《classroommanagement学科教学理论课件.ppt》由会员分享，可在线阅读，更多相关《classroommanagement学科教学理论课件.ppt（47页珍藏版）》请在三一办公上搜索。
1、Classroom Management,Planning lags behind reality.So good lesson planning does not mean you will teach well.,The National English Curriculum,Lesson Planning/Design,Classroom Management,Successful Teaching&Learning,Theory,Practice,What is classroom management?,Classroom management is the way teachers
2、 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.,What managerial skills?,Good managerial skills are essential to good teaching.Teachers rolesInstructionGrouping studentsQuestioningTreating er
3、rorsDiscipline and harmony,I.Teachers Roles,Under the curriculum,the teacher plays multiple and flexible roles in different teaching conditions.,Three Stages of Teaching,1.before the class,2.during the class,3.after the class,Teachers Roles in the Classtime,1.Controller2.Assessor3.Organizer4.Prompte
4、r5.Participant6.Resource-provider7.Atmosphere creator(Task 3 on Page 69),New Roles in the 21st Century,1.Facilitator2.Guides3.Researcher,Activity 1,Watch the video and identify the teachers different roles in different teaching stages.,II.Classroom Instruction,The type of language teachers use to or
5、ganize or guide learning.,Activity 2 Watch the video again and tell:What classroom English is good and when the teacher gives instructions.,Effective Instruction,More opportunities should be given to the learners.That is for the learners more participation in the learning process.,When to Give Instr
6、uctions,III.Student Grouping,1.Whole class work,2.Pair work,3.Group work,4.Individual study,Read through Section 3(P 74)and answer:when to group students in those ways.,1.Whole class work,All the students are under the control of the teacher.,A.Presenting new language pointsB.Giving explanationsC.Ch
7、ecking answersD.Doing accuracy-based reproductionE.Summarizing teaching and learning,When:,2.Pair work,Students work in pairs on an exercise or a task.,A.A dialogue readingB.A gameC.An information-gap task between the two students,When:,3.Group work,Communication Problem-solvingProject management Co
8、llaboration(teamwork),Ways to Group Students,Alternatives:1.seating arrangement2.students own wills3.strong students and weak students mixed together4.strong students and weak students grouped separately to do different tasks5.drawing lots,4.Individual Study,Students are expected to work on their ow
9、n at their speed.,A.Silent readingB.Doing written exercisesC.Writing something down individually after brainstorming in a groupD.Individual speech preparations,When:,Match,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
10、 want your students to scan a text to teach them the cognitive strategy of acquiring specific information.3.You intend to make the usage of a new word mastered by the whole class.4.You want your students to acquire the ability to talk about a topic in real life after the expressions often involved i
11、n the topic are taught.5.You want your students to prepare for talking about a given topic.,To sum up successful grouping,Rules:1.Whole class is normally for new language items.2.Always follow a similar procedure3.Before the task,assign roles clearly to all the students4.Double-check that students k
12、now their roles.5.Demonstration is better than explanation.,More rules:6.Circulate after students start.7.Help individual pairs or groups if needed.8.If noise or indiscipline rises to an excessive level,the teacher can stop the activity,explain the problem and ask the students to continue more quiet
13、ly.9.If some pairs or groups finish the task early,the teacher may encourage them to continue the task one way or another.,IV.Classroom Questioning,Questioning is the most common form of interaction between the teacher and the students.,Functions,1.focus students attention2.activate thinking and ima
14、gination3.check understanding4.stimulate recall of information5.challenge students6.assess learning7.show a model,Facts:,More low-order questionsLess questions from studentsLack of genuine questions,Question Types,1.closed and open questions,2.lower-order and higher-order questions,Knowledge/Remembe
15、ring,Understanding/Comprehension,Applying,Analyzing,Evaluating,Creating,Effective Questioning,1.Questions should be closely linked to the learning objectives.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 op
16、en,low-order and high order questions.4.Wait time is important to allow students to think through their answers.5.Opportunities to ask questions6.A secure and relaxed atmosphere of trust,Activity 3(oral work)Design 6 questions for the given passage.,V.Errors and Mistakes,1.A mistake is a performance
17、 error that is either a random guess or a slip of the tongue.,2.An error has direct relation with the learners language competence because of the lack of the knowledge in the target language.,Decide whether a mistake or an error is involved in the following.,1.“seashore”for“she sore”2.“I need a sext
18、et”for“I need a sextant”3.“This is the journal of the editor”for“This is the editor of the journal”4.“Women play an increasingly important part in society today.Long age,women only did something in the kitchen or at home.Now many of them have serious jobs to serve for people.What men can do so can w
19、omen.”,When to correct,FluencyAccuracy,How to Correct,Self-correctionPeer correction Indirect teacher correctionWhole class correctionDirect correction,Good managerial skills in organizing an English class increase your chances of success.Playing proper rolesGiving instructionsGrouping studentsAskin
20、g questionsTreating errorsMaintaining discipline and harmony,Effective Group Work,Group work requirements,A.,B.,C.,D.,E.,A.Group ProcessGround Rules Schedule Roles and Tasks B.Establishing TrustElaborate conditionsErrors C.Effective CommunicatingClear requirementsMore resources D.Collaborative activ
21、itiesA real sense of collaboration outcomeE.Managing Conflicts,Strategies for Handling Conflicts,1.Keep the interests of the group as the focus.2.Listen to each other with respect and patience.3.Focus on the problem and avoid personal attacks.4.Stay flexible.5.Participate in identifying options for
22、moving forward.6.Consider an objective approach for deciding outcomes when you are at a stalemate.7.Honor confidentiality,Checklist for teachers to observe their own questioning practices _Asks student to support answer with evidence or argument _Asks student to specify criteria when expressing judg
23、ments _Asks questions that go beyond facts _Asks questions that stimulate reflection beyond the class itself _Asks questions which focus on a particular relevant aspect of the matter at hand _Asks related questions in a series _Asks questions which require recall of information _Asks questions which
24、 require processing of information:_Grouping and classification _Compare and contrast _Specify cause and effect or other relationship _Analysis_Asks questions with more than one right answer _Asks student to apply information from reading or lecture,_Asks questions which require students to generali
25、ze _To make inferences _To evaluate_Asks questions on matters of opinion,where any answer is right _Asks questions which encourage hypotheses about the unknown or untested _Asks questions that relate to the experience of the student _Asks a variety of questions for different pedagogical purposes:_Emphasis _Practice(drill)_Self-awareness(student to realize he isnt getting it)_Attention _Variety,change of pace in classroom _Review,
