英语教学法ClassroomManagement
英语教学法8.Classroom--Management
IV. Student grouping
• An important feature of today’s language classroom is that students do not always study as one big group. Rather, students are put into groups of different sizes.
Classroom Management
Teaching Contents
1 What roles do teachers play in the classroom? 2 How to give effective classroom instructions? 3 What are the different ways for students grouping? 4 How to maintain discipline in the classroom? 5 How to ask effective questions? 6 How to treat students’ errors in the classroom?
II. The roles of the teacher
• Harmer defines the teacher’s roles as:
Controller
participant
resource provider
assessor
prompter
organizer
II. The roles of the teacher
teach, and what result to achieve. • During class: organizer… • After class: evaluator, who evaluates not only how
(完整版)《英语教学法》Unit_4_Classroom_Management
Unit 4 Classroom Management1.Teaching Aims:To discuss how language teachers can manage the classroom more effectively and efficiently.2.Teaching Content:1) The role of the teacher2) Student grouping3) Discipline in the language classroom3.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-centered, not teacher-centered.• 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.。
unit-5-Classroom-Management-英语教学法只是分享
5.1.3 Teacher as organiser
What to organise? – (in-class or out-of-class) activities (in TBLT)
How to organise? – Before the activity: what the activity is going to be like, anticipated problems; clear instructions given to students (with T’s demonstration) – During the activity: overhear what the students are saying, rectify wrong practices; take notes for later feedback
5.1.1 Teacher as controller
What does the teacher control? 1. What to learn • Target language items, key structures, useful words and expressions… 2. How to learn • The pace of learning, class time, discipline, (reproduction) activities, etc.
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
5.classroom management 英语教学法复习课程
New Roles in the 21st Century
• 1. Facilitator • 2. Guides • 3. Researcher
Activity 1
• Watch the video and identify the teacher’s different roles in different teaching stages.
Effective Instruction
Simple English
Opportunities
Good classroom language
Mother tongue if necessary
Suprasegmentals
Body language
• More opportunities should be given to the learners. That is for the learner's more participation in the learning process.
2.Pair work
Students work in pairs on an exercise or a task.
When:
A.A dialogue reading B.A game C.An information-gap task between the two students
3.Group work
• Lesson Planning / Design
• Classroom Management
• Successful Teaching & Learning
Practice
What is classroom management?
Unitclassroommanagement课堂管理
3.2 Classroom instructions
Read the textbook from P73 to 74 and get some ideas about how to give classroom instructions effectively.
comment
Obviously, this instruction is unplanned, and thus unstructured. Such kind of instruction is extremely confusing to students.
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.
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
Teacher beliefs and values
Question:
How do you think of the table above?
classroom management外语教学 课堂管理
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. Prompter
The teacher‟s major work is to
design and
organize tasks for students to perform in
class with task-based language teaching approach.
The teacher should go around the classroom
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. Organizer
纠错方式，明确纠错(explicit correction)
重述(recast)，
形式协商(negotiation of form)
Teacher as Organizor
英语教学法unit5-Classroom Management
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.
Unit-5-classroom-management(课堂管理)只是课件
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)
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.
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.。
5.classroom management 英语教学法
• Lesson Planning / Design
• Classroom Management
Practice
• Successful Teaching & Learning
What is classroom management?
•Classroom 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.
Understanding/Comprehension
Useful Verbs Sample Question Stems
Can you write in your own words...? Can you write a brief outline...? What do you think could happen next...? Who do you think...? What was the main idea...? Who was the key character...? Can you distinguish between...? What differences exist between...? Can you provide an example of what you mean...? Can you provide a definition for...
The type of language teachers use to organize or guide learning.
Unit 5 classroom management(课堂管理)(课堂PPT)
Provides motivation (stimulates, encourages, etc.)
Provides technical support (operates
equipment such as cassette ／video recorders, overhead projectors, etc.）
a classroom, the skill is called
“classroom management”.
.
3
II. What does classroom management involve?
Classroom management involves both decisions and actions.
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
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.
5. Use the native language when necessary.
6. Vary the instructions now and then.
unit-5-Classroom-Management-英语教学法
5.2 Classroom instructions
What are classroom instructions? • -- “the type of language teachers use to organise
or guide learning” – Giving directions to tasks or activities – Providing explanations to a concept or language
Teachers are not expected to do all the talking in class.
Tip: Demonstration is usually more effective than words.
5.3 Student grouping
What to group? – Whole class work, pair work, group work, indห้องสมุดไป่ตู้vidual study
• What do you think of the jug-and-mug metaphor?
5.1.7 Teacher’s new roles
• Teachers’ roles are not static. They change with the development of the society. (Fu, 2001)
the learning activities. 4. There is discipline as well as harmony in
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.。
Unitclassroommanagement课堂管理
Classroom instructions
3. 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?
Unit 10 Classroom management
What is classroom management ?
What does classroom management involve?
Factors affecting classroom management
Principles to follow for classroom management
comment
It 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.
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 ides lesson content language focus, texts, etc. ➢ Decides lesson methodology ➢ Chooses materials
英语教学法课件-Unit-5-classroom-management
can check individual students to make sure that students understand the instructions and know what to do. 5. Use the native language when necessary.
praing instructions using less confusing language or a gesture.
Classroom instructions
1. Now actually I would really like you if you could now stand up yes everyone please.
Provides motivation (stimulates, encourages, cajoles, etc.)
Provides technical support (operates equipment such as cassette ／video recorders, overhead projectors, etc.）
Case 3:
Teacher: Do you understand? Student: Yes …
comment
This 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.
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II. The roles of the teacher
2. Teacher’s roles:
Task 1：think about teacher’s roles before, during and after
class:
• Before class: planner, who plans what to teach, how to
teach, and what result to achieve. • During class: organizer… • After class: evaluator, who evaluates not only how
successfully he has conducted the class but also how effective the learning activities have been.
• (2) Group work: students work in groups of 4 and discuss what things they should use. Reach an agreement b the end of the discussion.
• (3) Whole class work: group leaders report their discussion result to whole class, justifying their decision if necessary.
•Less dynamic classroom; •No co-operation;
IV. Student grouping
Task: The following is a speaking activity. Think about how you will organize this activity.
ouping
Advantages
Disadvantages
•All the class are concentrating. •Students have little chance to
•Good modeling from teacher Whole class work •comfortable in choral practice
Classroom Management
Teaching Contents
1 What roles do teachers play in the classroom? 2 How to give effective classroom instructions? 3 What are the different ways for students grouping? 4 How to maintain discipline in the classroom? 5 How to ask effective questions? 6 How to treat students’ errors in the classroom?
Group work
•Communication in its real sense; •More dynamic than pair work; •promoting self-reliance;
•No outside pressure; Individual study •Study at own speed;
III. Classroom instructions
Classroom instructions refer to the language teachers use to organize or guide learning. • English or Chinese instructions? • Use simple language. • Give clear instructions • Use eye contact.
efficiently. Appropriate control and over-control.
• Assessor：to assess the students’ work. • Organizer: to design and organize activities/tasks • Prompter: to give appropriate prompts or hints when students are
• The most common student groupings: – Whole class work /lockstep – pair work – group work – individual study
Advantages and disadvantages of grouping
Decorate your classroom with things that are either beautiful or useful. How would you decorate it and what things would you need? How can you get them.
• (1) Whole class work: the teacher goes through the instruction with the students to make sure they now what to do exactly. If possible, give some hint.
Further suggestions about student grouping
1) When working in whole class work, the teacher should not speak too much.
2) When organizing pair work, the teacher should give the clearest instructions. If necessary, the teacher should demonstrate with one student first.
not ready to answer to do the activity.
• Participant: to participate in students’ activities / communication. • Resource provider: to provide resource/ knowledge
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;
separately to do different takes. • Group the students by drawing lots.
Further suggestions about student grouping
3) possible ways to group the students: • grouping the students according to seating arrangement; • students select their own group members,(risky) • strong students and weak students are missed together. • Strong students and weak students are grouped
I. What’s the goal of classroom management?
• Six conditions for Effective classroom management :
Teacher plays appropriate roles Teacher provides clear instructions. Suitable grouping of the students Asking appropriate questions. Discipline as well as harmony in the class. Proper error treatment.
separately to do different takes. • Group the students by drawing lots.
Further suggestions about student grouping
4) Although pair work and group work can provide students more chances for practice, individual study should not be totally neglected.
I. What’s the goal of classroom management?
➢Classroom management：the way teachers organize what goes on in the classroom.