课堂教学管理
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Once the activity has started, there is no point for the teacher to stand in front of the class doing nothing. Besides monitoring the class, the teacher can also join one or two groups as an ordinary participant.
5. Resource-provider
The teacher is a good and convenient resource for the students.
6. Assessor
As an assessor, the teacher does two things, that is, correcting mistakes and organising feedback.
(Prompter)
8. When the students have in groups decided where to go for an spring outing, the teacher asks each group to tell the others why they have made such a choice. (Assessor)
3. Prompter
When students are not sure how start an activity, or what to do next, or what to say next, the teacher should give appropriate prompts.
4. Participant
9. When students are doing a groupwork task, the teacher joins one or two groups for a short period of time.
(Participant)
10. The teacher asks students to produce conversations (either orally or in writing) by using particular patterns or expressions they have just learned.
2. Controller
The teacher controls the pace so that activities run smoothly and efficiently. When students do skimming and scanning tasks, it is very important for the teacher to control time. When doing activities, the teacher controls the whole class so that everyone has equal chance. When students do reproduction activities, the teacher’s control can make sure the students use certain target language items and their reproduction has a degree of accuracy.
(Prompter)
3. The teacher writes one of five numbers (1-5) on a number of cards (the same number as the students). Each student draws one card. Those who have drawn number 1 will form group 1, and those who have drawn number 2 will form group 2. Thus the students are put into five groups in a random way. (Organiser)
Classroom Management
哈尔滨市道外区教师进修学校 史伟
开始语
课，就是教育思想的源泉；课，就是 创造活动的源头，就是教育信念的萌发 园地。
The conditions of effective and efficient classroom management:
The teacher plays appropriate roles. The teacher provides clear instructions. Students are grouped in a way suitable for the learning activities. There is discipline as well as harmony in the class. The students’ errors are treated properly.
Classroom instructions
I. The implication of classroom instructions
Classroom instructions refer to the type of language teachers use to organise or guide learning. Generally they include all classroom language that teachers may use for teaching purposes as well as for managing teaching.
5. The teacher asks students to take turns to make sentences with a newly learned structure. If someone makes an error, the teacher asks him or her to retive classroom instructions?
Use simple instructions and make them suit the comprehension level of the students. Use the mother-tongue only when it is necessary. Demonstration is usually more effective than words.
(Controller)
6. While doing a writing task either individually or in groups, the students need to use a particular word they don’t know. So they ask the teacher.
2. T: Do you have any hobbies? S: Yes, I like singing and dancing. T: Uhm, and…? S: I also collect coins. T: Oh, really, how many…have you already…collected?
4. When a student has made a sentence with borrow, ‘I borrowed a paper to write a letter’, the teacher says, ‘Well, we don’t say a paper, we say a piece of paper.’ (Assessor)
(Controller)
11. The teacher has a word in his mind and asks students to guess by asking only Yes/No questions until they make the correct guess.
(Participant)
Task 1
The following are things that teachers often do in a language classroom. Decide what role the teacher is playing in each activity.
1. The teacher gives students 2 minutes to skim a text, and when time is up, he asks students to stop and answer some questions. (Controller)
The roles of the teacher
I. The roles that the teacher plays during the class
What roles do teachers play in the classroom?
1. Organiser
The most important and difficult role that the teacher has to play is to be an organiser. The teacher’s major task is to design and organise activities. Before students do the activity, the teacher should group the students in a way suitable and then give instructions clearly and concisely so that students know how to do what. While students are doing the activity, the teacher should walk around the classroom and overhear what the students are saying. If some students are not doing the right task, the teacher should rectify. Taking notes in mind will help the teacher to provide accurate feedback later. After students finish doing the activity, the teacher should organise feedback.
(Resource-provider)
7. The teacher asks a student a question ‘Have you ever bought clothes with problems?’ If the student doesn’t seem to be ready, the teacher says ‘for example, a shirt without…’ and points to the buttons on his own shirt or jacket.
The focus questions to be answered:
What roles do teachers play in the classroom? How to give effective classroom instructions? What are the different ways for student grouping? How to maintain discipline in the classroom? How to treat students’ spoken errors in the classroom?
5. Resource-provider
The teacher is a good and convenient resource for the students.
6. Assessor
As an assessor, the teacher does two things, that is, correcting mistakes and organising feedback.
(Prompter)
8. When the students have in groups decided where to go for an spring outing, the teacher asks each group to tell the others why they have made such a choice. (Assessor)
3. Prompter
When students are not sure how start an activity, or what to do next, or what to say next, the teacher should give appropriate prompts.
4. Participant
9. When students are doing a groupwork task, the teacher joins one or two groups for a short period of time.
(Participant)
10. The teacher asks students to produce conversations (either orally or in writing) by using particular patterns or expressions they have just learned.
2. Controller
The teacher controls the pace so that activities run smoothly and efficiently. When students do skimming and scanning tasks, it is very important for the teacher to control time. When doing activities, the teacher controls the whole class so that everyone has equal chance. When students do reproduction activities, the teacher’s control can make sure the students use certain target language items and their reproduction has a degree of accuracy.
(Prompter)
3. The teacher writes one of five numbers (1-5) on a number of cards (the same number as the students). Each student draws one card. Those who have drawn number 1 will form group 1, and those who have drawn number 2 will form group 2. Thus the students are put into five groups in a random way. (Organiser)
Classroom Management
哈尔滨市道外区教师进修学校 史伟
开始语
课，就是教育思想的源泉；课，就是 创造活动的源头，就是教育信念的萌发 园地。
The conditions of effective and efficient classroom management:
The teacher plays appropriate roles. The teacher provides clear instructions. Students are grouped in a way suitable for the learning activities. There is discipline as well as harmony in the class. The students’ errors are treated properly.
Classroom instructions
I. The implication of classroom instructions
Classroom instructions refer to the type of language teachers use to organise or guide learning. Generally they include all classroom language that teachers may use for teaching purposes as well as for managing teaching.
5. The teacher asks students to take turns to make sentences with a newly learned structure. If someone makes an error, the teacher asks him or her to retive classroom instructions?
Use simple instructions and make them suit the comprehension level of the students. Use the mother-tongue only when it is necessary. Demonstration is usually more effective than words.
(Controller)
6. While doing a writing task either individually or in groups, the students need to use a particular word they don’t know. So they ask the teacher.
2. T: Do you have any hobbies? S: Yes, I like singing and dancing. T: Uhm, and…? S: I also collect coins. T: Oh, really, how many…have you already…collected?
4. When a student has made a sentence with borrow, ‘I borrowed a paper to write a letter’, the teacher says, ‘Well, we don’t say a paper, we say a piece of paper.’ (Assessor)
(Controller)
11. The teacher has a word in his mind and asks students to guess by asking only Yes/No questions until they make the correct guess.
(Participant)
Task 1
The following are things that teachers often do in a language classroom. Decide what role the teacher is playing in each activity.
1. The teacher gives students 2 minutes to skim a text, and when time is up, he asks students to stop and answer some questions. (Controller)
The roles of the teacher
I. The roles that the teacher plays during the class
What roles do teachers play in the classroom?
1. Organiser
The most important and difficult role that the teacher has to play is to be an organiser. The teacher’s major task is to design and organise activities. Before students do the activity, the teacher should group the students in a way suitable and then give instructions clearly and concisely so that students know how to do what. While students are doing the activity, the teacher should walk around the classroom and overhear what the students are saying. If some students are not doing the right task, the teacher should rectify. Taking notes in mind will help the teacher to provide accurate feedback later. After students finish doing the activity, the teacher should organise feedback.
(Resource-provider)
7. The teacher asks a student a question ‘Have you ever bought clothes with problems?’ If the student doesn’t seem to be ready, the teacher says ‘for example, a shirt without…’ and points to the buttons on his own shirt or jacket.
The focus questions to be answered:
What roles do teachers play in the classroom? How to give effective classroom instructions? What are the different ways for student grouping? How to maintain discipline in the classroom? How to treat students’ spoken errors in the classroom?