，表现差1) Act immediately. If possible, indisciplined acts should be immediately stopped so that less damage ismade.2) Stop the class. If the indiscipline is so disruptive as to hinder the progress of the whole class, the teacher should stop the class and make it clear what is wrong.3) Rearrange the seats. If troublesome students are sitting together, the teacher should separate them.Besides, if students are moved to the front of the class they will behave better.4) Change the activity. If the class seem to be getting out of control, or if discipline occurs due toinappropriacy of the activity, a change of activity will often restore the class.5) Talk to students after class. If a student is continually making trouble, the teacher should talk to thatstudents after class.6) Create a code of behavior. The teacher and students can work together to create some basic rules for theclass during activities.(2) Ur’s gives the following advice about problems in class: 学生无意识犯错1) Deal with it quietly. If the problems involve only one student, the teacher’s action should be a quietresponse so that it will avoid other students’ attention.2) Don’t take things personally. When something happens, the teacher should try to address the problemrather than the students as the object.3) Don’t use threats. Threats are never constructive measures against indiscipline.八、What cause discipline problem? 影响纪律的因素(1) A gap in the lesson, e.g. bad planning, and a piece of equipment fails to work.(2) Unclear instructions: students don’t know what to do and attention starts to wander.(3) Lack of teacher attention: teacher needs to constantly to scan the room and keep your eyes and earsopen to what is happening, especially in large groups.(4) The teacher concentrates on lengthy explanations to one individual so that the others get bored.(5) Work is too easy or too challenging so that students give up or attention wanders.九、Teachers are advised not to use the following ways to solve problems: 不建议教师做的(1) threats(2) giving lines(3) shouting loudly(4) punishing the whole class for the behavior of a few(5) giving written homework第五部分问题一、Functions of questioning: 问题的作用小和大Teachers use questions to focus students’ attention; to invite thinking and imaginations; to check understanding, to stimulate recall of information, to challenge students, and to assess learning.In addition, proper questioning can extend students’ thinking from the concrete and factual to the analytical and evaluative; can lead students through a planned sequence which progressively establishes key understandings; can promote reasoning, problem solving, and evaluation; and can promote students’ thinking about the way of their own learning.二、Classification of question types问题类型的分类3+1Questions have been classified using different criteria, mainly based on the level of thinking involved in answering the questions.(1) Closed and open questions:Closed questions refer to those with only one single correct answer while open questions may invite many different answers.(2) Display and genuine questions:Display questions are those that the answers are already known to the teacher and they are used for checking if students know the answers, too. Conversely, genuine questions are those which are used to find out new information and since they often reflect real contexts, they are therefore more communicative.(3) Lower-order and higher-order questions:Lower-order questions refer to those that simply require recalling of information or memorisation of factswhile higher-order questions require more reasoning, analysis, and evaluation.(4) Bloom classified the questions as follows:1) Knowledge; 2) Comprehension; 3) Application; 4) Analysis; 5) Synthesis; 6) Evaluation三、How to make questioning more effectives? 怎么让课堂更有效策略Questions should be closed linked to the learning objectives in the lesson;Questions should be staged so that the level of challenge increases as the lesson 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.第六部分错误一、The distinction between mistakes and errorsAccording to Brown, language mistakes and language errors are two different phenomena in language learning. Mistakes refer to a performance error that is either a random guess or a “slip of tongue”, and it is a failure performance to a known system. A mistake has nothing to do with the language competence. When a mistake is challenged or given enough attention, it can be self-corrected.Error has direct relation with the learners’ language competence. Errors do not result from carelessness nor hesitation, but lack of knowledge in the target language. Language errors cannot be self-corrected no matter how much attention is given.二、如何处理错误error？First, we need to distinguish errors from mistakes. In dealing with errors we need to be clear whether the task or activity is focusing on accuracy or fluency. And in designing classroom activities, there needs to be a balance between accuracy-based activities and fluency-based activities.Second, during fluency-based activities, it is best not to interrupt students during fluency work unless communication breaks down. When most of language is right but has a trivial mistake, let the mistake pass. If there are some common mistakes that other students might also have, try to do the correction after the student’s performance. However, during accuracy-based work, we may need to intervene more because the purpose of the activity is to get what is learned right.Third, there are different ways and techniques for correcting errors, such as direct teacher correction, indirect teacher correction, self-correction, peer correction, whole class correction. In general, indirect teacher correction is encouraged rather than direct teacher correction to avoid damaging students’ self-esteem and confidence. Indirect teacher correction includes “a simple repetition of a correct sentence as a model”, and “using facial expression or gesture to indicate a problem” etc. In practice, self-correction is encouraged before teacher correction or peer correction, because if it is a mistake, the student himself will be able to correct it. If the student cannot self-correct, the teacher can help with the correction or may ask other students to help correct it. Sometimes, the whole class can be invited to correct as well. For example, you can select the main error types, write four or five on the blackboard, put students in pairs for a few minutes to discuss and correct the errors. Then the whole class can do the correction together.。

unit-5-Classroom-Management-英语教学法

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…
– When a student doesn’t seem to be ready for an answer,…
Eric
Unit 5 Classroom Management
• 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
1. Whole class work All the students are under the control of the teacher, doing the same activity at the same rhythm and pace.
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.

Classroom management课堂管理

If you believe that old techniques would work if people would just act the way they used to, you already have a discipline problem difficult to solve.
Create an atmosphere （氛围） of mutual trust （互相的信任） and respect （尊重） among the students and with the teacher. Give clear directions before beginning an activity. （清楚地指导） Don’t just give the directions, but also model it. （还应该示范一下）
Cathy Gilstrap
I’ve taught primary and middle school students in the U.S. for 30 years, teaching music.
呼和浩特，1992
农安，吉林 2007
Classroom Management
How to be effective in our teaching! 怎么管理学生，让我们的教法有效？
What is effective classroom management?
The teachers and students need a classroom atmosphere where students can learn effectively.
老师和学生都需要良好的学习氛围。
Classroom management techniques:

Unit5classroommanagement(课堂管理)

participant
Join one or two groups as an ordinary participant.
Change his role, don’t dominate or be authoritative
After class
evaluator
Evaluates learner performance Provides positive and negative
Facilitator
Provides a stimulus or prompt （for learners to do something with the language, to shift focus of attention）
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
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
What is classroom management ?
What does classroom management involve?

Unit 5 Classroom Management

Unit 5 Classroom ManagementObjectives:By the end of this unit, Ss will:1.Get to Understand definition of classroom management.2. Understand the different factors which may affect classroom management1) The teacher role2) Teacher instruction3) Student grouping4) Discipline5) Questioning in the classroom6) Dealing with errorsImportant points1. Student grouping methods2. Questioning strategies in the classroom3. Techniques for dealing with Ss’ errorsDifficult pointsThe teacher different rolesTeaching methodsReflective Cooperative Autonomous-learning Model, Lecture, DiscussionTeaching ProceduresStep 1 Lead-in1. Ss do the reading report.2.Ss discuss t the definition of classroom management.3. Ss discuss Techniques for dealing with Ss’ errors.Step 2 Presentation1.What is the definition of classroom management?Classroom management is precisely that skill which we, teachers, apply when we teach. It is somehow a more specific term for the organizational talent we show in setting up a good learning /teaching environment. Since we most likely teach in a classroom, this skill is called “classroom management”.2.The role of the teacher in the classroomModern teaching methodology sees teaching as the emancipation of human nature. In the whole process of instruction, teacher and student both play a subjective role. In such a case, the teacher certainly plays quite different roles from the past. Generally speaking, the teacher may play six roles, namely organizer, controller, assessor, prompter, participant, and resource-provider (Harmer, 1983:201)CONTROLLERASSESSORORGANISERPROMPTERPARTICIPANTRESOURCE-PROVIDERThe new roles of the teacher suggested by傅道春Teachers as facilitatorsTeachers as guidesTeachers as researchers1. 傅道春.教师的成长与发展.教育科学出版社2. 傅道春徐长江.基础教育课程改革通识培训丛书：新课程与教师角色转变. 教育科学出版社3.Classroom instructionsProper instruction is the precondition of accomplishment of activities. To give appropriate instruction, it is necessary to follow the following principles.(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) Demonstration of what is needed.(4) Check of students understanding: the teacher can check individual students to make sure that students understand the instruction and know what to do.(5) Use the native language when necessary.(6) Vary the instruction now and then.4.Student groupingThe type of interaction is another factor that influences the effect of instruction. It is necessary for the teacher to know the strong and weak points of each model, and select the right one for classroom interaction.There are mainly four interaction models：Whole class work (Lockstep )Pair workGroup workIndividual studya.Whole class work (lockstep)Whole class work is where all the student are under the control of the teacher. They are all doing the same activity at the same rhythm and pace. Whole class work is often adopted when the teacher is making a presentation, checking exercise answers, or doing accuracy reproduction. When the teacher asks questions, the students speak either together or one by one, in turns or indicated by the teacher.b.Pair workPair work is where the students work in pairs. It could be a competition over a game or co-operation in a task or project between the two students. They could also do certain exercises together or oral practice. When the students are doing pair work, the teacher usually circulates around the classroom, answering question or providing help when necessary.c. Group workGroup work is where the students work in small groups. Each group has 3,4,or 5 students, depending on the activity. What students do in group work is similar to pair work, only there are more members in the group. Group work is most beneficial when the activity requires contributions from more than two students. The teacher can join each group for a while, but only as a participant not as a leader or inspector.d. Individual studyIndividual study is the stage during the class where the students are left to work on their own and at their own speed. Usually they are doing the same task, but the teacher may give them a choice of tasks. Some activities cannot be done in pairs or groups, for instance, reading and writing. People read at different speed, so they cannot read together, though two people might share one book. It seems writing can be done in pairs or groups, but what they are actually doing when they are working together is brainstorming ideas, discussing, or revising. When it comes to the real writing stage students should work individually.5. 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.How to deal with the undisciplined acts? (Textbook PP78-82)6. Questioning in the classroom: How to ask effective questions?1) Questions should be closely linked with the teaching objectives in the lesson;2) Questions should be staged so that the level of challenge increases as the lesson proceeds;3) There should be a balance between closed and open, lower-order and higher-order questions;4) Wait time is important to allow students to think through their answers;5) Students should be provided opportunities to ask their own questions and seek their own answers;6) A secure and relaxed atmosphere of trust is nee ded and students’ opinions and ideas are valued.7.Dealing with errors: How to treat students’ errors in the classroom?There are different ways and techniques for correcting errors, such as direct teacher correction, indirect teacher correction, self-correction, peer correction, whole classroom correction, etc. As a general rule, indirect teacher correction is encouraged rather than direct teacher correction to avoid damaging students’ self esteem and confidence. Also, self-correction is encouraged before teacher correction or peer correction.Step 3 Summary1.The teacher role2.Teacher instruction3. Student grouping4. Discipline5.Questioning in the classroom6. Dealing with errorsHomeworkAnswer the following questions:1.What are the main roles teachers can play before, during and after the class?2.How to give effective classroom instructions?3.What are the different ways for student grouping?4.How to ask effective questions?5.How to treat students’ errors in the classroom?。

classroom management 课堂管理

Use the back of yoint in the conventional way , it can appear aggressive and inhibit students. Using the back of your hand to gesture is less intimidating , and conveys invitation rather than a directive.
There are several important implications:
Do not interrupt students unnecessarily while they are perparing something. Do not dominate discussions yourself. Do not tell students what they want to say. Do not use more language than is necessary to direct and control classroom.
Don't be afraid of silence
Silence also has a valuable part to play in languang lessons. Constant language is tiring; students need to think , collect their thoughts, make notes, etc.
Keep your language to a minimum when students are doing something If your speak, students will usually listen. If your want to encourage your students to use languang, it obviously means that onces you have introduced to keep quiet.

教育教学英语词汇大全从学校到课堂提升教学能力的重要工具

教育教学英语词汇大全从学校到课堂提升教学能力的重要工具教育教学英语词汇大全——从学校到课堂提升教学能力的重要工具引言：教育教学是社会进步与发展的关键所在，而英语作为全球通用的语言，具备良好的英语教学能力对于学生的全面发展至关重要。

本文将介绍一些教育教学中常用的英语词汇，旨在帮助教育者从学校到课堂提升其教学能力。

一、课程规划与设计教学目标（learning objectives）：明确阐述学生应达到的知识、技能和能力要求。

课程大纲（syllabus）：详细描述课程的内容、学习目标、评估要求等信息。

教学策略（teaching strategies）：用于传授知识和培养学生能力的方法和技巧。

评估与反馈（assessment and feedback）：主要包括考试、作业评估和个性化反馈等方式。

二、教学方法与手段多媒体教学（multimedia teaching）：利用图像、音频、视频等多种媒体形式进行教学。

合作学习（cooperative learning）：学生通过小组合作，分享知识、解决问题。

个性化教学（individualized instruction）：根据学生的差异，制定个性化教学计划。

激励与奖励（motivation and rewards）：通过鼓励和奖励来激发学生的学习积极性。

三、教学策略与技巧启发式教学（scaffolding）：提供一系列的提示和引导，帮助学生逐步掌握知识和技能。

问题解决（problem-solving）：通过引导学生思考、寻找解决问题的方法来培养其批判性思维能力。

批判性思维（critical thinking）：培养学生分析、评估和解决问题的能力，促进深度学习。

口头表达（oral expression）：教学者通过口头表达的方式帮助学生提高听说能力。

写作技巧（writing skills）：培养学生撰写各类文体的能力，提高写作水平。

四、教育教学相关词汇教育观（educational philosophy）：对于教育目标、理念和价值观的看法。

教学计划学习常用的动词和名词短语

教学计划学习常用的动词和名词短语教学计划是教师为了有效组织教学活动而提前制定的一份指导性文件。

在制定教学计划的过程中，学习常用的动词和名词短语是非常重要的，因为这些词汇能够帮助教师在教学中准确表达自己的意图，为学生提供清晰的指导。

本文将介绍几个常用的动词和名词短语，以及它们在教学计划中的应用。

一、动词短语1. 引入（Introduce）在教学计划中，引入是指在开始新的教学内容之前，向学生介绍相关的背景知识、概念或问题，以唤起他们的兴趣和思考。

教师可以采用多种方式进行引入，例如通过提问、展示图片、播放视频等。

2. 解释（Explain）解释是指对教学内容进行详细阐述，以帮助学生理解和掌握知识点。

在教学计划中，教师可以列出需要解释的关键概念或难点，并准备相关的示例或案例来说明。

3. 演示（Demonstrate）演示是指教师进行实际操作或展示，以便学生能够更清楚地理解和模仿。

在教学计划中，演示可以包括实验、展示技能或演示解题过程等。

4. 提问（Ask）提问是教师调动学生思维、检查学习效果的重要手段。

在教学计划中，教师可以设计一系列引导性问题，引导学生思考和回答，提升他们的思维能力和参与度。

5. 练习（Practice）练习是帮助学生巩固和应用所学知识的重要环节。

在教学计划中，教师可以设计各种形式的练习活动，如个人练习、小组合作练习、游戏等，以提供更多的机会让学生进行实践。

二、名词短语1. 学习目标（Learning Objectives）学习目标是教学计划中规定的学生应该在学习过程中达到的具体目标。

它们应该明确、可衡量和与学生需求相匹配，以便教师和学生都能清楚地了解学习的方向和目标。

2. 教学资源（Teaching Resources）教学资源是指教师在教学过程中可能使用的各种教学辅助工具和材料，如教科书、幻灯片、实物模型等。

在教学计划中，教师可以列出需要准备和使用的教学资源，以便事先做好准备。

3. 评估方法（Assessment Methods）评估方法是用于评价学生学习成果和教学效果的手段。

Unit 5 Classroom Management

Unit 5 Classroom Management1.Teaching Aims:To discuss how language teachers can manage the classroom more effectivelyand efficiently.2.Teaching Content:1)The role of the teacher2)Student grouping3) Discipline in the language classroom3.Teaching Methods:1) Lecture ( Computer-aided Instruction)2)Demonstration3) Students Practice4.Teaching Procedures:1) Create a relaxed atmosphere in the classroom to achieve full student participation.∙Discipline and firmness are of paramount importance especially when students practise group work. The friendly relationship between you and the class has its vital impact on the students' attitude towards learning the language.2) Teacher's approach∙Be creative because much of the teacher's success depends upon his/her imaginative power, originality and creativity.Teaching is more an art than a science.∙Be an example of a good planner and organizer. By doing so, you encourage your students to develop their planning and organizational abilities.∙Preparing the lessons regularly and adequately makes you surefooted in the classroom. It sets your mind at ease and makes you realize the main aim of the lesson. Do not over-plan. Make your lesson plan brief, informative, clear and purposeful. Include various activities to suit the individual differences in the classroom.∙Be active. An active teacher means an active lesson. Avoid being indifferent because this creates a sort of boredom in the classroom.∙Make your lesson enjoyable because the ability to enjoy is the key to effective learning. Remember that what one learns through enjoyment, one never forgets and its effect on the memory never fades. Lack of interest means lack of response.3) Language production∙Involve your students in authentic communication situations, which encourage a continuous flow of speech. In fact, the acquisition of the language depends on practising it naturally.∙Give your students every possible chance to use the language. Talk as little as possible to give the students the opportunity to interact. Do not over teach. Make the lesson student centred, not teacher centred.∙Teach the language in appropriate social contexts. Relate the world to a sentence, the sentence to a situation and the situation to real life.∙Use the teaching media properly to make the lesson more attractive and perceptive. They save time and effort.∙Use effective means to eradicate errors. Always look at what they have achieved rather than at what they have failed to achieve.∙Be accurate in evaluating your students' achievement. The marks given should be in conformity with the real standard of the class.5.Self-assessment:Because students are not familiar with the English Teaching plan, although it is very easy to help Ss understand it. But They acturally don't know how to plan lessons well. It requires T explain it in details with the help of clare illustration and examples by using real examples.To get students practice more and experience .。

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classroom management 课堂管理

教育教学英语词汇大全从学校到课堂提升教学能力的重要工具

教学计划学习常用的动词和名词短语

Unit 5 Classroom Management

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